Student Access Research Articles

College Resource Chatbot – Enhancing Student Engagement and Accessibility

The "College Resource Chatbot – Enhancing Student Engagement and Accessibility" is an innovative solution designed to address the growing need for immediate and comprehensive access to college resources. The chatbot enhances student engagement by offering personalized assistance and ensuring 24/7 accessibility to information. This project explores the development, implementation, and benefits of such a system, highlighting its potential to bridge communication gaps, increase student involvement, and make campus resources more readily available to a diverse student body. This chatbot enables students to search for and download previous year question papers from a centralized repository, making it an essential tool for academic preparation. With a user-friendly interface, the chatbot allows students to specify parameters such as subject, semester, and year to quickly locate the desired papers. By providing 24/7 accessibility, it eliminates the need for students to visit administrative offices or search through multiple resources, thereby saving time and effort. This project focuses on the design and implementation of the chatbot, the integration of a secure database for question papers, and the mechanisms to ensure data accuracy and confidentiality. The system not only promotes self-learning but also improves resource accessibility, fostering a more efficient and student-centric approach to academic support. Key Words: College Resource Chatbot, Previous Year Question Papers, Student Accessibility, Question Paper Repository.

Development of Counseling Sites with Digital Accessibility Features for the Blind and Visually Impaired Students

Current counseling services, such as those available through sikons.upgris.ac.id, lack full accessibility for students with disabilities, particularly those who are blind and visually impaired. Studies reveal significant accessibility barriers across educational websites, impeding equal access for users with disabilities. This study addresses these gaps by developing an accessible counseling platform aligned with Web Content Accessibility Guidelines (WCAG) to ensure inclusive access for all students. Using the ADDIE model's structured stages of Analysis, Design, Development, Implementation, and Evaluation, this study aims to create a technically advanced, user-centered application that enhances usability and independence for students with disabilities. Results from user acceptance testing with 11 participants indicated a high satisfaction rate of 89,33%, demonstrating that the platform effectively meets users' needs, significantly improving accessibility and usability in educational counseling services. This outcome underscores the importance of integrating accessibility standards to foster inclusivity and equitable participation in digital educational resources.

Artificial Intelligence in Special Education

This entry examines the growing role of artificial intelligence (AI) in special education. The authors discuss applications of AI in the field, including its uses for personalized learning, adaptive technologies, teacher support, and AI’s potential to address issues related to student accessibility and engagement. The entry draws on recent syntheses of literature, highlighting studies that reveal AI’s capacity to improve educational outcomes for students with disabilities, mitigate teacher workload, and foster inclusion. Despite these promising developments, the authors address ethical considerations, potential biases, and privacy concerns surrounding the use of AI, as well as the need for high-quality research that validates AI’s effectiveness in special education. The authors conclude that while AI can offer substantial support, it should be integrated thoughtfully, guided by empirical research, and accompanied by skilled professional oversight to ensure that it truly benefits students with disabilities.

How parental education and financial savvy drive college students toward a green economy?

Abstract To understand green economy literacy and awareness, this study tries to understand the relationship between parental education level, student financial literacy, student access to financial information and personal financial management experience. The green economy is an economic system for sustainable development concerned with the environment. Since it is becoming increasingly relevant today, the young generation, particularly college students, is at the forefront of this change in making decisions that have financial and environmental implications. However, the factors influencing their understanding and awareness of the green economy are poorly understood. The study uses 278 samples of vocational students. The results show that student financial literacy and access to financial information affect green economy literacy and awareness. However, parental education and student experience in financial management, as well as demographic characteristics such as age, gender, student’s semester, and financial course experience, do not affect the green economy. The findings of this study could have significant implications for universities and policymakers. The university needs to increase student engagement in the green economy by fostering students’ financial literacy, while policymakers must conduct active campaigns to promote the green economy.

Enhancing Virtual Learning Outcomes: A Regression Study on Technology Integration

This study examines the impact of technology integration on instructional practices and student engagement in virtual learning environments. Through quantitative analysis, the research assesses factors such as the types of technological tools used, student access to technology, and instructors’ proficiency in digital tools, evaluating their collective influence on student participation. The regression results indicate a statistically significant relationship between these variables and student engagement, underscoring the need for equitable access to technology and ongoing support for educators to foster effective virtual learning. Despite the flexibility and accessibility afforded by virtual classrooms, the study identifies persistent challenges, such as the digital divide and insufficient institutional support, which hinder optimal learning outcomes. These findings suggest that comprehensive strategies, including professional development for instructors and improved technological infrastructure are crucial for enhancing engagement and achieving equitable educational outcomes in virtual settings.

