Speech-Driven Hybrid Assistive Application for Motor-Impaired Students: Embedding Agile-DBR Framework

The development of Assistive Technologies (AT) has been growing and promoting the autonomy of their users, aiming at quality of life, accessibility, and inclusion. In this way, one of the main quality factors is the Usability, that aims at the user having a good efficiency, effectiveness, and satisfaction when using the technology. In order to improve the ATs usability, it is necessary to go through the usability evaluation. In this paper, we present a usability evaluation carried out with an AT using two different techniques, QUEST (Quebec User Evaluation of Satisfaction with Assistive Technology) and SUS (System Usability Scale). In this evaluation, regarding usability, we focused on the aspect of user satisfaction. However, we perceived that we omitted some aspects that are relevant to consider in an AT. We also observed that analyzing only the Usability concept will leave gaps in the quality criterion. This happens because an AT needs to be accessible and bring good experiences to the user. Therefore, we recommended that to meet most of the requirements of the user and the AT, there must be an evaluation that involves the concepts of usability, accessibility, and user experience together.

Routines mediate educational solutions in clinical practice: A discussion paper on design-based research.

Currently, high-tech assistive technologies (ATs), particularly Socially Assistive Robots (SARs), virtual reality (VR) and conversational AI (ConvAI), are considered very useful in supporting professionals in Speech and Language Therapy (SLT) for children with communication disorders. However, despite a positive public perception, therapists face difficulties when integrating these technologies into practice due to technical challenges and a lack of user-friendly interfaces. To address this gap, a design-based research approach has been employed to streamline the integration of SARs, VR and ConvAI in SLT, and a new software platform called “ATLog” has been developed for designing interactive and playful learning scenarios with ATs. ATLog’s main features include visual-based programming with graphical interface, enabling therapists to intuitively create personalized interactive scenarios without advanced programming skills. The platform follows a subprocess-oriented design, breaking down SAR skills and VR scenarios into microskills represented by pre-programmed graphical blocks, tailored to specific treatment domains, therapy goals, and language skill levels. The ATLog platform was evaluated by 27 SLT experts using the Technology Acceptance Model (TAM) and System Usability Scale (SUS) questionnaires, extended with additional questions specifically focused on ATLog structure and functionalities. According to the SUS results, most of the experts (74%) evaluated ATLog with grades over 70, indicating high acceptance of its usability. Over half (52%) of the experts rated the additional questions focused on ATLog’s structure and functionalities in the A range (90–100), while 26% rated them in the B range (80–89), showing strong acceptance of the platform for creating and running personalized interactive scenarios with ATs. According to the TAM results, experts gave high grades for both perceived usefulness (44% in the A range) and perceived ease of use (63% in the A range).

The implementation of technology in healthcare shows promising results and provides new opportunities in rehabilitation. However, the adoption of technology into daily care is largely dependent on the acceptance rate of end-users. This study aims to gather information from healthcare professionals on the development of new assistive technology that match users’ needs using the Comprehensive Assistive Technology model. In total 27 healthcare professionals (12 occupational therapists, 8 physiotherapists, 3 nurses, 2 allied health directors, a physician and a speech therapist) attended one of four online focus group discussions. These focus group discussions were structured using a question guide based on three predefined scenarios. Recordings were transcribed and data was analyzed using a thematic analysis (NVivo). Major themes identified in this study were safety, price and usability. Healthcare professionals focused on both functional capabilities of the user, as well as behavioral aspects of usability and attitude toward technology. Furthermore, the need for assistive technology that were catered toward the limitations in activity and user experience, was highlighted extensively. Based on information gathered from healthcare professionals a user-centered approach in development of safe, low-cost devices that maximize both functional outcomes and user acceptance, could potentially increase the adoption of new technology in rehabilitation.

Teaching and learning in higher education must be transformed to give support to the new generation of “digital native” students. Students depend on their mobile phones to do almost everything. The purpose of this research is to determine the perception of students on using mobile phones as an educational supporting tool and discusses higher education challenges and benefits of using electronic communication as an educational supporting tool. Most students use their mobile phones daily and they enjoy the technology that mobile phones offer them. The research was conducted at Vaal University of Technology (VUT) Ekurhuleni Campus. The findings of the research indicate that electronic communication will have a positive impact. Currently, more students have access to mobile phones than computers. Mobile phones can thus be considered an enabling technology in supporting learning and teaching. This research has provided a basis for VUT and other higher learning institutions’ academic leaders to start the discussion and the possibility of introducing the use of m-learning in adult education. With the increasing use of electronic communication, the traditional teaching approach and interaction between the lecturer and student(s) is changing and the adoption of friendly electronic communication has become more important.

