The impact of tablet computers on students with disabilities in a Higher Education setting

Henderson, Kirsty Elizabeth; Gibson, Christopher L.; Gibb, Forbes

doi:10.3233/tad-130365

Cited by 14 publications

(7 citation statements)

References 15 publications

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“…Mobile devices, as one of the forms of modern technologies, invariably attract the attention of researchers (Henderson et al, 2013;Sung et al, 2016), according to whom the combination of e-learning, m-learning, mobile devices, and wireless Internet made learning a foreign language independent of location and time constraints. In our opinion, mobile learning integrates unique features such as ubiquity, self-control, mobility, interactivity, personalization, and accessibility.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

et al. 2022

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While the use of mobile technologies for foreign language learning is gaining momentum, little is known about the various factors that can influence the effectiveness of mobile technologies in relation to student performance in learning a foreign language. The study aims to examine various aspects of mobile learning affecting students' satisfaction, the presumed usefulness of using mobile technologies in learning a foreign language, and students' academic performance. Achieving the established study objectives involved using a set of methods, which included theoretical, empirical, and methods of mathematical statistics for quantitative and qualitative processing of research results and statistical verification of their objectivity with Spearman's rank correlation method. The relevance of using mobile technologies in teaching foreign languages to future philologists is substantiated. An experimental study of the effect of various aspects of mobile learning on students' perceived satisfaction in learning a foreign language, their perception of the usefulness of mobile learning, and academic performance is carried out. Different aspects (individual factors) of mobile learning, such as motivation to use mobile learning, the relevance of content provided by mobile learning to student needs, the ubiquity of mobile learning, and self-efficacy, have an impact on students' perceived satisfaction in learning a foreign language and their perception of the usefulness of mobile learning, as well as academic performance. The obtained results present teachers and students with useful information on mobile learning in the context of philological education.

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Section: Literature Reviewmentioning

confidence: 99%

Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

et al. 2022

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“…Moreover, this combination allows students to perform efficiently activities in any context, since they are familiar with configuration of their personal devices (Nuhoglu, Gundiz, Akkoyunlu, 2019). Working with mobile devices promotes personally-oriented learning of students, provides numerous opportunities for differentiated, autonomous and individual learning, encourages implementation of innovative forms of teaching, and expansion of conventional forms of learning (Henderson, Gibson, Gibb, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of BYOD on Results of Students' Learning

Livson

Ulanova

Pertsev

et al. 2021

PyR

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This work analyzes the influence and efficiency of BYOD for learning students and academic perfection. The relevance of mobile technologies for learning has been substantiated. The influence of BYOD on academic performance of undergraduate students in terms of their test scores and final course marks, as well as on quality of work on selected course projects and on level of satisfaction with the BYOD course, has been experimentally studied. It has been proved that BYOD exerts positive influence on learning and academic achievements of students measured by their academic test scores, by their final marks and quality of their classroom work, as well as that the implementation of BYOD will stimulate and motivate students, thus affecting their level of involvement and creation of independent learning. The experimental results should be used as a guide for persons making decisions as well as for practical specialists in the field of education, especially in the area of BYOD and mobile learning, which will save significant expenses for stationary learning (for instance, concerning desktop computers, projectors, etc.). Scientific novelty of the studies is that the influence of BYOD on academic performance of students in terms of their test scores and final course marks, as well as on quality of students’ work on selected course projects and on level of satisfaction with the BYOD course, has been comprehensively analyzed.

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“…In the study conducted by Henderson et al (2013) with students with disabilities ranging from learning difficulties, social/communication impairment, mental health conditions to physically impaired students or students with mobility issues, blind or partially sighted, and deaf or hearing-impaired students. The study focused on the above students and the use of technology to improve their experience in learning and studying, making use of different applications on iPads (e.g.…”

Section: Design and Inclusion Of People With Disabilitiesmentioning

confidence: 99%

“…The study focused on the above students and the use of technology to improve their experience in learning and studying, making use of different applications on iPads (e.g. iBooks, MindNode, Speak it, AudioNote, PDfReader, Stanzain) in a higher education context [18]. Another study [51] focused on the inclusion of children and youths with disabilities regarding advancing their computer skills and using ICT for social leisure.…”

Section: Design and Inclusion Of People With Disabilitiesmentioning

confidence: 99%

Towards the Use of Social Computing for Social Inclusion: An Overview of the Literature

Constantinou

Kosmas

Parmaxi

et al. 2018

Learning and Collaboration Technologies. Design, Development and Technological Innovation

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Social computing constitutes a new computing paradigm in an interdisciplinary research community which will strongly influence informatics systems and applications in the years to come. Indeed, from a social perspective, considerable interest in examining the influences of Social Computing (SC) for Social Inclusion (SI) arises from researchers and designers. This paper addresses the existing literature on the use of SC for SI. Previous studies have been reviewed to report affordances of SC design in five different areas: (a) for the elderly, (b) for people with disabilities, (c) for gender studies, (d) for societal change, and (e) for the preservation of cultural heritage. Results from the literature overview provide some examples of applications of new technologies that were designed to reduce social exclusion. Our review further shows that the use of different tools used by different groups of people has a positive impact for those people who are either socially included or excluded from their use. However, further research is needed in these five directions, which are analysed in this document and direct research into the gaps identified.

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The impact of tablet computers on students with disabilities in a Higher Education setting

Cited by 14 publications

References 15 publications

Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

The Influence of BYOD on Results of Students' Learning

Towards the Use of Social Computing for Social Inclusion: An Overview of the Literature

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