Main uses of active voice in concept maps
and overall in learning
The interaction of students with the
cognitive
structures represented in the concept map, (that may include
multimedia) is already an improvement for all students, with widely demonstrated
advantages, and even more it does for students with learning disabilities,
mainly to those affected with some degrees of dyslexia or Attention Deficit
Disorder
(DDA), in acute and barely
perceptible cases.
The conjunction of the
active
voice to express the map cognitive structures, beside its value
as a technological advancement, an augmentation of the map multimodal (the
use of several communication channels) aspect, for the average student it
means a raise in the perception and motivation
threshold, and for the students with learning disabilities it also offers
the possibility of enhancing their interaction with the represented
knowledge, with positive results in the development of their personal
cognitive potentialities and learning.
In addition to the positive effects of these
developments on most students and to those having some learning
disabilities, it enables the access and interaction with the represented
knowledge also to visually
impaired students.
The end user can customize some selectable parameters (for
instance the language [11] the voice gender and diction speed) and
voice quality (for instance pitch, pitch fluctuations and deepness).
Active voice will work with all map objects, it
is not
necessary any additional work.
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