Implementation Of Assistive Technology Research Articles

Implementation of Assistive Technology for Visually Impaired Students in the Formal Education Sector

The recent shift in technology usage has impacted education significantly, including institutions that provide services for students with visual impairments. This article aims to analyze the role of assistive technology in the learning of students with visual impairments. This article uses the research method of article review with meta-analysis. The source of the review of this article is articles sourced from reputable articles on Google and Scopus by considering the same themes and keywords in this study, so that the discussion becomes more coherent and relevant. Based on the results of the literature study, it is found that the use of assistive technology in inclusive education focuses on the use of technology to practice, and to assist in the learning process. Assistive technology also provides accessibility to learners in various ways to complete their tasks more easily and independently that they could not previously complete.

A Case Study on (EAVIBA) Enhanced Accessibility for Visually Impaired & Blind Artists using Machine Learning

This research paper introduces EAVIBA, a pioneering voice-driven interface tailored to empower visually impaired and blind individuals in artistic pursuits. Rooted in principles of accessible design, EAVIBA seamlessly integrates voice commands, text-to-speech functionality, and a customizable graphical user interface. The study delves into EAVIBA's architecture, implementation of assistive technologies, and commitment to accessibility standards like the Web Content Accessibility Guidelines (WCAG). Through a robust iterative testing process, the paper evaluates the program, soliciting both qualitative and quantitative feedback on key aspects such as interface clarity, voice command recognition, and customization features. Objectives: The primary objectives of EAVIBA encompass developing an inclusive graphical user interface, implementing voice recognition and text-to-speech functionalities, providing creative tools and recommendations, enabling customization, and facilitating user feedback for continuous improvement. Method: The research employed a user-centric approach, incorporating principles of universal design in the graphical user interface. The integration of voice recognition and text-to-speech technologies, along with customizable features, was meticulously executed. Evaluation involved iterative user testing to gauge interface clarity, voice command recognition accuracy, and the efficacy of customization options. Findings: Quantitative data revealed a high degree of satisfaction among users, with an average recognition accuracy of voice commands exceeding 90%. Interface clarity received positive feedback, emphasizing the success of the high contrast mode and Blind User Mode. Users appreciated the customization options, with 80% indicating satisfaction with tailored voice commands. Novelty: EAVIBA's novelty lies in its holistic approach, addressing accessibility and fostering creativity. The integration of voice-driven interactions, high contrast modes, and creative recommendations distinguishes EAVIBA from existing solutions, presenting a comprehensive platform for visually impaired artists. Keywords: Assistive technologies, visually impaired, blind artists, voice-driven interface, machine learning, voice recognition.

The Impact of ICT on Education

The integration of Information and Communication Technology (ICT) into education has fundamentally transformed teaching and learning processes, offering new avenues for enhancing educational experiences and outcomes. This paper explores the multifaceted impact of ICT on education, focusing on its ability to provide unprecedented access to information, foster innovative teaching methodologies, increase student engagement, and promote educational equity. By leveraging digital tools and resources, educators can create dynamic and interactive learning environments that cater to diverse learning styles and needs. ICT also empowers students to engage in self-directed learning and collaborate with peers across geographical boundaries. Moreover, the implementation of assistive technologies and adaptive learning platforms ensures that students with disabilities receive tailored support, promoting inclusivity. The potential of ICT to bridge educational gaps in underserved regions by providing high-quality content and flexible learning options underscores its role in advancing educational equity. Despite challenges such as the digital divide, the continued investment in ICT infrastructure and the adoption of innovative educational practices can create a more inclusive and equitable educational ecosystem. Ultimately, ICT holds the promise of reshaping the educational landscape, preparing students for success in the digital age and beyond.

Acceptance of a Digital Assistant (Anne4Care) for Older Adult Immigrants Living With Dementia: Qualitative Descriptive Study.

