Technology-Enabled Assessment and Improvement of Inclusive Learning and Quality of Life in Higher Education

Abstract

Educational efforts and achievement in an individual’s youth influence their life-long social status and quality of life. Historically, higher education’s teaching relied on passive learning of hour’s long monologues delivered in person. This system puts in clear disadvantage and reduces the quality of life of many students who cannot attend lectures or keep up with the pace of learning. Fortunately, the current technology-led paradigm shift in undergraduate teaching and learning, addresses these challenges.Here we investigated: (1) what are the current assessment methods for cognitive state, memory and learning in healthy populations? (2) What types of platforms and tools offer alternative ways of learning and interacting in classrooms?; How can these platforms (3) support assessment of students’ cognitive state and learning process? and (4) support students with specific needs? To answer (1), we conducted scoping review on the current instruments and scales.; for (2) we interviewed digital learners, researchers, and faculty and created a list of platforms and tools, which were further analyzed to answer the last questions.We found that digital tools allow students to: (a) access course material remotely, (b) engage with classmates in groups/forums (c) work collaboratively on shared documents and (d) provide feedback and communicate anonymously with classmates and lecturers during and/or after lectures.We show that, while learning platforms and tools can adapt learning to the students’ abilities, learners and lectures require additional training/paradigm shift to fully benefit. We present results and discuss design implications for technologies, which, could boost learning and attainment of educational goals, particularly for “non-traditional” learners.