Effectiveness of m-learning HiSense APP-ID in enhancing knowledge, empathy, and self-efficacy in caregivers of persons with intellectual disabilities: a randomized controlled trial

Abstract

M-learning is a flexible form of digital education that can benefit professional caregivers. The m-learning intervention ‘HiSense APP-ID’ was developed to support caregivers of persons with intellectual disability (ID). The intervention focuses on improving knowledge about sensitive and responsive caregiving for persons with ID. This randomized controlled trial of 101 professional caregivers of persons with moderate or mild ID evaluated whether m-learning improves practical and theoretical knowledge about secure attachment in persons with ID, and increases empathy and self-efficacy. The ‘HiSense APP-ID’ consists of 120 multiple-choice questions relating to attachment theory and the experience of persons with ID. Participants answer four questions each day for 30 days. In pre-, post-, and follow-up assessments, all participants completed a series of questionnaires concerning social validity, knowledge, self-efficacy, and empathy. Linear mixed effects modeling was then used to assess the effectiveness of the intervention. Users rated the app positively on usefulness, ease of use, design, and development of their own skills. Knowledge improved in the group of participants who followed m-learning. An interaction effect was found for empathic concern, but no significant effect was found for social empathy or self-efficacy. Thus, m-learning is a useful and flexible educational tool for professional caregivers of persons with ID, and the ‘HiSense APP-ID’ was able to improve theoretical knowledge in very short sessions spaced over a longer period of time.

Attachment behaviours in adults with intellectual disabilities in assisted living facilities: representations from direct‐care staff

“…This programme has been shown to positively impact the quality of interactions of staff working with individuals with IDs and visual impairments (Damen et al 2011). Van Wingerden et al (2019) highlighted that an educational perspective may also be beneficial for improving some aspects of interaction between children and adults with IDs and their caregivers. They lead a randomised control trial on a learning programme providing information on attachment and encouraging reflection on interacting with an adult or child with ID through a mobile application.…”

For happy children with a visual or visual-and-intellectual disability: Efficacy research to promote sensitive caregiving with the Barti-mat

“…The use of interactive technologies to promote social bonding and interaction has increased, especially within the field of intellectual disability (Den Brok & Sterkenburg, 2015; Uğur Yavuz et al, 2021). This technology specifically focusses on improving the knowledge of sensitive caregiving (Sterkenburg & Vacaru, 2018; Van Wingerden et al, 2019), to promote various skills and contribute to more happiness for people with intellectual disabilities (Lancioni et al, 2012). However, up to now little research is conducted on the use of technology to improve the caregiver–child interaction and to increase the happiness of children with disabilities.…”