A Review of Digital Media Guidelines for Students with Visual Light Sensitivity

Autor/inn/en	Sproul, Janene; Ledger, Susan; MacCallum, Judith
Titel	A Review of Digital Media Guidelines for Students with Visual Light Sensitivity
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 2, S.222-239 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1679355
Schlagwörter	Special Needs Students; Educational Technology; Technology Uses in Education; Student Needs; Color; Time; Lighting; Educational Environment; Visual Impairments; Inclusion; Individualized Instruction; Guidelines; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Colour; Farbbezeichnung; Farbe; Zeit; Beleuchtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Visual handicap; Sehbehinderung; Inklusion; Individualisierender Unterricht; Richtlinien; Ausland; Australien
Abstract	Technological developments allow students to access visual information from digital devices as small as phones or as large as whiteboards. Education technology research and policy typically address the software product, yet little research has focused on optimal viewing parameters or the impact it has on student users. Students with light sensitivity (migraine, concussion) potentially face a barrier with e-learning activities in the classroom. This review aimed to identify points of convergence and inconsistency across various literature sources containing guidelines for digital media use by students in schools. Inconsistencies were found between academic, manufacturer and school guidelines. Six parameters were identified for modification on behalf of students with light sensitivity relating to image colour, image flash frequency, duration of viewing, luminance and environmental lighting -- both natural and artificial. The findings highlight the need for revision of school policies regarding digital learning environments and awareness raising to support inclusive access and use by students with light sensitivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01