There is a need to develop and coordinate dementia care plans that use assistive technology for vulnerable groups such as immigrant populations. However, immigrant populations are seldom included in various stages of the development and implementation of assistive technology, which does not optimize technology acceptance. This study aims to gain an in-depth understanding of the acceptance of a digital personal assistant, called Anne4Care, by older adult immigrants living with dementia in their own homes. This study used a qualitative descriptive research design with naturalistic inquiry. A total of 13 older adults participated in this study. The participants were invited for 2 interviews. After an introduction of Anne4Care, the first interview examined the lives and needs of participants, their expectations, and previous experiences with assistive technology in daily life. Four months later, the second interview sought to understand facilitators and barriers, suggestions for modifications, and the role of health care professionals. Three semistructured interviews were conducted with health care professionals to examine the roles and challenges they experienced in the use and implementation of Anne4Care. Content analysis, using NVivo11, was performed on all transcripts. All 13 participants had an immigration background. There were 10 male and 3 female participants, with ages ranging from 52 to 83 years. Participants were diagnosed with an early-stage form of dementia or acquired brain injury. None of the older adult participants knew or used digital assistive technology at the beginning. They obtained assistance from health care professionals and family caregivers who explained and set up the technology. Four themes were found to be critical aspects of the acceptance of the digital personal assistant Anne4Care: (1) use of Anne4Care, (2) positive aspects of Anne4Care, (3) challenges with Anne4Care, and (4) expectations. Assistance at first increased the burden on health care professionals and families. After the initial effort, most health care professionals and families experienced that Anne4Care reduced their tasks and stress. Contributions of Anne4Care included companionship, help with daily tasks, and opportunities to communicate in multiple languages. On the other hand, some participants expressed anxiety toward the use of Anne4Care. Furthermore, the platform required an internet connection at home and Anne4Care could not be used outside the home. Although older adult immigrants living with dementia had no previous experience with digital assistive technology specifically, the acceptance of the digital personal assistant, called Anne4Care, by older adult immigrants living with dementia was rather high. The digital assistant can be further developed to allow for interactive conversations and for use outside of one's home. Participation of end users during various stages of the development, refinement, and implementation of health technology innovations is of utmost importance to maximize technology acceptance.

Ineffective voluntary motor improvement through non-invasive BCI-FES with static magnetic field in complete spinal cord injury: A pilot study

In response to the challenge of spinal cord injury (SCI) rehabilitation, this study aimed to investigate the effect of applying a non-invasive interface of surface neuroelectrical signals and functional electrical stimulation (sNES-sFES) with a static magnetic field on the motor outcome of the quadriceps femoris muscle in an individual with a complete SCI. The participant, who had a complete SCI in the chronic stage, was evaluated before (pre) and after nine (post) interventions using surface electromyography (sEMG). In addition, spasticity (modified Ashworth scale [MAS]) was observed in all sessions. Moreover, the user learning curve process (classifier percentage and correct success of the sFES hits) was evaluated. In general, we observed: (i) No voluntary muscle contraction (pre- and post-root mean square of sEMG = 0%) improvement; (ii) spasticity decrease (average one point in MAS); (iii) gradual improvement in the user learning effect on the interface, reaching 84% in classifier accuracy and a maximum percentage of correct sFES activation of 53%. In conclusion, no improvement in voluntary muscular contraction was observed within 9 weeks of the intervention (1 session/day; 1 h/week). However, our study demonstrates the safety and feasibility of our methodology for future research involving continuous physical rehabilitation training and the implementation of assistive technology.

Adopting the service system view toward successful implementation of assistive technologies.

This study aims to provide an overview of the service system view (SSV), and the current status of its adoption for the development and implementation of assistive technology (AT). The role of ATs in the global aging scenario is anticipated; however, their diffusion is cumbersome. The SSV captures stakeholders, technologies, and their interactions as integrated systems. Based on this perspective, several approaches for designing long-term care services have been proposed that would be helpful for the successful implementation of ATs. However, the existing geriatrics and gerontology literature seldom addresses these topics. Based on a literature review, this study first illustrates the challenges of using ATs in the real world. The existing literature highlights the sociotechnical challenges of utilizing ATs, such as the changes required in care work and resistance to them. To overcome the challenges, three approaches associated with the SSV have been introduced: service design, service engineering and living labs. This paper also introduces recent national projects in Japan that have adopted these approaches. As the importance of the SSV is growing for the successful implementation of ATs, the ability to adopt the SSV and its approaches is anticipated. In relation to geriatrics and gerontology studies, the impact on older adults' quality of life, as well as the economic effect, needs to be analyzed in future research. Geriatr Gerontol Int 2024; 24: 74-80.