TO EXPLORE AI SORA POSSIBLEMULTI-DIMENSIONALINFLUENCESON THE FUTUREEDUCATION INDUSTRY, SHORT-VIDEO INDUSTRY, FILM INDUSTRY AND ROBOTICS INDUSTRY

In February 2024, OpenAI released Sora (a new Generative Artificial Intelligence (GAI) model), which possessed some capabilities to generate photo-realistic, sequential, animating, high-quality, enriching, or imaginative scenarios. In the context of the birth of Sora, this study focuses on the potential influence of Sora on future multiple industries.The functional analysis method and literature method are used for research. This study thinks that Sora will have an effect on the past business model, stimulating the future short-video industry to display more new paths.With the upgrading of Soras capabilities, it will not only substantially expand the future robots perceptual capabilities, but also bring the user with immersive experiences. Through gamified teaching methods and intelligent learning solutions, Sora has the potential to help students access more learning resources and increase engagement and motivation. Sora will have a direct influence on a number of aspects of the future film production industry, such as making technologies, intrinsic patterns, sales volume and personnel composition. Thesecontributions provide a theoretical and practical reference for practitioners in the education industry, robotics industry, the film industry and the short video industry. However, the study belongs to an exploration study in which some opinions need to be repeatedly verified by future researchers.

THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW

In recent years, incorporating technology into education for students with disabilities has significantly improved learning experiences and academic achievement. However, there remains a need for a deeper understanding of the most effective methods for using these technologies, particularly in physics education. This systematic review aims to consolidate research on the use of technology to support learning for students with disabilities, assess its effectiveness in improving educational outcomes, and identify areas for further study. The review focuses on the constructs, technological interventions, research gaps, limitations, and key findings from selected articles. The PRISMA framework was used to analyze research from databases, including EBSCO Host, Elsevier Science Direct, Emerald Insight, ProQuest, Google Scholar, ERIC, and Clarivate Analytics Web of Science. Out of 892 articles initially identified, 13 met the inclusion and exclusion criteria and validation from the experts. The most commonly studied disability was visual impairment, followed by intellectual disabilities. Most studies focused on learner achievement, with engagement and participation as secondary themes. The technologies used included assistive tools like web-based platforms, virtual and augmented reality (AR), and interactive learning systems. These adaptive technologies improved student involvement, social integration, and interest in science. Augmented reality, in particular, enhanced academic performance and knowledge retention, making it an effective tool for inclusive physics education. The findings indicate a growing trend towards integrating technology in inclusive education, emphasizing the role of personalized tools in improving accessibility and engagement for students with disabilities in physics.

TECNOLOGIAS ASSISTIVAS: Uso de Ferramentas Tecnológicas para Facilitar a Inclusão

School inclusion represents a fundamental challenge in current education, requiring practices that promote the participation of all students, regardless of their physical, cognitive or sensory limitations. Assistive technologies play a crucial role in this process, offering tools that enable accessibility and autonomy for students with disabilities, allowing them to fully participate in school activities. These technologies range from simple devices, such as magnifying glasses, to advanced solutions, such as screen reading software, and are essential to ensure effective inclusion. The main objective of this study is to analyze how assistive technologies can facilitate inclusion in the school environment, highlighting their contribution to the learning and participation of students with disabilities. The research seeks to identify the main types of assistive technologies used in the educational context, discuss pedagogical practices that favor their use and evaluate the challenges faced by schools when implementing them. In addition, it seeks to provide support for teacher training and inclusive educational planning. The implementation of these technologies, however, requires a careful analysis of the needs of each student and the conditions of the school. For assistive tools to fulfill their role of promoting inclusion, a pedagogical commitment to diversity is necessary, integrating such resources into teaching practices in an efficient and ethical manner. Reflecting on the possibilities and limitations of assistive technologies is essential for building a more inclusive and equitable school, which respects the uniqueness of each student and promotes the development of all.

Desain UI/UX Aplikasi Mobile LMS dengan Metode Design Thinking untuk Efektifitas Pembelajaran Mahasiswa di Perguruan Tinggi

This research seeks to develop the UI/UX of the Mobile Learning Management System (LMS) application by utilizing the Design Thinking methodology to improve the effectiveness of student learning in higher education. Design Thinking is used because of its user-centric methodology, guaranteeing that LMS apps align with the preferences and behaviors of students who are increasingly relying on mobile devices in their daily routines. Application development goes through the stages of Empathize, Define, Ideate, Prototype, and Test, with validation carried out using the System Usability Scale (SUS) approach. The assessment involved five students from various academic fields who are proficient in desktop-based Learning Management Systems (LMS). The test results showed a SUS score of 78, categorized as "Good" and close to "Very Good". This score signifies the program's excellent usability, easy navigation, and functions that encourage learning flexibility, including content access, assignment submission, and discussion forums. This study shows that the mobile Learning Management System created using the Design Thinking methodology significantly increases student access to lecture materials and encourages the efficacy of learning in higher education. Suggestions for improvements include conducting assessments with a wider group of participants and implementing design iterations to refine features based on user feedback.

