The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today’s dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.
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Bachelor of Science (B.S.)
College of Sciences
Dissertations, Academic -- Sciences; Sciences -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Boone, Amanda, "The Universal Design Paradigm: An Examination of Real-Time, C-Print, Meaning-for-Meaning Transcription and Individual Differences in Learning" (2014). HIM 1990-2015. 1556.