Assistive Technology and Learning Disabilities

Lewis, Rena B.

doi:10.1177/002221949803100103

Cited by 86 publications

(14 citation statements)

References 36 publications

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“…Lindstrom (2007) discussed accommodations specifically for postsecondary students with reading and written expression disorders, finding that there was little empirical evidence to guide judgment. We also located an amount of articles enumerating the various extant AT devices and approaches, without systematically assessing their effectiveness – like Lewis (1998a), Mull & Sitlington (2003). These were usually aimed at educators, though some of them appeared in academic journals with an audience mostly composed of researchers.…”

Section: Introductionmentioning

confidence: 99%

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

129

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Section: Introductionmentioning

confidence: 99%

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

129

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“…In the care and assistance domain, earlier proposals focused on techno-centric solutions that aimed to provide specific healthcare related services to senior citizens or disabled persons [83]. However, more recent proposals such as the ones reviewed in this paper extend this concept to “active ageing” or “productive ageing”, modifying the perspective of the society when considering the ageing process [5].…”

Section: Discussionmentioning

confidence: 99%

“…In terms of care and assistance, it has been shown in many studies over the years that senior users and persons with any type of disability face serious problems when it comes to interacting with the technology [83,109,110], and that knowing how to use technological tools beforehand is needed in order to have continued support and confidence [5,111].…”

Section: Discussionmentioning

confidence: 99%

Technological Ecosystems in Care and Assistance: A Systematic Literature Review

Marcos-Pablos

García-Peñalvo

2019

Sensors

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Applying the concepts of technological ecosystems to the care and assistance domain is an emerging field that has gained interest during the last years, as they allow to describe the complex relationships between actors in a technologically boosted care domain. In that context, this paper presents a systematic review and mapping of the literature to identify, analyse and classify the published research carried out to provide care and assistance services under a technological ecosystems’ perspective. Thirty-seven papers were identified in the literature as relevant and analysed in detail (between 2003–2018). The main findings show that it is indeed an emerging field, as few of the found ecosystem proposals have been developed in the real world nor have they been tested with real users. In addition, a lot of research to date reports the proposal of platform-centric architectures developed over existing platforms not specifically developed for care and services provision. Employed sensor technologies for providing services have very diverse natures depending on the intended services to be provided. However, many of these technologies do not take into account medical standards. The degree of the ecosystems’ openness to adding new devices greatly depends on the approach followed, such as the type of middleware considered. Thus, there is still much work to be done in order to equate other more established ecosystems such as business or software ecosystems.

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“…VR can play the role of assistive technology as well. Lewis [85] hypothesized assistive technology as having two objectives: (1) to enhance a person's strengths to overcome the impacts of disability, and (2) another way to complete a mission that compensates for a disability.…”

Section: Vr As Assistive Technologymentioning

confidence: 99%

“…Providing a personal assistant may be an appropriate way for students to participate fully in the curriculum [85], [91],…”

Section: • Environmentsmentioning

confidence: 99%

Using Virtual Reality to Improve STEM Education

Qorbani¹

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The purpose of this dissertation is to investigate the effect of using Virtual Reality (VR) technology on the students' experience in science education, particularly for interaction, learning, and accessibility. Science, Technology, Engineering, and Math (STEM) education has special requirements such as lab-based activities and abstract concepts that complicate setting up the environment and learning process. These complications are increased due to the pandemic and other remote access requirements. VR has unique affordances that make it a promising solution but its use in this regard has not been properly investigated and there are many open research questions related to its effect on interaction, learning, and accessibility in STEM education.Focusing on these three aspects, we ran a series of quantitative and qualitative studies to find out if the use of VR in science labs leads to an increased level of learning, efficiency, and accuracy of the tasks (measured by pre-post knowledge tests and the in-app data collection system). The Immersive/head-mounted VR (IVR) was compared to Desktop VR (DVR) and 2D/text-based conditions. Results indicated a significant difference in some areas particularly related to postknowledge score, spatial skills, and learnability between 2D and VR conditions. Task completion rate, efficiency, and accuracy also indicated a significant difference between IVR and DVR groups, showing IVR performing better. The qualitative evaluation included an analysis of students' experiences with the use of VR and their perspective on its application for education.The result indicated that in areas such as ease of use, learnability, engagement, and overall satisfaction they preferred VR treatment better compared to 2D/ Text as they found the use of VR to be beneficial to their learning. Our studies also showed the efficacy of software-based accessibility features that improved interaction and learning for wheelchair users. We concluded that the implementation of a virtual environment for STEM education requires careful considerations in the design and implementation to make it technically practical to run on mobile Head Mounted Displays (HMD), be relevant based on established learning theories, minimize the effect of cybersickness, and be accessible for a wider range of audience. The findings of this research helped us propose ScienceVR, a framework for the design and development of VR experiences for science education.

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Assistive Technology and Learning Disabilities

Cited by 86 publications

References 36 publications

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Technological Ecosystems in Care and Assistance: A Systematic Literature Review

Using Virtual Reality to Improve STEM Education

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