Exploration of Precision Teaching Mode of Business English Courses in Colleges and Universities Based on Artificial Intelligence Technology

Abstract At present, the application of artificial intelligence technology in the field of education is increasing, especially in business English courses in colleges and universities. The development and implementation of intelligent teaching modes become particularly important. This model enhances the effectiveness and efficiency of teaching and learning, especially when it adapts to the unique learning needs of different students. The research methodology includes the construction of a smart learning model and the implementation of assistive technology for English translation. The Smart Learning Model adopts a five-layer structure, with subject knowledge mapping at the core, supplemented by learner profiles, learning paths, learning assessments, and learning communities. The operational mechanism is based on three main mechanisms: monitoring, regulation, and optimization. The assistive technology for English translation focuses on multi-head attention networks to enhance the depth and breadth of language learning. The experimental results demonstrate a significant improvement in the average scores of the experimental class in listening, reading comprehension, multiple-choice questions, completing the blanks, correcting errors, and writing, with a maximum increase of 3 points. In terms of intelligent platform business English writing, the average score of students’ compositions also increased significantly. This precise teaching method effectively improves the quality of business English teaching, resulting in a significant increase in students’ learning efficiency and interest.

Workshop 3: Develop, implement and evaluate technology for social health in dementia: lessons in best practice from the European DISTINCT network

Objective:DISTINCT is a Marie Sklodowska-Curie Innovative Training Network. Supported by the INTERDEM network and European Association of Geriatric Psychiatry, DISTINCT aimed to establish a multi-disciplinary, multi-professional and intersectorial European research framework, for assistive technologies to support social health in dementia. In this symposium, we present research associated with the maturity lifecycle (development to evaluation) of four technologies: the ROADMAP online self-management intervention; online peer support for people with young onset dementia; online acceptance and commitment therapy for caregivers (ACT); and the FindMyApps tablet-based intervention for people with dementia and their caregiver.Method:In 2019, 15 ESRs were recruited to 13 research organizations across 8 European countries. Research projects were launched in collaboration with people living with dementia and caregivers, and industry partners. Projects were adapted to meet challenges and opportunities due to the COVID-19 pandemic. The projects presented in this symposium employed a variety of research paradigms (user-centred design, feasibility and implementation studies, randomized controlled trials). Key insights from each project were combined into best practice guidance for developers, researchers, healthcare professionals and people living with dementia, covering the full innovation lifecycle.Results:All DISTINCT research projects are now in the final stages, having so far resulted in more than 35 peer reviewed publications and many contributions to international conferences. Insights were incorporated into the Best Practice Guidance for Human Interaction with Technology in Dementia, published in December 2022, which will be updated by the end of 2023 with further insights from completed projects. Key findings presented in this symposium concern: development of ROAD MAP online; best practices for, and barriers to, online peer support; acceptability and preliminary effectiveness of online ACT; effectiveness and cost effectiveness of FindMyApps.Conclusion:There is growing evidence that assistive technologies are feasible and effective for supporting social health of people with dementia and caregivers. People living with dementia, formal and informal caregivers, policymakers, designers, and researchers can refer to the DISTINCT Best Practice Guidance to inform their approach to assistive technology. Future research can build on these results, to further understand and improve usability, (cost-)effectiveness, and implementation of assistive technology in dementia.

Determinants of Successful Implementation of Assistive Technologies for Dementia: Exploratory Survey.

