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Previous research underscored the potential of danmaku–a text-based commenting feature on videos–in engaging hearing audiences. Yet, for many Deaf and hard-of-hearing (DHH) individuals, American Sign Language (ASL) takes precedence over English. To improve inclusivity, we introduce “Signmaku,” a new commenting mechanism that uses ASL, serving as a sign language counterpart to danmaku. Through a need-finding study (N=12) and a within-subject experiment (N=20), we evaluated three design styles: real human faces, cartoon-like figures, and robotic representations. The results showed that cartoon-like signmaku not only entertained but also encouraged participants to create and share ASL comments, with fewer privacy concerns compared to the other designs. Conversely, the robotic representations faced challenges in accurately depicting hand movements and facial expressions, resulting in higher cognitive demands on users. Signmaku featuring real human faces elicited the lowest cognitive load and was the most comprehensible among all three types. Our findings offered novel design implications for leveraging generative AI to create signmaku comments, enriching co-learning experiences for DHH individuals.more » « less
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Abstract While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.