The development of assistive technologies has an important impact on the user's activities of daily living and social participation. However, assistive technology identifies persons with disabilities. In this paper, the psychological effects of using a mobility aid were considered before forming the concept of a new device. To identify detrimental factors, a qualitative research approach was adopted in a study on 12 older persons. The investigation revealed that older persons had a dilemma in using mobility aids between maintaining body functions and extending mobility activities. In addition, there are two sides to the dilemma, the function and the image of the body. The process to assuage these dilemmas was clarified and a psychological model was built up. The generation process of the psychological conflict obtained from qualitative data was revealed by modeling details and taking movement, body function and body appearance into consideration. Development of useful assistive technology will be improved by taking account of compositive observational study on the body, the life and the psychological situation of older persons.

This study aims to analyse how absorptive capacity influences assistive technology development in businesses with social impact (BSI). The research performed was descriptive and qualitative, using the case study method. The data was collected using semi-structured interviews with managers of BSI expansion and alpha (fictitious names). The results highlight the characterisation of assistive technology development and the analysis of the properties of absorptive capacity (ACAP) in BSI. As a contribution for the advancement of knowledge, the study identified the descriptive properties of the ACAP construct in the development of assistive technology processes. The study makes a practical contribution as social business managers and public policy makers could use the research findings as support for decisions about the development and scalability of new assistive technologies.

This article describes the psychometric properties of the Emotional Metric Outcomes (EMO) questionnaire and the System Usability Scale (SUS) using data collected as part of a large-sample unmoderated usability study (n = 471). The EMO is a concise multifactor standardized questionnaire that provides an assessment of transaction-driven personal and relationship emotional outcomes, both positive and negative. The SUS is a well-known standardized usability questionnaire designed to assess perceived usability. In previous research, psychometric evaluation using data from a series of online surveys showed that the EMO and its component scales had high reliability and concurrent validity with loyalty and overall experience metrics but did not find the expected four-factor structure. Previous structural analyses of the SUS have had mixed results. Analysis of the EMO data from the usability study revealed the expected four-factor structure. The factor structure of the SUS appeared to be driven by item tone. The estimated reliability of the SUS (.90) was consistent with previous estimates. The EMO and its subscales were also quite reliable, with the estimates of reliability for the various EMO scales ranging from .86 to .96. Regression analysis using SUS, EMO, and Effort as predictors revealed different key drivers for the outcome metrics of Satisfaction and Likelihood-to-Recommend. The key recommendations are to include the EMO as part of the battery of poststudy standardized questionnaires, along with the SUS (or similar questionnaire), but to be cautious in reporting SUS subscales such as Usable and Learnable.

Using Design-Based Research to Layer Career-Like Experiences onto Software Development Courses

Using Design-Based Research to Layer Career-Like Experiences onto Software Development Courses

Drawing from a Design-Based Research (DBR) approach this qualitative study examines the impact of a Maker Day Professional Development event on secondary school participant teachers’ understandings of design thinking. It also explores participants’ envisioning strategies to implement the introduced concepts. Findings generate contextual design principles for more improvement in the next iterations. Design thinking, as a human-centered approach which considers empathy supports constructionist learning and encourages students and educators to identify real-world problems and offer solutions through prototyping. By using this approach in educational settings, teachers can design learning environments, and broader sets of 21st century’s required skills can be cultivated in students. In the British Columbia’s Educational Plan teachers are being asked to move towards designing 21st century’s learning environments. To support educators in making changes to their teaching practices, the Maker Days were developed to introduce design thinking and prototyping. Within the framework of DBR, data was collected from a Maker Day through sequential phases including pre- and post-event surveys and interviews concerning to what extent the Maker Day influenced participants’ understandings of design thinking, and whether the participants envision bringing the concepts into their classrooms. Drawing from a DBR approach, data was analyzed through retrospective and cross-iteration comparisons. Findings suggest the Maker Day influenced participants’ understandings of design thinking by reinforcing the values of experiential learning, introducing human-centeredness, and improving participants’ perceptions of problem finding. Notions of iteration and refinement in a design process were identified as missed points; also, design thinking was perceived more as a making-oriented action rather than challenge-oriented process. Findings also suggest participants were not passive recipients of the knowledge. They facilitated a similar process for students, and also designed a cross-curriculum course collaboratively. However, teachers have not found an effective way to integrate design thinking with the content knowledge of specific subjects but, they are interested in moving forward with their rough ideas and trying design thinking. Findings generate contextual design principles to optimize the Maker Days. These principles provide recommendations for the decision makers, researchers, and educators to be tested and validated in other contexts.