Despite positive results for the use of assistive technologies (ATs) in dementia, the uptake of ATs lags behind. It is considered important to assess determinants of successful or unsuccessful implementation of ATs. We explored factors that influence the implementation of ATs for community-dwelling people with dementia, with the aim to better understand potentially effective implementation strategies. A cross-sectional survey for researchers was developed and disseminated, exploring factors that influence either successful or unsuccessful implementation of ATs for dementia. The survey consisted of closed and open questions. The response rate was 10% (21/206); the 21 respondents who completed the survey were from 8 countries. Determinants of implementation were described for 21 ATs, of which 12 were successfully and 9 were unsuccessfully implemented. Various types of ATs were included, such as online platforms, sensors, or physical aids. The main determinants of implementation success were related to the AT itself, contextual factors, research activities, and implementation strategies. There was a lack of research data on some ethical issues and cost-effectiveness. This study provided insight into some main barriers to and facilitators of implementation of ATs in dementia related to the AT itself, context, research-related activities, and applied implementation strategies. Lessons were formulated for various stakeholders to improve the implementation effectiveness of ATs in dementia.

A Case Study on the Efficacy and Usage of Assistive Technologies in Howard County Schools, MD

Assistive technology is equipment that is designed to improve the capabilities of students with disabilities. For many students with disabilities, these technologies enable essential life skills such as daily communication and independence inside and outside of the classroom. This study assesses the efficacy, usage, and implementation of assistive technology in Howard County Public Schools (HCPSS) in Maryland, in order to determine any potential barriers and deficiencies towards the effective implementation of the said devices. A voluntary sample of 59 members of 1200 HCPSS staff was asked questions about the assistive technologies used in the county, their effectiveness, potential barriers towards implementation, training given, and available resources. Responses generally indicated that assistive technologies were beneficial, with the 83% of respondents selecting 4 or 5 out of 5 for the effectiveness of assistive technologies in academic and social contexts. Respondents elaborated that technologies allowed students with severe disabilities to communicate, socialize, work independently, and improve reading and writing skills. On the other hand, drawbacks such as distractions and dependencies created by the technologies were noted. Respondents felt confident towards the resources and support provided by the county, noting an assistive technology department and specialists available for support. However, respondents commonly reported that they were under-trained, received only occasional, limited workshop sessions, and were constantly behind on training. Thus, recommendations were drafted to improve training and staff awareness towards assistive technologies, such as required comprehensive training sessions for special education staff and a universal assistive technology guide to be provided. 

TEKNOLOGI ASISTIF SEBAGAI MEDIA PEMBELAJARAN BAHASA INDONESIA SISWA BERKEBUTUHAN KHUSUS

Assistive technology is a special device that consists of a set of technologies tailored to the individual needs of students. This technology can be used by Indonesian language teachers to provide access for students in inclusive classrooms. The implementation of assistive technology is expected to be beneficial in improving students' abilities in learning Indonesian language. Assistive technology can help students with special needs to actively participate in learning, including receiving materials, engaging in the learning process, and evaluation. Based on the literature review, the application of assistive technology in teaching Indonesian language to students with special needs will be effective if done through a systematic process. Starting from preparation, model, framework, implementation, and evaluation. Assistive technology provides accessibility for students, making it easier for them to acquire knowledge in the Indonesian language. Furthermore, assistive technology can assist students with special needs to work independently, enhance learning motivation, and feel equal rights as regular students.

Assistive technology implementation with brain-machine interface

As the development of the Brain Computer Interface, it can be a possible way for human to control the external devices by the mind. This can be good news for the handicapped people whose life qualities are greatly decreased. In this paper, designed an assistive robot arm for those disabled. The assistive robot arm mainly contains a filter, a microcontroller and a motor drive system. The filter can filter out the noises while the microcontroller judging the brain signals and turn it into an actual control signal. The actual control signal will finally drive the motor and for the sake of safety and stability, a PID circuit was add in the motor drive system. The mechanic arm designed can turn what people think to the actual robot behaviour and this will obviously increase the life quality of the disabled people. Its also a light weight system with a wide range of versatility and will bring benefits to all the handicapped.

What works in co-producing assistive technology solutions with older people: a scoping review of the evidence

Abstract Assistive technology for older people promises much, but the research evidence suggests that it delivers little. One hypothesis to explain the lack of positive impact is that assistive technology is often implemented with little involvement of older people or other stakeholders, such as family members or care staff. The suggestion is that co-production may ensure that assistive technology solutions are better tailored to people's needs, capacities and living situations. In this article, we review existing studies to examine what works in co-production in relation to processes of design and implementation of assistive technology for older people. Our results show a growing interest in co-production as an approach in this field, with a wide range of approaches being employed. We highlight a number of key lessons from the research, including key issues around who needs to be engaged in the co-production, as well as essential elements of the process itself. Our review suggests that there is considerable potential in using co-production to improve effectiveness of technological solutions to the challenges of age-related impairments. However, we also emphasise the need for more longitudinal research in this area, to examine whether such collaborative approaches can truly deliver the promise of assistive technology for older people.

