Use of audio-enhanced personal digital assistants for school-based data collection

Trapl, Erika S.; Borawski, Elaine A.; Stork, Paul; Lovegreen, Loren D.; Colabianchi, Natalie; Cole, Maurice L.; Charvat, Jacqueline

doi:10.1016/j.jadohealth.2005.03.025

Cited by 20 publications

(39 citation statements)

References 26 publications

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“…It was also found to be effective for students with cognitive impairments or language barriers, who previously struggled with more formal modes of data collection [35]. …”

Section: Resultsmentioning

confidence: 99%

An exploration of the data collection methods utilised with children, teenagers and young people (CTYPs)

et al. 2015

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BackgroundThe impact of cancer upon children, teenagers and young people can be profound. Research has been undertaken to explore the impacts upon children, teenagers and young people with cancer, but little is known about how researchers can ‘best’ engage with this group to explore their experiences. This review paper provides an overview of the utility of data collection methods employed when undertaking research with children, teenagers and young people.A systematic review of relevant databases was undertaken utilising the search terms ‘young people’, ‘young adult’, ‘adolescent’ and ‘data collection methods’. The full-text of the papers that were deemed eligible from the title and abstract were accessed and following discussion within the research team, thirty papers were included.FindingsDue to the heterogeneity in terms of the scope of the papers identified the following data collections methods were included in the results section. Three of the papers identified provided an overview of data collection methods utilised with this population and the remaining twenty seven papers covered the following data collection methods: Digital technologies; art based research; comparing the use of ‘paper and pencil’ research with web-based technologies, the use of games; the use of a specific communication tool; questionnaires and interviews; focus groups and telephone interviews/questionnaires.The strengths and limitations of the range of data collection methods included are discussed drawing upon such issues as of the appropriateness of particular methods for particular age groups, or the most appropriate method to employ when exploring a particularly sensitive topic area.ConclusionsThere are a number of data collection methods utilised to undertaken research with children, teenagers and young adults. This review provides a summary of the current available evidence and an overview of the strengths and limitations of data collection methods employed.

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“…It was also found to be effective for students with cognitive impairments or language barriers, who previously struggled with more formal modes of data collection [35]. …”

Section: Resultsmentioning

confidence: 99%

An exploration of the data collection methods utilised with children, teenagers and young people (CTYPs)

et al. 2015

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“…Computerized data collection systems have become increasingly functional, user friendly, and portable solutions for collecting and analyzing data. They offer five key benefits relative to traditional, time consuming paper-and-pencil methods: (1) less missing data, (2) more accurate data recording, (3) more timely transmission of data, (4) less need for post collection editing and coding, and (5) ongoing monitoring of data quality (de Leeuw & Nicholls, 1996;Emerson, Reeves, & Felce, 2000;Gravlee, 2002;Trapl et al, 2005).…”

Section: Computerized Data Collection Systemsmentioning

confidence: 99%

“…Handheld computers have some history of use in the medical and social science literature, further attesting to reliability and usability (Berthelsen & Stilley, 2000;Fletcher et al, 2003;Gravlee et al, 2006;Johannes et al, 2000;Lal et al, 2000;Sarkar et al, 2006). In special education settings, where they have tremendous promise, concerns still exist regarding replacement of paper forms for data collection (Schaff et al, 2005;Trapl et al, 2005).…”

Section: Dependabilitymentioning

confidence: 99%

“…The numbers of assigned data records were calculated by multiplying hours and days per participant to be used as a data source for incompleteness (de Mul & Berg, 2007;Mikkelsen & Aasly, 2005;Motro, 1990;Walker et al, 2004). The times that the data were received and saved in the Pocket PC computers and the server were filtered to evaluate timeliness (Sarkar et al, 2006;Trapl et al, 2005). Missing data were coded from the total submitted records using the following rules:…”

Section: Data Collectionmentioning

confidence: 99%

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Are Handheld Computers Dependable? A New Data Collection System for Classroom-Based Observations

Adıgüzel

Vannest

Parker

2009

J Spec Educ Technol

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Very little research exists on the dependability of handheld computers used in public school classrooms. This study addresses four dependability criteria-reliability, maintainability, availability, and safety-to evaluate a data collection tool on a handheld computer. Data were collected from five sources: (1) time-use estimations by 19 special education teachers using handheld computers, (2) observations of time use from eight external data collectors, (3) teacher interviews, (4) technical reports, and (5) teacher satisfaction surveys. Results indicate that this data collection tool satisfied all four dependability criteria. The study also confirms that dependable handheld computers can replace paper-based data collection in educational settings.

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“…15–20 Although this line of research has developed similarly to the body of research related to CASI, little research has been conducted examining the effects of adding audio-enhancement to PDAs for survey-based data collection (similar to A-CASI). 21,22 …”

mentioning

confidence: 99%

Value of Audio-Enhanced Handheld Computers Over Paper Surveys With Adolescents

Trapl

Taylor²,

Colabianchi

et al. 2013

Am J Hlth Behav

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Objective To examine the impact of 3 data collection modes on the number of questions answered, data quality, and student preference. Methods 275 urban seventh-grade students were recruited and randomly assigned to complete a paper survey (SAQ), PDA survey (PDA), or PDA survey with audio (APDA). Students completed a paper debriefing survey. Results APDA respondents completed significantly more questions compared to SAQ and PDA. PDA and APDA had significantly less missing data than did SAQ. No differences were found for student evaluation. Conclusions Strong benefits may be gained by the use of APDA for adolescent school-based data collection.

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Use of audio-enhanced personal digital assistants for school-based data collection

Cited by 20 publications

References 26 publications

An exploration of the data collection methods utilised with children, teenagers and young people (CTYPs)

An exploration of the data collection methods utilised with children, teenagers and young people (CTYPs)

Are Handheld Computers Dependable? A New Data Collection System for Classroom-Based Observations

Value of Audio-Enhanced Handheld Computers Over Paper Surveys With Adolescents

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