Background and Purpose. In recent years, the development of assistive technologies in rehabilitation has outpaced considered ethical reflection about their application. The use of assistive technologies raises both ethical issues and values conflicts in terms of education, accessibility, and patient/client preferred values, beliefs, and goals. The purpose of this position paper is two fold: (1) to discuss the various aspects of assistive technology (AT) in terms of patient/client care, ethics and values conflicts, and influential factors, and (2) examine curricular implications and applications with patient/client care in physical therapy professional education. Position and Rationale. Due to the many factors influencing AT use, clinicians and students need to think carefully and deeply about the interface of certain technologies for patients/clients with chronic conditions. The ethical principles of autonomy, social justice, and the phenomenological meaning of AT for patients/clients and their families must be taken into account by rehabilitation professionals. With recent technological advances of AT, the authors consider the need for faculty to explore, within the curricula, the ethical implications of technological applications for patient/client care and the integration of AT into PT education programs. Discussion and Conclusions. Several national organizations and governmental agencies have begun to address the numerous aspects of AT utility, access, and denial. Emerging clinical research continues to promote the clinical and environmental impact of AT for provider care and patient/client rehabilitation. Yet, in the 21st century, not all AT access is equal or desired in patient/client populations. As educators prepare health care providers for the 21st century in the United States, the time has come to re-examine implications of contemporary AT for physical therapy education, focusing on the issues of ethical and social justice. The authors address the need for expanded interprofessional collaboration to ensure the full spectrum of ethical use and safe application of assistive technology in patient/client rehabilitation. Keywords: Ethics, Physical therapy education, Assistive technology, Interprofessional education. BACKGROUND AND PURPOSE Introduction The Winter 201 1 special issue of the Journal of Physical Therapy Education reminds us how assistive technologies have helped patients with disabilities gain more independence and improve quality of life. Assistive technology (AT) is denned as devices and product systems that assist persons with disabilities with the performance of therapy, daily tasks, and activities 1(p59) (see Appendix for a guide to acronyms). Technologies range from no technologies (no tech) to low-level technologies (low tech) to highly complex technologies (high tech). High tech has evolved in recent years to include robotics,2 telemedicine,3 virtual reality,4 computer interface brain waves,5 deep brain stimulation,6 and implantation of microchips to assist in both recovery and improved function in individuals with disabilities.7 Assistive technology compliance and use is influenced by a combination of (Figure) social, economic, ethical, and cultural factors. Rehabilitation providers should be aware of these many influences, including how their own values guide and influence patients/ clients and caregivers in complex decisions regarding the utility of AT. As technology becomes more complex, so do the ethical issues associated with AT use. Rehabilitation professionals and educators must consider ethical issues and socio-cultural factors associated with AT. The complexity of high tech requires rehabilitation educators to carefully instruct future rehabilitation professionals how to critically assess ethical issues associated with AT and AT decision-making. Purpose The purpose of this position paper is two-fold. First, we explore the associated ethics, agencies, and guidelines related to AT. …

The global pandemic of Corona Virus Disease (Covid-19) that hit Indonesia since March 2020 has changed the face-to-face system from offline to online. Video Conference (VC) becomes an alternative choice for delivering material, both learning and working. VC is a technology that allows users to hold face-to-face meetings at their respective places simultaneously. Various VC apps are becoming increasingly popular these days, such as Google Meet, Zoom, Youtube, Webex, Skype, GoTo Meeting, and Big Blue Button (BBB). This study is intended to provide a usability test of VC applications (such as Zoom, Google Meet, and BBB) and provide recommendations for VC as an online conference media based on user preferences. The usability measurement technique used is the System Usability Scale (SUS) and the USE questionnaire. The results of this study show that Zoom has the highest usability value compared to Google Meet and BBB, Google Meet is ranked second and BBB is ranked third.

Conceptualization and development of assistive technology often differs greatly from industrial design and development. While assistive technology solutions are required to be highly individualizable to fit the needs of their diverse target group, industrial solutions need to be suitable for mass markets, which is also reflected by sales numbers and prices. While assistive technology often starts at human’s very basic needs such as the need for communication, industrial solutions are often intended to increase productivity and thus also financial gain. Nevertheless, development of assistive technology and of industrial components share several common grounds, especially in the area of Human-Computer Interaction (e.g., industrial workers have to deal with functional impairments). Although both domains could greatly benefit from a liaison, a transfer usually either does not take place at all or takes place at a late stage of development. This paper describes an applied domain transfer between assistive technology and industry during all phases of design and development of novel interaction solutions.

This research subject is focused on the development of Low-Cost Assistive Technology, in Additive Manufacturing, for people with physical disabilities, aiming to improve the safety and health conditions at work. The objective of the study was to analyze assistive material for work activities and orthoses developed by the Group of Addictive and Tooling Manufacturing - NUFER. The possibility of implanting an Additive Manufacturing Laboratory is also evaluated, establishing a partnership between the Federal Technological University of Parana and civil society, aiming to include people with disabilities in the work environment. This study is performed in the applied research field and it has as product creation methodology the proposal of NUFER of UTFPR - Brazil. The data indicates the social relevance of such a project, since it helps to promote inclusion in the work environment, providing more safety, health and productivity.