A Study On The Influence Of Visual Emotional Design In Micro Lessons On Reading Comprehension Of Hearing-impaired Students

Reading disorder of hearing-impaired students has always been an urgent problem in educational research.Educators have been exploring effective ways to improve the reading level of hearing-impaired students.Although studies have proved that micro-lesson and other teaching video resources have positive significance in promoting the reading comprehension of hearing-impaired students,in the field of special education,there is a lack of effective design of micro-lesson and other teaching video resources,and almost no emotional design of micro-lesson video resources.Current studies have proved that the visual emotional design of "warm color +anthropomorphic" in micro-lessons and other video materials can stimulate the positive emotions of healthy listening students and affect their cognitive processing.Then what is the impact of visual emotional design in micro-lessons on hearing-impaired students?In deaf school compulsory education curriculum standard（2016）explicitly pointed out that the reading teaching should guide the born deaf deepen comprehension in positive emotion,actively improve the deaf students’ reading interest,so if we can use for micro class such as video teaching resources for effective visual emotional design,promote positive emotions deaf students and,in turn,affects their cognitive processing,What about promoting their reading comprehension?In order to solve these problems,this study adopted the explanatory sequence design scheme in the mixed research method as the main line of research.In the quantitative stage,single-factor subject design was adopted to study the effects of visual emotional design in micro lessons on the positive emotions,negative emotions and reading comprehension of hearing-impaired students.The results in the quantitative stage were as follows: 1.Compared with neutral visual emotional design,positive visual emotional design can effectively enhance the positive emotions of hearing-impaired students.2.Both positive visual emotional design and neutral visual emotional design can effectively reduce the negative emotions of hearing-impaired students,and reduce the negative emotions to the same degree.3.Compared with neutral emotional design,positive visual emotional design can effectively improve the reading comprehension of hearing-impaired students.The research results in the quantitative stage were investigated,and more valuable results were selected for further exploration,so as to determine the question that needs further explanation in the qualitative stage: why can positive visual emotional design in micro-lesson videos significantly improve the reading comprehension of hearing-impaired students? Based on this problem,an interview outline was developed.With the help of computer-aided interview method and three-level coding based on grounded theory,qualitative stage research results were obtained.The effects of positive visual emotional design in micro-lessons on reading comprehension of hearing-impaired students were analyzed from two aspects of learning motivation and visual cognitive processing.Finally,the quantitative and qualitative studies were integrated,and the results of mixed studies were obtained through comprehensive discussion.The internal influence mechanism of visual emotional design in micro-lessons on reading comprehension of hearing-impaired students was deeply discussed.The results of mixed studies show that: 1.Positive visual emotional design in micro lessons can stimulate the learning motivation of hearing-impaired students by optimizing their emotional experience and enhancing their learning interest,thus indirectly regulating their visual cognitive processing and promoting their reading comprehension.2.Positive visual emotional design in micro lessons can directly promote visual cognitive processing of hearing-impaired students by enhancing their visual attention,affecting their cognitive load and helping to construct visual-spatial templates,thus improving their reading comprehension.It is hoped that this study can provide some reference value for alleviating reading difficulties of hearing impaired students,optimizing teaching video resources of hearing impaired students,and supplementing research cases of visual emotional design.