FINANCIAL BEHAVIOR: FINANCIAL LITERACY, FINANCIAL INCLUSION, LIFESTYLE, AND LOCUS OF CONTROL

Not only the younger generation out there, at Universitas Mercu Buana Yogyakarta alone, many students access financial services, especially QRIS as one of the non-cash payment methods. This level of ease in accessing financial services allows students to fulfill their lifestyle. This study aims to determine whether financial literacy, lifestyle, and financial inclusion of undergraduate accounting students at Mercu Buana University Yogyakarta also have a significant effect on the personal financial behavior of each student. This study uses the strata method in quantitative research through distributing questionnaires. The population of this study were students of Universitas Mercu Buana Yogyakarta, class of 2021-2023. The sample chosen to be the sample in this study is the Gen Z group which is financially and each generation has different financial habits. This study shows the first result, that financial literacy does not affect financial behavior, financial inclusion affects financial behavior, lifestyle does not affect financial behavior, and locus of control affects financial behavior. However, together, financial literacy, financial inclusion, lifestyle, and locus of control affect financial behavior. for generation Z, in this current era, they must understand more about finance and deepen financial literacy. This financial literacy can help Generation Z to understand more about finance. The wise use of financial inclusion can also affect the financial behavior of each person. The current lifestyle of generation Z greatly affects financial behavior. Financial behavior in each generation Z person can be controlled by self-awareness carried out by oneself.

Gender Equality Expression as a Biological Homeostasis Principle Applied in Social Mechanisms of Child-Friendly Schools

This research explores the application of gender equality principles within Child-Friendly Schools (CFS), specifically at Harapan Mandiri High School in Medan, through the lens of biological homeostasis principles applied to social mechanisms. Utilizing a descriptive qualitative approach, this study draws on primary data collected from guidance counseling teachers at the school, using observation and in-depth interviews as data collection techniques. The findings reveal that Harapan Mandiri High School effectively implements gender equality by ensuring equal access, opportunities, treatment, and participation for both male and female students. The fairness in treatment is evident in assessments, rewards, and discipline, while student engagement is fostered through participation in student organizations and extracurricular activities. The school’s focus on preventing discrimination and promoting gender awareness contributes to a safe and inclusive learning environment, enhancing respect for gender diversity. This successful implementation of gender equality principles reflects the school’s commitment to creating a balanced and inclusive educational environment, akin to maintaining homeostasis in biological systems, where equilibrium is achieved through equitable participation and treatment of all students.

School Social Work and Mental Health Funding

Abstract School social workers provide mental health services to millions of students each year. However, few studies focus on how social workers generate funding and other support for school mental health. The purpose of this study is to identify the continuum of school mental health supports and how social workers advocate for and generate these supports. This study examines variation in school social worker experiences across three school types: Chicago neighborhood schools, Chicago charter schools, and Chicago-area suburban schools. This study uses the ecological systems framework to structure the interview guide and inform coding. This study finds three major themes: (1) schools improve student access to mental health services, (2) social workers advocate for mental health supports differently depending on their school type, and (3) schools sideline social workers through inadequate support of their positions. Findings suggest greater support for school social work positions and greater collaboration between administrators and school social workers to fully leverage available resources and meet student mental health needs.

Sticky, slippery, and smooth access – exploring the affective potentials of access to writing technology in lower secondary classrooms

ABSTRACT Student access to digital writing technology has become increasingly prominent across various school subjects and education levels. Promoting a techno-optimist approach to solving pedagogical challenges, access has predominantly been foregrounded as something that students are ‘provided’, that is, access is to be uptaken by human individuals. In this article, we trouble this notion through exploring the affective potentials of access to writing technology. Advocating relational thinking, access is understood to hold multiple potentials in students’ writing practices. We focus on students’ task-related writing on screens, in the school subjects L1 (Language and Literature) and Social Studies in lower secondary classrooms in Finland and Sweden. Drawing on video-data, the analysis shows how access holds the potential of becoming sticky, slippery, and smooth in students’ writing, further engaging students and teachers in sociotechnical care work in classrooms.

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Dual Enrollment and Conditional Credit Acceptance: Effects of Georgia’s Articulation Agreement on Timely Degree Completion

Many high school students access dual enrollment at 2-year colleges, but the credits associated with their college-level courses may not transfer if they later matriculate to 4-year institutions as first-year undergraduates. In this study, we ask whether statewide articulation agreements can support the postsecondary success of participants by preserving the credits earned and facilitating academic momentum. Employing the administrative data of students in Georgia, we use a difference-in-differences approach to investigate the effect of the state’s 2012 policy on 4-year college undergraduates who participated in dual enrollment at 2-year colleges. We find a positive impact of the policy on timely degree completion, but the effect is conditional, as it applied only to students who completed the coursework identified by the articulation agreement.

