A REVIEW ON THE ICT LITERACY ACQUISITION OF MODERATE HEARING-IMPAIRED YOUTH BY ADAPTED CONSTRUCTIVISM AND LEARNATIVITY CONTENT DEVELOPMENT

Authors

  • S. G. Nambuwasam Department of Multimedia and Web Technology, Faculty of Information Technology, University of Vocational Technology, Sri Lanka
  • S. R. Liyanage Department of Software Engineering, Faculty of Computing and Technology, University of Kelaniya, Sri Lanka
  • M. R. K. N. Yatigammana Department of Commerce and Financial Management, Faculty of Commerce and Management Studies, University of Kelaniya, Sri Lanka

DOI:

https://doi.org/10.46827/ejse.v10i4.5467

Abstract

Hearing impairment is a prominent sensory disability that occurs due to the complete or partial loss of hearing ability in one or both ears. Based on the degree of hearing loss, hearing impairment is graded as mild, moderate, severe, or profound. The World Health Organization (2021) states that over 5% of the world’s population has disabling hearing loss. The inadequate hearing negatively affects their education and makes them low-literate and unemployed in society. Based on the findings, poor hearing makes hearing-impaired learners inactive in the learning process. According to the theorists, constructivism is a learning theory that encourages active learner participation. If hearing-impaired youth are literate in information and communication technology (ICT), employment opportunities are available for them in the industry, either as graphic designers or hardware technicians. The objective of this review paper is to identify the challenges faced by hearing-impaired learners in obtaining education and ICT literacy. In addition to that, how constructivism and learnativity content development can be effectively applied in providing ICT literacy for moderately hearing impaired youth to occupy them in society gainfully.

 

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Author Biographies

  • S. G. Nambuwasam, Department of Multimedia and Web Technology, Faculty of Information Technology, University of Vocational Technology, Sri Lanka

    S.G. Nambuwasam obtained a Bachelor of Science degree from the Open University of Sri Lanka in 2002. She obtained a postgraduate diploma in information technology from the University of Kelaniya in 2009. She completed a Master of Information Technology degree at the University of Colombo School of Computing in 2012. She continues to pursue a Master of Philosophy in e-learning. Her research interest is in the ICT literacy of moderately hearing-impaired youth. She is attached to the department of multimedia and web technology at the University of Vocational Technology as a teaching staff member.

  • S. R. Liyanage, Department of Software Engineering, Faculty of Computing and Technology, University of Kelaniya, Sri Lanka

    Dr. S.R. Liyanage graduated from the University of Kelaniya with B.Sc Honours in Statistics and Computer Science in 2005. He completed a Master of Philosophy in Computer Engineering from University of Peradeniya in 2009 and received PhD from National University of Singapore in 2013. His research interests are in Brain Computer Interfaces, Data Science and applications of Machine Learning and pattern recognition. He is the Head of Department and a Senior Lecturer attached to the Department of Software Engineering, Faculty of Computing and Technology, University of Kelaniya. 

  • M. R. K. N. Yatigammana, Department of Commerce and Financial Management, Faculty of Commerce and Management Studies, University of Kelaniya, Sri Lanka

    M.R.K.N. Yatigammana is a Professor in Digital Learning in the Department of Commerce and Financial Management, University of Kelaniya. She obtained a Bachelor of Commerce (sp) degree from University of Kelaniya in 2005. She completed Msc in MIT from the Department of Industrial Management, University of Kelaniya in 2009. She obtained a Doctor of Philosophy from Management and Science University, Malaysia in 2014. Her research expertise is mainly based on digital learning, educational technology, blended learning, and micro learning.

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Published

2024-07-05

Issue

Vol. 10 No. 4 (2024)

Section

Articles

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