Students' preference for the use of assistive technology in higher education in Tanzania: does gender make a...

This study investigated gender differences in assistive technology (AT) preferences among students with visual impairments in Tanzanian higher education institutions. The study examined whether male and female students differ in their AT preferences and the factors influencing these choices.

A cross-sectional survey design was used, involving 64 students with visual impairments (42 males and 22 females) from three higher education institutions (HEIs) in Tanzania. Data were collected through structured questionnaires and analyzed using both descriptive and inferential statistical techniques. Chi-square tests were applied to assess any significant gender differences in AT preferences.

The study found that female students reported a slightly higher overall preference for AT compared to their male counterparts. Across both genders, computers were the most preferred AT tool, reflecting their central role in academic tasks. However, female students expressed greater frustration and difficulty when using high-tech AT devices, particularly in comparison to males. Both male and female students exhibited a low preference for specific devices such as the Braille note touch plus and magnifiers. Despite these observed differences, the chi-square analysis showed no statistically significant gender differences in the overall preferences for AT, suggesting that gender does not play a major role in shaping AT preferences in this context.

The study highlights the generally similar preferences for assistive technology among male and female students with visual impairments, despite some subtle differences in user experience, particularly with high-tech devices. It is recommended that higher education institutions strengthen AT training programs to improve competence and confidence in using advanced devices, particularly among students who report frustration with high-tech tools. Additionally, enhancing the availability and accessibility of high-tech AT could encourage greater adoption and preference for these devices. These findings contribute to the field of disability and rehabilitation by suggesting that while gender may influence some aspects of AT use, the broader needs for training and accessibility are central to improving outcomes for students with visual impairments.