Past, present, and future directions of learning analytics research for students with disabilities

Baek, Clare; Aguilar, Stephen J.

doi:10.1080/15391523.2022.2067796

Cited by 11 publications

(10 citation statements)

References 73 publications

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“…Other studies provide evidence that children with CD often experience difficulties in literacy skills (reading, writing) [ 59 , 65 , 66 , 67 , 68 ] and reading comprehension [ 69 , 70 , 71 , 72 ]. In addition, various studies show that children with SLD often present language difficulties [ 64 , 73 , 74 , 75 ].…”

Section: Discussionmentioning

confidence: 99%

“…As a result, some researchers suggested that a large percentage of these children meet the diagnostic criteria for both disorders, thus confusing clinicians in terms of differential diagnosis and intervention [ 64 ]. It was even proposed that SLD (dyslexia) could be categorized as a sub-category of CD [ 74 , 76 ] or that SLI could be considered a more severe form of dyslexia [ 59 ]. Finally, in a particular study, it was suggested that the two disorders could be ‘incorporated’ into a single diagnostic category, which could be named ‘Language-Learning Disorder’ (LLD) [ 77 ].…”

Section: Discussionmentioning

confidence: 99%

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The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

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The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term ‘spectrum of neurodevelopmental disorders’ could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

View full text Add to dashboard Cite

show abstract

“…Implementing inclusive design often involves leveraging learning analytics to identify and address disparities, ultimately fostering an environment where all learners can thrive. Baek and Aguilar (2023), for example, discuss learning analytics as a means to assess and improve the design of educational technologies for students with disabilities. By leveraging data-driven insights, including learning analytics for disabled students -such as multimodal learning analytics in tracking the students' experience or analytics able to capture students' emotions (see also Boulton et al, 2018) learning experiences for students with diverse disabilities could be substantially enhanced by creating more inclusive educational environments.…”

Section: Inclusive Designmentioning

confidence: 99%

Equity in Edtech by Design

Cermakova,

Prado,

Kucirkova

2024

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This report aims to provide guidance for improving equitable EdTech design, policy and practice. We identified relevant academic literature and captured best practices in identifying equitable EdTech features, as well as biassed design and organisational practices in EdTech. Our approach draws from existing literature indicating that accepted standards and indicators have generally proven to positively influence developer and consumer awareness, as well as policy-makers’ decision-making.

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“…This scoping review also highlights the missing perspective of students with disabilities. AI EdTech holds the promise to personalize higher education, but if designed without considering students with disabilities, EdTech may end up only serving the traditional students rather than the students universities are trying to support [106]. Moreover, there were no AI evaluations to measure the impact on students with disabilities.…”

Section: A To What Extent Are Ethical Concerns Considered In Articles...mentioning

confidence: 99%

“…However, even that type of data is not free from potential bias. The accessibility of online platforms may influence interaction logs of students with disabilities [106].…”

Section: ) Risks Associated With the Choice Of Datamentioning

confidence: 99%

Could the Use of AI in Higher Education Hinder Students With Disabilities? A Scoping Review

Pierrès,

Christen,

Schmitt-Koopmann

et al. 2024

IEEE Access

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Literature reviews on artificial intelligence (AI) have focused on the different applications of AI in higher education, the AI techniques used, and the benefits/risks of the use of AI. One of the greatest potentials of AI is to personalize higher education to the needs of students and offer timely feedback. This could benefit students with disabilities tremendously if their needs are also considered in the development of new AI educational technologies (EdTech). However, current reviews have failed to address the perspective of students with disabilities, which prompts ethical concerns. For instance, AI could treat people with disabilities as outliers in the data and end up discriminating against them. For that reason, this systematic literature review raises the following two questions: To what extent are ethical concerns considered in articles presenting AI applications assessing students (with disabilities) in higher education? What are the potential risks of using AI that assess students with disabilities in higher education? This scoping review highlights the lack of ethical reflection on AI technologies and an absence of discussion and inclusion of people with disabilities. Moreover, it identifies eight risks associated with the use of AI EdTech for students with disabilities. The review concludes with suggestions on how to mitigate these potential risks. Specifically, it advocates for increased attention to ethics within the field, the involvement of people with disabilities in research and development, as well as careful adoption of AI EdTech in higher education.

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Past, present, and future directions of learning analytics research for students with disabilities

Cited by 11 publications

References 73 publications

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Equity in Edtech by Design

Could the Use of AI in Higher Education Hinder Students With Disabilities? A Scoping Review

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