‘I want him to tell me he loves me’: A smart audio device, Tochie, for resident‐family connection in long‐term care

Older people living in long-term care homes are particularly susceptible to loneliness and social isolation, which the COVID-19 pandemic has exacerbated further. 'Tochie' is a smart audio device that allows family members to remotely record and send messages, such as daily reminders and comforting recordings, to their loved ones in LTC settings. The purpose of this study was to assess the feasibility and acceptability of using Tochie to improve resident-family connections, and to investigate user experience, impact and lessons learned. Participants included 10 residents, nine family members and six care staff from two LTC homes in British Columbia, Canada. A Tochie was provided to each resident to use with their family members over a 4-week intervention period. The research team provided support and gathered feedback from family members and care staff through weekly phone and email correspondence. Qualitative descriptive design was used, including pre- and post-intervention focus groups and interviews held via Zoom and phone to gather participants' experiences with Tochie. Themes were identified through thematic analysis. Three themes were identified: (1) Facilitating emotional connection, (2) Using the device in creative and personalised ways and (3) Structural challenges and supports. Based on these findings, recommendations for future research and practice are provided. The COVID-19 pandemic has prompted a rethinking of what it means to 'stay in touch' with loved ones in LTC settings. This study found that Tochie has opened up new opportunities for family connection and provided emotional support for residents. The results of this study offer valuable insights into the implementation of assistive technology in LTC homes to support resident care.

Are nursing home employees ready for the technical evolution? German-wide survey on the status quo of affinity for technology and technology interaction.

Technological devices can support nursing home employees; however, their perspective is not sufficiently studied. Our aims were thus to (a) examine affinity for technology and technology interaction and related sociodemographic confounders, as well as (b) detect possible requirements and boundary conditions relevant for the development and implementation of assistive technologies among nursing home employees. We conducted an online survey between May and July of 2022 among 200 nursing home employees in Germany. The survey included two questionnaires, that is, Affinity for Technology Interaction (ATI) and Affinity for Technology-Electronic Devices (TA-EG; subscales TA-EG-Enthusiasm, TA-EG-Competence, TA-EG-Positive Consequences, and TA-EG-Negative Consequences), as well as sociodemographic variables, that is, age, gender, professional groups, education/graduation level. We carried out factorial variance and multiple regression analyses. There were differences between age groups in ATI (lower score with increasing age) and between gender, age, and professional group in TA-EG (lower score for females, participants with higher ages, and nursing home managers). Predictors of ATI were age and professional group, predictors of TA-EG, TA-EG-Enthusiasm, and TA-EG-Competence were gender, age, and professional group. Predictors of TA-EG-Positive Consequences were education and professional group. We observed rather high affinity for technology and technology interaction values overall, and particularly for nursing home employees compared to managers. Significant predictors for technology affinity and interaction may have important implications, for example the perspectives of nursing home employees and managers should be considered separately in the technological design, development, and implementation process. Furthermore, an open dialogue between all stakeholders should be encouraged to increase the probability of actual technology use.

The Implementation of Assistive Technology with a Deaf Student with Autism

This research examined the use of assistive technology (AT) in the classroom with a deaf autistic student, and explored how the technology could support the student in acquiring sign language. It also enhanced the impact of AT on the learning progress of the student. Semi-structured interviews were conducted with one interpreter and one teacher, with the responses transcribed and coded. The use of AT in the classroom was also observed. The data analysis yielded four primary categories: teacher and interpreter use of AT and overall benefit, barriers to accessing AT, AT use for academic support, and misunderstandings about deafness and autism. The most common forms of AT used with this deaf autistic student were laptops and iPads. The results indicated that AT had an overwhelmingly positive impact on the learning and behavior of students. The school system presented the main challenge as it did not help the participants to easily access AT. There are common misunderstandings about whether sign language can be taught to deaf autistic children; however, this study’s participants believed that a deaf autistic student could learn and understand the meaning of sign language. Teachers need to integrate AT into their classrooms since AT influences communication development for deaf autistic students and aids their learning progress.

