Development and Standardization of an Assistive Technology Questionnaire Using Factor Analyses: Eight Factors Consisting of 67 Items Related to Assistive Technology Practices

Seok, Soonhwa; DaCosta, Boaventura

doi:10.1080/10400435.2013.778917

Cited by 13 publications

(9 citation statements)

References 21 publications

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“…This factor has the highest mean value of 2.87, indicating a positive contribution to the EES' usability. This is consistent with the literature, as the system, which fits to the users' strengths, is usually retained for longer periods of time (Seok and Dacosta, 2014).…”

Section: Tqmsupporting

confidence: 90%

An augmented reality-based system for improving quality of services operations: a study of educational institutes

Egaji

Asghar

Griffiths

et al. 2022

TQM

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PurposeThis study aims to evaluate the usability of the augmented reality-based Evoke Education System (EES) to improve service operations in educational settings. The EES uses an animated character (Moe) to interact with children in a classroom by reproducing their teacher's movements and speech.Design/methodology/approachThis study uses a quantitative approach for the system usability evaluation. The ESS was evaluated by 71 children aged 6–8 years old, from two primary schools. After interacting with the EES, they completed a system usability questionnaire and participated in a knowledge acquisition test.FindingsThe knowledge acquisition test undertaken on the initial day showed statistically significant improvements for children taught with the EES, compared to children taught through traditional teaching approaches. However, the retest nine days later was not statistically significant (as only one school participated) due to low power. This study used confirmatory factor analysis (CFA), resulting in the identification of five essential factors (likeability, interactiveness, retention, effectiveness/attractiveness and satisfaction) that contribute to the EES's usability. The comparison with existing literature shows that these factors are consistent with the definition of system usability provided by the International Organization for Standardization and current academic literature in this field.Research limitations/implicationsThe findings presented in this study are based on the data from only two schools. The research can be extended by involving children from a greater number of schools. Mixed methods and qualitative research approaches can be used for future research in this area to generalise the results.Originality/valueThis study proposes an innovative augmented reality-based education system to help teachers deliver their key messages to the children in a fun way that can potentially increase their knowledge retention.

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Section: Tqmsupporting

confidence: 90%

An augmented reality-based system for improving quality of services operations: a study of educational institutes

Egaji

Asghar

Griffiths

et al. 2022

TQM

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“…Although policy papers point to the importance of the skills and attitudes of both the health professionals and the users for successfully implementing assistive technology, an extensive part of existing research focuses on the features of the technologies (e.g. Seok & DaCosta, ). Only a few studies address the attitudes of older people or their experiences with technology in nursing homes (Harrefors et al ., ; Landau et al ., ), geriatric rehabilitation units (Skymne et al ., ), or at home (Mahmood et al ., ; Williams et al ., ; McCaig et al ., ; Gramstad et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Attitudes to a robot bathtub in Danish elder care: A hermeneutic interview study

Beedholm

Frederiksen

et al. 2015

Nursing & Health Sciences

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In Western countries, assistive technology is implemented on a large scale in elder care settings. Only a few studies have attempted to explore the different attitudes to assistive technology among various groups of users. In this study, we investigated and explained the different attitudes among the involved leaders, nursing staff, and older people to a newly-implemented robot bathtub. Qualitative analyses of eight interviews with managers, nursing staff, and the older users revealed that the informants focused on different aspects (process, values, and functionality, respectively), used different implicit quality criteria, and ascribed different symbolic significance to the robot bathtub. Thus, the study demonstrated how attitudes toward the robot bathtub were connected to the informants' institutional role. The findings challenge the current paradigm, where technology is expected to operate as a passive tool, simply facilitating desired human acts and interactions. Further studies drawing on the epistemological and ontological perceptions of science technology studies are needed in order to understand human rationalities in the assistive technology context and to offer new insights into how technology "works" in organizations.

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“…This finding is aligned with other investigations, such as that of Black et al [33], in which SDs reported inappropriate accommodations and mismatches between their needs and accommodations or modifications provided. While this may be viewed as a finding emerging from this investigation at the postsecondary level, such a discovery has been addressed in secondary education [49], revealing an important implication for the provision of accommodations and modifications.…”

Section: Discussionmentioning

confidence: 79%

A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level

Seok¹,

DaCosta²,

Hodges³

2018

JSS

Self Cite

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This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technol

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Development and Standardization of an Assistive Technology Questionnaire Using Factor Analyses: Eight Factors Consisting of 67 Items Related to Assistive Technology Practices

Cited by 13 publications

References 21 publications

An augmented reality-based system for improving quality of services operations: a study of educational institutes

An augmented reality-based system for improving quality of services operations: a study of educational institutes

Attitudes to a robot bathtub in Danish elder care: A hermeneutic interview study

A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level

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