Prioritizing educational technologies for children with intellectual disabilities under fuzzy MCDM perspective.

IF 1.9 4区 医学 Q2 REHABILITATION Disability and Rehabilitation-Assistive Technology Pub Date : 2024-11-23 DOI:10.1080/17483107.2024.2424880
Bjanca Nicole Castro, Geneva Lyn Daquipil, Rina Arian Macainag, Maxine Alexandra Tan, Miriam Bongo
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Abstract

Objectives: Children with intellectual disabilities struggled to perform basic tasks in the educational platform due to their deferred learning pace and individual challenges. To assist such needs, the child's individual education program (IEP) team, spearheaded by the school administrators, continues to offer supplementary educational technologies. However, selecting an appropriate technology does not follow an objective system, making the decision process tedious and unreliable. Therefore, this paper provides a new perspective on analyzing the educational technologies for children with intellectual disabilities with respect to design factors that also constitute the technical specifications and ergonomic principles of technology design.

Method: To analyze the educational technologies, fuzzy best-worst method (BWM) and fuzzy technique for order of preference by similarity to ideal solution (TOPSIS) method are employed in a case study in the Philippines.

Impact: Results reveal that user perception is the most important design factor to be considered when selecting educational technology for children with disabilities. Furthermore, the adaptive educational platform has been found to best fit the needs of children with autism.

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在模糊的 MCDM 视角下确定智障儿童教育技术的优先次序。
目标:智障儿童由于学习进度延缓和个人挑战,在教育平台上很难完成基本任务。为了满足这些需求,由学校管理人员牵头的儿童个别教育计划(IEP)小组不断提供辅助教育技术。然而,选择合适的技术并没有一个客观的系统,使得决策过程变得繁琐而不可靠。因此,本文提供了一个新的视角,分析智障儿童教育技术的设计因素,这些因素也构成了技术设计的技术规范和人体工程学原则:为了分析教育技术,本文在菲律宾的一项案例研究中采用了模糊最佳-最差法(BWM)和通过与理想解决方案相似度排序的模糊技术(TOPSIS)方法:结果表明,在为残疾儿童选择教育技术时,用户感知是最重要的设计因素。此外,还发现自适应教育平台最适合自闭症儿童的需求。
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来源期刊
CiteScore
5.70
自引率
13.60%
发文量
128
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