Producing concept-motivated signs supports learning of STEM in American Sign Language.

Abstract

Deaf and hard of hearing students often lag behind their hearing peers in STEM classes, in part because of a lack of STEM learning resources available in sign language. Past research shows the benefits of embodied cognition through iconic gestures for hearing students. We investigated whether signed lessons that emphasized connections to English or to concepts supported embodied learning of STEM topics. In Study 1, we developed and validated pairs of lessons in two signing styles: English-motivated (EM) and concept-motivated (CM). In Study 2, we compared learning from those two signing styles. Participants' scores increased from pre- to post-test, indicating learning, but there were no differences based on signing style. However, when we examined participants' signed summaries, we found that increased production of CM signs, but not EM signs, was related to higher post-test scores. This result suggests that the benefits from embodied learning emerge when learners produce the concept-motivated signs themselves.