Establishing TELLme – an online platform for self-directed, formative assessment of knowledge acquisition across an undergraduate medical curriculum

Purpose The purpose of this study is to report on the design, implementation, use and evaluation of TELLme, an online platform with annotated multiple-choice questions (MCQs) for formative assessment of knowledge acquisition covering an entire undergraduate medical curriculum. Materials and methods We used the Educational Design Research (EDR) framework to develop TELLme as an online platform with 24/7 access for students in a co-creation process between educators, faculty and students. EDR cycle 1 focused on prototyping, while EDR cycle 2 focused on upscaling, usage analysis and evaluation. Database entries were analysed for TELLme usage. Online surveys evaluated platform usability and support for student learning. Results At the end of EDR cycle 2, TELLme contained 6,713 fully annotated MCQs aligned with the cognitive learning objectives of the curriculum. Up to 600 students per day used TELLme to self-assess their knowledge, answering 3,168,622 MCQs in two semesters. Surveys indicated good usability of TELLme, 75% of students indicated that TELLme helped them to identify knowledge gaps, and 72% agreed that TELLme supported their learning. Conclusions Medical students use TELLme extensively to formatively assess their learning in a self-directed manner across the entire curriculum. TELLme aligns with the existing summative and formative system of assessment of the study programme.

Pivoting away from the online/offline learning binary: Reflections from an intensive academic literacies course

We share our experiences of developing and teaching a hybrid online-offline, intensive academic literacies course for first year undergraduate students. We position hybrid learning as valuable; however, we discuss the necessity of appropriately adapting online formats to enhance student access, engagement and resilience. In sharing what we did and what we learnt, we highlight what may be transferable for other practitioners.

Implementation of the Merdeka Belajar Kampus Merdeka Program on Curriculum Management and Human Resources at Universitas Muhammadiyah Jakarta

Indonesia encounters substantial challenges in higher education during the digital revolution and post- COVID-19 era, particularly in aligning graduates with the demands of the workforce. The Merdeka Belajar Kampus Merdeka (MBKM) program has been implemented as a solution, offering experiential learning opportunities through off-campus activities. However, its implementation at Universitas Muhammadiyah Jakarta (UMJ) encounters various obstacles, including limited human resources, challenges in developing flexible curricula, and disparities in educational access. This study explores the implementation of MBKM at UMJ using a qualitative case study approach, focusing on curriculum management, human resource readiness, and challenges faced. The findings reveal that while MBKM contributes to enhancing students’ skills and the relevance of education to workforce needs, barriers such as limited technology in partner schools, intensive schedules, and inadequate administrative support persist. This study provides strategic recommendations to enhance MBKM implementation, including enhanced faculty training, better resource management, and increased accessibility for students from diverse backgrounds. These findings are expected to serve as a foundation for developing inclusive and competency-oriented higher education policies.

In Defense of the History of Psychology

The main purpose is to provide a defense of the history of psychology at a global (worldwide); however, it is important to consider that this defense arises from Latin America. Given that this panorama is mostly unknown to a large part of psychologists, this article presents itself as an explicit action to foster this discipline by addressing three main issues. Firstly, present some milestones in the journey of the history of psychology at the global with an emphasis on Latin America. Secondly, present a series of critical reflections on the current relevance of this area within the field of psychology. Finally, establish a position in 10 sentences that acts as a defense of the importance of the history of psychology for the psychological discipline on various levels. While the majority of the content presented here is commonly recognized among individuals professionally immersed in historical research within the realm of psychology, it possesses a diminished level of accessibility for students and psychologists not specializing in historical matters. The aim here is not to convince those who are already convinced, but to have an impact beyond the community of specialists that, synergistically, can affect the vast field of psychology in general.

Pelatihan dan Pendampingan bagi Pelajar Tunanetra untuk Epeningkatan Aksesibilitas Pembelajaran Sejarah Kota Makassar

Purpose: History is a science that is very important for human development, culture and technology which we can enjoy today. This Community Service aims to increase accessibility for blind students in learning history, especially history related to Makassar City. Methodology: This Community Service Activity is carried out using methods namely preparation, socialization, training, mentoring and sustainability evaluation. Results: The results of the pre-test and post-test showed that there was a significant increase in the knowledge of the training participants regarding history where the average score before the training was given was 28 and after the training was given it increased significantly to an average of 92.2. The results of the training are also implemented in the form of an arts festival, where training participants display the results of the training in the form of drama, reading poetry and singing regional songs. Limitations: The limitations of this community service activity are the limited number of participants, limited books, and information retrieval during the pre-test and post-test. Contribution: The results of this service activity can increase the accessibility of blind students in learning history.