The impact of assistive technology use for students with disabilities in higher education: a systematic review

Introduction: Screen-based and mobile technology has grown at an unprecedented rate. However, little is understood about whether increased screen-use affects executive functioning (EF), the range of mental processes that aid goal attainment and facilitate the selection of appropriate behaviors. To examine this, a systematic review was conducted.Method: This systematic review is reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A comprehensive literature search was conducted using Web of Science, MEDLINE, PsycINFO and Scopus databases to identify articles published between 2007 and March 2020, examining the use of mobile technologies on aspects of EF in healthy adults aged 18–35 years. In total 6079 articles were screened by title, and 39 screened by full text. Eight eligible papers were identified for inclusion. Our methods were pre-registered on the PROSPERO international prospective register of systematic reviews.Results: A total of 438 participants were included across the eight studies. Five of the eight studies examined more than one EF. Five studies measured inhibition, and four studies measured decision-making. Smartphone use was negatively associated with inhibition and decision-making. Working memory performance was found to be improved by increased time engaging in video games and by refraining from smartphone use prior to bedtime. Quality assessments indicated high risk of methodological biases across the studies and a low quality of evidence for determining the relationship between technology use and executive functioning.Conclusions: This review highlights the scarcity of the literature in this area. It presents a call for rigorous and objective research to further our understanding of the impact of mobile technology on different aspects of executive function.

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Impact of COVID-19 and Coping Policies Implemented by Higher Education Institutions in South-Asian Countries: Systematic Review

Global Economics Review ◽

10.31703/ger.2021(vi-i).02 ◽

2021 ◽

Vol VI (I) ◽

pp. 11-23

Author(s):

Shaheen Fatima ◽

Nisar Ahmad ◽

Samreen Fatima

Keyword(s):

Higher Education ◽

Systematic Review ◽

South Asian ◽

Communication Channel ◽

Technical Assistance ◽

Higher Education Institutions ◽

Asian Countries ◽

And Coping ◽

The Impact

COVID-19 has disrupted not only human lives but also the quality of education especially in developing countries of the South- Asian region. This study elaborates the impact of COVID-19 on education sector and also illustrate the strategies followed by the management of Higher Education Institutions (HEIs). The systematic review of 23 most relevant research studies shows that the Pandemic has affected students� learning, mental, physical, social and economical conditions badly. Particularly, students who do not afford the use of technological appliances are suffering more. HEIs need to have a smart online syllabus for various subjects. Furthermore, HEIs need to review their communication channel and technical assistance. The strategies implemented by HEIs during COVID-19 are useful and should be continued to keep offering quality education during upcoming academic sessions.

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THE IMPACT OF DISTANCE TEACHING AND LEARNING ON THE WELL-BEING OF TEACHERS AND STUDENTS IN HIGHER EDUCATION – A SYSTEMATIC REVIEW PROTOCOL OF COVID-19-RELATED RESEARCH

INTED2021 Proceedings ◽

10.21125/inted.2021.1092 ◽

2021 ◽

Author(s):

Jan Philipp Czakert ◽

Giovanna Paglioli Ballesteiros ◽

Rita Berger

Keyword(s):

Higher Education ◽

Systematic Review ◽

Teaching And Learning ◽

Well Being ◽

Distance Teaching ◽

Systematic Review Protocol ◽

Related Research ◽

Teachers And Students ◽

Review Protocol ◽

The Impact

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Mobile health interventions to promote physical activity and reduce sedentary behaviour in the workplace: A systematic review

Digital Health ◽

10.1177/2055207619839883 ◽

2019 ◽

Vol 5 ◽

pp. 205520761983988 ◽

Cited By ~ 24

Author(s):

Sarah Ann Buckingham ◽

Andrew James Williams ◽

Karyn Morrissey ◽

Lisa Price ◽

John Harrison

Keyword(s):

