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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

187
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
187

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Personalized Assistive Technologies for Motor-Impaired Students: A Case of Learning Process Mining.

Shubhra Mishra1, Amin Jalali1, Thomas Westin1

  • 1Department of Computer and Systems Sciences, Stockholm University, Sweden.

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|August 28, 2023
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Summary

Assistive Technologies (AT) help motor-disabled students. This study presents a framework for personalized AT settings, validated by a motor-disabled student learning process mining with diverse tools.

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assistive technologiesmotor disabilityprocess miningunderrepresented groups

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Area of Science:

  • Computer Science
  • Human-Computer Interaction
  • Disability Studies

Background:

  • Motor disabilities present significant challenges for students in accessing and utilizing information systems.
  • Existing assistive technologies (AT) can be expensive, and there's limited research on combining affordable, adaptable solutions for personalized educational support.
  • Students with motor disabilities require tailored AT configurations based on specific courses and individual needs.

Approach:

  • A comprehensive literature review was conducted to identify challenges and existing solutions for motor-disabled students using information systems.
  • A framework was developed to guide the identification of personalized AT settings for diverse learning environments.
  • The framework's usability was validated through a self-experimentation study involving a student with a motor disability learning process mining.

Key Points:

  • The study identifies specific challenges encountered when using various User Interface (UI) elements within information systems.
  • Affordable AT, including those derived from gaming, can be repurposed and combined for effective assistive purposes.
  • A novel framework aids in creating personalized AT configurations for students with motor disabilities.

Conclusions:

  • The developed framework effectively supports the creation of personalized assistive technology settings for students with motor disabilities.
  • The findings provide valuable guidelines for designers of process mining tools and other information systems to enhance inclusivity and diversity.
  • Personalized AT configurations are crucial for enabling equitable access to educational tools and content for students with motor disabilities.