Wearable Technology: Meeting the Needs of Individuals with Disabilities and Its Applications to Education

Anderson, Cindy; Anderson, Kevin

doi:10.1007/978-3-319-64301-4_3

Cited by 8 publications

(3 citation statements)

References 8 publications

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“…Furthermore, wearables reduced the need for costly transport and frequent doctor visits as a patient’s health could be observed at home and transmitted to their doctor in another locality [ 32 ]. This remote monitoring approach could prove hugely beneficial for people living with disabilities, as wearables are able to address various dimensions of disability, including physical, sensory, emotional, and intellectual conditions [ 33 ]. This approach could provide people living with disabilities with greater autonomy, augment their ability to live independently, and improve educational and employment outcomes [ 34 ].…”

Section: Digital Technologies and Social Determinants Of Healthmentioning

confidence: 99%

Digital Health Paradox: International Policy Perspectives to Address Increased Health Inequalities for People Living With Disabilities

Kessel¹,

Hrzic²,

O’Nuallain³

et al. 2022

J Med Internet Res

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The COVID-19 pandemic accelerated the uptake of digital health worldwide and highlighted many benefits of these innovations. However, it also stressed the magnitude of inequalities regarding accessing digital health. Using a scoping review, this article explores the potential benefits of digital technologies for the global population, with particular reference to people living with disabilities, using the autism community as a case study. We ultimately explore policies in Sweden, Australia, Canada, Estonia, the United Kingdom, and the United States to learn how policies can lay an inclusive foundation for digital health systems. We conclude that digital health ecosystems should be designed with health equity at the forefront to avoid deepening existing health inequalities. We call for a more sophisticated understanding of digital health literacy to better assess the readiness to adopt digital health innovations. Finally, people living with disabilities should be positioned at the center of digital health policy and innovations to ensure they are not left behind.

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Section: Digital Technologies and Social Determinants Of Healthmentioning

confidence: 99%

Digital Health Paradox: International Policy Perspectives to Address Increased Health Inequalities for People Living With Disabilities

Kessel¹,

Hrzic²,

O’Nuallain³

et al. 2022

J Med Internet Res

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“…Although some wearable technologies are now readily available, others are still in development as noted by our AI Advisory Board in 2020 (Adaptech Research Network, 2020). For example, a variety of wearable technologies are already in use, most commonly in fitness and health related areas (Accessibility in 2030; Anderson & Anderson, 2019). Smart Gloves, created by the University of San Diego, can translate sign language signs into digital text that appears on a computer screen or smartphone (Assistive devices for disability: Past, present, and future, 2020).…”

Section: Imagine a World Without Language Barriers To Communication A...mentioning

confidence: 99%

Changing times: emerging technologies for students with disabilities in higher education

Fichten,

Martiniello,

Asuncion

et al. 2023

Handbook of Higher Education and Disability

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In this chapter we explore a variety of topics related to emerging technologies in the postsecondary education of students with all types of disabilities. Much has changed in the past decade. This includes: (1) the impact and evolution of the increasing accessibility of general use technologies, comprising built-in accessibility features and accessibility checkers and correctors in both desktop and mobile operating systems and apps; (2) the increasing use of artificial intelligence (AI) in mainstream technologies, including AI-based captioning and translation into various languages; and (3) developments in braille and sign language technologies, virtual reality, voice based web searches, wearable technologies, indoor navigation, and the potential of robots in science classrooms. We comment on the accessibility -or lack thereof -of virtual and augmented reality and highlight barriers to students with disabilities such as inaccessibility of science-based technologies, limited numbers of individuals with disabilities involved in training AI-based technologies, and the continuing high cost of some essential assistive technologies. We note the need to recruit individuals with disabilities to assist with the development of products from their inception, to test usability for products already in development, and to participate as researchers. We emphasize that developers need to assess their products' continuing accessibility and to be attentive to user feedback. We also stress the need for colleges and universities to continue to engage their stakeholders, such as publishers of academic material, procurement officers, campus IT specialists, teaching and learning specialists, instructional designers, and librarians to ensure that accessibility standards are met throughout the institution. Finally, we note concerns related to the new technologies about privacy, ethics, and product safety.

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“…AR in education can help learners to conduct authentic explorations in the real world by displaying virtual elements [ 25 ], and can facilitate the observation of processes that cannot be perceived with the naked eye [ 26 ]. Further, AR opens new opportunities for the individualization of the learning process through real-time interaction between reality and virtuality as real-time reaction and adaption to the learner’s actions [ 27 ]. For instance, recent technological advances enable the augmentation of relevant real objects that were fixated by a learner [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

Lauer

Altmeyer

Malone

et al. 2021

Sensors

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Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms.

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Wearable Technology: Meeting the Needs of Individuals with Disabilities and Its Applications to Education

Cited by 8 publications

References 8 publications

Digital Health Paradox: International Policy Perspectives to Address Increased Health Inequalities for People Living With Disabilities

Digital Health Paradox: International Policy Perspectives to Address Increased Health Inequalities for People Living With Disabilities

Changing times: emerging technologies for students with disabilities in higher education

Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

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