Physical Activity ◽

Systematic Review ◽

Sedentary Behaviour ◽

Mobile Health ◽

Technology Use ◽

Methodological Quality ◽

Experimental Studies ◽

Cochrane Library ◽

Behaviour Change Techniques ◽

The Impact

Objective This systematic review aimed to assess the effectiveness, feasibility and acceptability of mobile health (mHealth) technology (including wearable activity monitors and smartphone applications) for promoting physical activity (PA) and reducing sedentary behaviour (SB) in workplace settings. Methods Systematic searches were conducted in seven electronic databases (MEDLINE, SPORTDiscus, Scopus, EMBASE, PsycINFO, Web of Science and the Cochrane library). Studies were included if mHealth was a major intervention component, PA/SB was a primary outcome, and participants were recruited and/or the intervention was delivered in the workplace. Study quality was assessed using the Effective Public Health Practice Project (EPHPP) tool. Interventions were coded for behaviour change techniques (BCTs) using the Coventry, Aberdeen and London – Refined (CALO-RE) taxonomy. Results Twenty-five experimental and quasi-experimental studies were included. Studies were highly heterogeneous and only one was rated as ‘strong’ methodological quality. Common BCTs included self-monitoring, feedback, goal-setting and social comparison. A total of 14/25 (56%) studies reported a significant increase in PA, and 4/10 (40%) reported a significant reduction in sedentary time; 11/16 (69%) studies reported a significant impact on secondary outcomes including reductions in weight, systolic blood pressure and total cholesterol. While overall acceptability was high, a large decline in technology use and engagement was observed over time. Conclusions While methodological quality was generally weak, there is reasonable evidence for mHealth in a workplace context as a feasible, acceptable and effective tool to promote PA. The impact in the longer term and on SB is less clear. Higher quality, mixed methods studies are needed to explore the reasons for decline in engagement with time and the longer-term potential of mHealth in workplace interventions. Protocol registration: The review protocol was registered with PROSPERO: CRD42017058856

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Assistive Technology for Students With Disabilities: An Updated Snapshot

Journal of Special Education Technology ◽

10.1177/0162643420914624 ◽

2020 ◽

pp. 016264342091462

Author(s):

Emily C. Bouck ◽

Holly Long

Keyword(s):

Assistive Technology ◽

Students With Disabilities ◽

Secondary Students ◽

Significant Relationship ◽

Technology Use ◽

Transition Study ◽

And Performance ◽

Disability Categories ◽

National Longitudinal Transition Study

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

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The Americans With Disabilities Act Implications for Family Counselors: Counseling Students in Higher Education

The Family Journal ◽

10.1177/1066480720948869 ◽

2020 ◽

pp. 106648072094886

Author(s):

Larry K. Phillippe ◽

Nicole Noble ◽

Bret Hendricks ◽

Janna Brendle ◽

Robin H. Lock

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Americans With Disabilities Act ◽

Counseling Students ◽

College Counselors ◽

College Classrooms ◽

Family Counselors ◽

Transition To Higher Education ◽

K 12 ◽

The Impact

Family counselors at times work with families in which a family member with a disability is transitioning into higher education settings. Frequently, these counselors are unaware of the federally protected rights of all students and they may not know how to access this information. This article explains the differences between laws for students with disabilities in K–12 school settings and the components of the Americans with Disabilities Act (ADA) and its subsequent ADA 2008 Amendments to inform family counselors on how to support clients and their families in the transition to higher education. In this article, the authors discuss the ADA and the ADA 2008 Amendments, which dramatically impacted the college experience of all students with disabilities. With record numbers of students with disabilities now attending college, counselors, as they advocate for families, should be aware of federal guidelines that require physical access to educational facilities, the use of universal design, electronic accessibility, and the provision of academic accommodations and modifications in college classrooms. Through family counselors’ awareness of these significant changes in the higher education experience, they can more fully assist families with students with disabilities who are transitioning from high school to higher education. This article describes each of these four facets of the ADA 2008 Amendments as well as the impact each major facet of the amendment has on the higher education landscape for students with disabilities.

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Informal carers’ experience and outcomes of assistive technology use in dementia care in the community: a systematic review protocol

Systematic Reviews ◽

10.1186/s13643-019-1081-x ◽

2019 ◽

Vol 8 (1) ◽

Cited By ~ 1

Author(s):

Vimal Sriram ◽

Crispin Jenkinson ◽

Michele Peters

Keyword(s):

Systematic Review ◽

Assistive Technology ◽

Technology Use ◽

Dementia Care ◽

Systematic Review Protocol ◽

Review Protocol ◽

Informal Carers

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Role of Technology in Using Artificial Intelligence to Improve Educational Learning Challenges With Reference to India

Handbook of Research on Teaching With Virtual Environments and AI - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7638-0.ch029 ◽

2021 ◽

pp. 681-703

Author(s):

Seema Sahai ◽

Sharad Khattar ◽

Richa Goel

Keyword(s):

Artificial Intelligence ◽

Higher Education ◽

Systematic Review ◽

Quantitative Analysis ◽

Technology Use ◽

Education Technology ◽

Learning Challenges ◽

Research In Education ◽

Quality In Higher Education

Artificial education intelligence (AIEd) is one of the emerging educational technological fields. A most logical question which comes up is, Is it possible to ensure quality in higher education? Can use of AI and sister technologies help us deliver in the mission? Will it be able to tackle all or most of shortcomings in the field of education? This study aims in a systematic review to provide an overview of AI applications research in education. Technology use in education and learning has undergone a remarkable transformation in the education sector. In order to accomplish this purpose, a quantitative analysis approach was used by open end questionnaire for a survey of scholars. This chapter examined the possible impacts of artificial intelligence on universities. The empirical findings indicate that the knowledge of AI is declining and there is a need to disperse knowledge of technology in higher education.

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