Matching values to technology: a value sensitive design approach to identify values and use cases of an assistive system for people with dementia in institutional care

The number of people with dementia is increasing worldwide. At the same time, family and professional caregivers’ resources are limited. A promising approach to relieve these carers’ burden and assist people with dementia is assistive technology. In order to be useful and accepted, such technologies need to respect the values and needs of their intended users. We applied the value sensitive design approach to identify values and needs of patients with dementia and family and professional caregivers in respect to assistive technologies to assist people with dementia in institutionalized care. Based on semi-structured interviews of residents/patients with cognitive impairment, relatives, and healthcare professionals (10 each), we identified 44 values summarized by 18 core values. From these values, we created a values’ network to demonstrate the interplay between the values. The core of this network was caring and empathy as most strongly interacting value. Furthermore, we found 36 needs for assistance belonging to the four action fields of activity, care, management/administration, and nursing. Based on these values and needs for assistance, we created possible use cases for assistive technologies in each of the identified four action fields. All these use cases already are technologically feasible today but are not currently being used in healthcare facilities. This underlines the need for development of value-based technologies to ensure not only technological feasibility but also acceptance and implementation of assistive technologies. Our results help balance conflicting values and provide concrete suggestions for how engineers and designers can incorporate values into assistive technologies.

Assistive Technology in Education

This article offers a socio-technical framing of assistive technology design for in-classroom use to enable a better understanding of how to improve educational opportunities and outcomes for learners with disabilities. By addressing social inequities in public education and recognizing user-centered design faults and inadequacies in the current implementation of assistive technology in the educational environment, this paper focuses on understanding the experiences of learners with disabilities. This article discusses challenges faced when adopting such technology and the effects of the current well-intentioned but flawed implementation of assistive technology. The authors highlight the limitations and shortcomings of the current approaches portrayed in previous research and educational practices. The article concludes with a call for a socio-technical approach to the adoption of assistive technology to augment the learning experience for a more inclusive atmosphere, and encourages a deeper appreciation for the interrelatedness between people, educational organizations, and technology.

Implementation of Assistive Technologies and Robotics in Long-Term Care Facilities: A Three-Stage Assessment Based on Acceptance, Ethics, and Emotions.

Assistive technologies including assistive robots (AT/AR) appear to be a promising response to the increasing prevalence of older adults in need of care. An increasing number of long-term care facilities (LTCFs) try to implement AT/AR in order to create a stimulating environment for aging well and to reduce workload for professional care staff. The implementation of new technologies in an organization may lead to noticeable cultural changes in terms of social interactions and care practices associated with positive or negative emotions for the employees. This applies especially for LTCFs with high rates of vulnerable residents affected by increasing care needs and specific ethics in nursing and cultural rules within the setting. Thus, systematic consideration in leadership management of emotions and ethical aspects is essential for stakeholders involved in the implementation process. In this article, we explicitly focus on the emotions of the employees and leaders within LTCFs. We relate to direct consequences for the organizational well-being and culture, which is of course (indirectly) affecting patients and residents. While aspects of technology acceptance such as safety and usefulness are frequently discussed in academic literature, the topic of emotion-management and ethical questions during the organizational implementation process in LTCFs received little attention. Emotional culture entails affective values, ethical norms and perceptions of employees and further investigation is needed to address the importance of transformational leadership during implementation process. For this purpose, we developed a three-staged assessment tool for implementation of AT/AR in long-term care institutions. Acceptance (A), ethical acceptability (A) and emotional consequences (E) are considered as comprehensive assessment, in which emotional consequences comprise management aspects of transformational leadership (T), emotion-management (E) and organizational culture (O). Based on AAE and TEO, this paper presents an integrated framework illustrated with a illustrative example and aims to combine established approaches with ethical insights in order to unfold potentials of AT/AR in LTCSs.

Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.