iTunesU and the «USiena» model: A new prospect for mobile learning for students with dyslexia?
Antonio Giardi
The aim of this paper is to focus the reader’s attention on the «mobile» use of iTunesU and the «USiena» model, as future compensatory tools. Starting from multimedia learning theories, a mobile course model was designed (the «USiena» model) and an experimental method was used to carry out a «pilot study» with 32 dyslexic students. The goal of the experimentation was to investigate how iTunesU, associated with the «USiena» model, influences learning. The experimental hypothesis was that the proposed design solution would favour content transmission compared to the «talking book» (similar to a model defined in the article as «Audio Only»), improving learning and thus (iTunesU and the «USiena» model) proving a potential compensatory tool for the future. Two video contents were produced (with the «USiena» model) and two audio contents were recorded, then the level of learning was compared («USiena» vs. «Audio Only»). The obtained results confirmed the experimental hypothesis.
Keywords
Mobile, Mobile learning, Mobile course model, iTunesU, Dyslexia, Compensatory tool.