From Assistive Technologies to Metaverse—Technologies in Inclusive Higher Education for Students With Specific Learning Difficulties: A Review

Yenduri, Gokul; Kaluri, Rajesh; Rajput, Dharmendra Singh; Lakshmanna, Kuruva; Gadekallu, Thippa Reddy; Mahmud, Mufti; Brown, David J.

doi:10.1109/access.2023.3289496

Cited by 25 publications

(6 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on the studied scientific articles focused on the teaching process using sensory networks, it was found that there is a lack of research focused on the teaching process, which can be monitored based on sensory networks using smart bracelets as sensors for collecting the physiological function of the heart rate. Similar to the research from the authors 74 , it was on the basis of the findings that a research gap was established, which we addressed.…”

Section: Methodsmentioning

confidence: 69%

Identification of heart rate change during the teaching process

Francisti,

Balogh,

Reichel

et al. 2023

Sci Rep

View full text Add to dashboard Cite

Internet of Things (IoT) technology can be used in many areas of everyday life. The objective of this paper is to obtain physiological functions in a non-invasive manner using commonly available IoT devices. The aim of the research is to point out the possibility of using physiological functions as an identifier of changes in students’ level of arousal during the teaching process. The motivation of the work is to find a correlation between the change in heart rate, the student’s level of arousal and the student’s partial and final learning results. The research was focused on the collection of physiological data, namely heart rate and the evaluation of these data in the context of identification of arousal during individual teaching activities of the teaching process. The experiment was carried out during the COVID-19 pandemic via distance learning. During the teaching process, individual activities were recorded in time and HR was assigned to them. The benefit of the research is the proposed methodology of the system, which can identify changes in students’ arousal in order to increase the efficiency of the teaching process. Based on the results of the designed system, they could also alert teachers who should be able to modify their teaching style in specific situations so that it is suitable for students and provides a basis for better teaching and understanding of educational materials. The presented methodology will be able to guarantee an increase in the success of the teaching process itself in terms of students’ understanding of the teaching materials.

show abstract

Section: Methodsmentioning

confidence: 69%

Identification of heart rate change during the teaching process

Francisti,

Balogh,

Reichel

et al. 2023

Sci Rep

View full text Add to dashboard Cite

show abstract

“…The Microsoft Windows magnifier and the speech reader/synthesizer were common needs for participants with visual impairments and specific learning disabilities, while the Dragon naturally speaking software was a common need for participants with mobility impairments and specific learning disabilities. The difference in the needs of students with disabilities is expected, as different students have different needs based on the type and severity of their impairments, and as a result, certain features of one assistive device or a combination of features of various devices may be helpful to them [34].…”

Section: Discussionmentioning

confidence: 99%

“…Regarding students with learning disabilities, the provision of assistive devices at higher education institutions facilitates their access [33,34]. Assistive technology interventions targeting word processing, multimedia, and hypertext are positively accepted, while the use of speech-to-text systems has elicited mixed emotions, mainly due to technical difficulties [17].…”

Section: Introductionmentioning

confidence: 99%

Assistive Technology for Higher Education Students with Disabilities: A Qualitative Research

Papadopoulos,

Koustriava,

Isaraj

et al. 2024

Digital

View full text Add to dashboard Cite

The objective of this qualitative investigation is to identify the assistive technology recognized by students with disabilities and to determine the assistive technology (software apps and devices) they require both at university and at home. A total of forty-two students, comprising 20 males and 22 females, were recruited from four different countries (Germany, Greece, Italy, and Spain) for participation in this study. The sample encompassed 10 students with visual impairments, 11 with hearing impairments, 11 with mobility impairments, and 10 with specific learning disabilities. Semi-structured interviews were conducted with the students either online or in person. Content analysis was employed to scrutinize the data obtained from these interviews. The outcomes of this analysis shed light on the assistive technology acknowledged, utilized, or desired by students with disabilities in both academic and domestic settings. The findings from this study carry practical implications for fostering inclusive and accessible education within higher education institutions, benefiting accessibility units/offices staff as well as teaching personnel.

show abstract

“…Flexible and adaptive learning design can be particularly beneficial for students with special needs, including those who are blind, have social anxiety, hyperactivity, dyslexia, learning disabilities, or are on the autistic spectrum (See Yenduri, et al, 2023). Through personalized approaches to tasks and adaptive pathways, flexible learning can help students with special needs engage with course materials and learning activities more effectively.…”

Section: Designing Flexible Learning For Students With Special Needsmentioning

confidence: 99%

Conceptual framework for flexible learning design: The Context of flipped classroom

Dikilitaş¹,

Noguera²

2023

View full text Add to dashboard Cite

The paper presents a conceptual framework for flexible learning design, specifically focusing on the context of the Flipped Classroom (FC). The aim is to provide a comprehensive understanding of flexibility in learning environments and course designs, as well as explore emerging flexible modalities. The paper also underlines the theories underlying flexible learning design and discusses the implications and considerations associated with implementing such approaches. The introduction highlights the role of flexibility in education and introduces key discussions. The conceptual framework section defines flexibility and explores its various dimensions, establishing a foundation for the related arguments. Next, the paper discusses the theories that underpin flexible learning design, providing insights into the pedagogical principles and approaches that support this educational paradigm. It further explores flexible learning environments, addressing the key elements and characteristics that contribute to their effectiveness. The subsequent sections elaborate on the specific aspects of flexibility in different learning settings. It explores flexibility in F2F, blended, and online learning contexts, highlighting the unique considerations and strategies for each modality. This is followed by the presentation of emerging flexible modalities, discussing their potential benefits and challenges. The paper also emphasizes the critical role of flexibility in teaching and learning exploring how flexibility impacts what and how students learn, the delivery of instruction, didactic strategies for organizing learning activities, provision of learning resources, and the assessment and evaluation process. Furthermore, the concept of flipped learning is discussed as a flexible design, showcasing its potential as an effective approach to flexible learning. It provides practical suggestions and potential strategies for implementing flexible design within the framework of flipped learning. The literature review section synthesizes existing research on students' and teachers' perceptions of the effectiveness of the FC where the benefits and challenges associated with flexible learning approaches are explored and discussed. The paper concludes with implications and considerations for implementing flexible learning design with a discussion on the importance of student agency in taking control of the learning experience, overcoming institutional barriers, balancing planned and spontaneous flexibility, and designing for students with special needs. The paper offers a comprehensive exploration of flexible learning design within the context of the flipped classroom. It provides valuable insights into the conceptual framework, theories, practical strategies, and implications associated with implementing flexible learning approaches. The findings and recommendations presented in this report aim to inform teachers, educators, policymakers, and researchers in their efforts to promote effective and adaptable learning experiences while designing a flipped learning in their classroom.

show abstract

From Assistive Technologies to Metaverse—Technologies in Inclusive Higher Education for Students With Specific Learning Difficulties: A Review

Cited by 25 publications

References 101 publications

Identification of heart rate change during the teaching process

Identification of heart rate change during the teaching process

Assistive Technology for Higher Education Students with Disabilities: A Qualitative Research

Conceptual framework for flexible learning design: The Context of flipped classroom

Contact Info

Product

Resources

About