Studies in Health Technology and Informatics最新文献

The employment of socially assistive robotics (SAR) is increasingly being considered a credible solution to support healthcare systems in dealing with an aging society. In this contribution, we explore the experience of older adults (n = 11) living in a residential facility with a cognitive training intervention conducted with the support of a SAR. Within the HORIZON2020 Project SHAPES, a mixed-method study has been conducted to collect preliminary evidence on users' engagement and acceptance of the proposed SAR-based intervention. The results suggest that the SAR-based cognitive training intervention conducted was accepted by all stakeholders. Data on enjoyment of participants indicate that users did not experience a "novelty effect" of the proposed innovation, but longer sessions are needed to confirm this result.

This paper presents the design and implementation of a Massive Open Online Course (MOOC) developed on Universal Design for Learning (UDL) principles within the I'm in Tales Erasmus Project, focused on Tangible User Interfaces (TUIs) and their potential in enhancing storytelling for inclusive education. The MOOC aims to equip educators with the knowledge and skills necessary to design and implement TUIs in educational settings, promoting their understanding of TUIs as tools for creating accessible and engaging storytelling experiences for all learners. The course follows a self-paced and independent learning approach, incorporating active, contextual, social, and reflective learning methods. Preliminary evaluation results are discussed, and further evaluation methods are planned to assess the MOOC's impact on educators' understanding of TUIs and their potential for inclusive education. The use case presented illustrates the practical application of TUIs in universally designed learning experiences. The study concludes that the MOOC provides a valuable resource for educators and learners interested in TUIs and their role in enhancing inclusive education.

Mobility is fundamental for social participation of people with disabilities. Unfortunately, traditional design of urban environments, including infrastructure and services are developed based largely on a standard perception of an independent, fully functional citizen without disability which limits the mobility social participation of PWD. This paper presents the design and development of a novel geospatial assistive navigation technology to support multimodal mobility of people with disabilities, especially those using manual wheelchair in urban areas.

This research has analyzed the accessibility of the current metaverse platforms from the perspective of screen reader and switch scanning interface users, using the mixture of quantitative and qualitative assessments. To this end, the two representative metaverse platforms, ZEPETO and Roblox, were targeted. As a result, it was found that the current metaverse platforms are not carefully designed with accessibility in mind. Many content elements and controls in the metaverse environment suffers from the lack of alternative text description and appropriate markups which are essential to make it perceivable and recognizable by assistive technology. People with severe disabilities are very likely to find it difficult or impossible to independently navigate the current metaverse environment, because they do not provide any viable means of orientation and mobility in the 3D virtual space at all. The UI/UX of the current metaverse platforms also do not provide adequate feedback to help people with limited sensory/motor functions to understand the purpose and function of it. Overall, thereby, the current metaverse environment is not robust enough to reliably work with a wide range of assistive technologies.

The AT2030 programme was launched in 2018 to test 'what works' in getting assistive technology (AT) to people globally, specifically in low- and middle-income countries (LMIC), where there is often a systematic lack of provision. After four years, this paper reviews the project outcomes, focussing on published material. It provides the backdrop to the AT2030 program, contextualises current developments in global AT global and funding, and unpacks the key learnings of what works to get AT to the people that need it around the world, with a focus on ICT. The paper does this by applying Global Disability Innovation Hub's mission-led and transformative approach, concluding with contemporary actions to improve access to AT to illustrate the value of embracing complexity for AT ecosystem stakeholders, including researchers, practitioners, AT users and policymakers.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Inclusive access to culture for all people in institutions, such as museums, is an important issue specified in French laws and is also recognized internationally. This article investigates inclusion of blind and partially blind visitors in museums. The pilot study conducted involves blind, partially blind, and sighted people and observes their perception of audio descriptions and different tactile representations within a museum. 12 participants were asked to experience three different conditions for 3 scenes of the Bayeux Tapestry using inclusive and co-created audio descriptions, simplified swell paper representations, and high relief representations. Overall, a high level of interest was found across all conditions, with multimodality through audio and tactile stimulus found to have enriched participants' experience. However, more guided tactile exploration would be better. From participants' feedback, some observations have emerged which could be explored for the development of new technologies to better respond to museum visitors' expectations.

This communication will present an educative and research project that has linked the creation of 3D Assistive Technology (AT) for people with disabilities with the training of students of secondary education. STEMBach educational program aims to provide quality scientific education to secondary school students in the fields of science, technology, engineering, and mathematics (STEM) through research projects. Specifically, the text focuses on one project proposed by the TALIONIS research group, which uses 3D printers to design and create assistive technology (AT) for people with disabilities. The project involves students from eight different high schools and ten individuals with disabilities from four non-governmental organizations. The students design and print the AT using software such as Tinkercad and Cura Software. After testing the AT, outcome measurement instruments are used to validate their effectiveness. The project is based on a Learning-by-doing methodology with a structure of service-learning, and the involvement of the students is voluntary. The objectives of the project are to involve the students in research and innovation, to generate resources and AT for people with disabilities, and to determine the effects of AT on the lives of its users. Finally, the project leads to identifying new needs of people with disabilities that could be addressed through further research work.

A quality standard for the ICF-oriented provision of arm supports and robotic arms was designed. To facilitate this new working method, tools were developed in co-creation with all stakeholders. Professionals received training and were asked to apply the new working method among their clients who participated in the intervention group of the OMARM project. To find out whether the provision had changed following the introduction of the quality standard, and to gain insight into the usage of tools and the perceived added value, a process evaluation was conducted after 3, 6 and 9 months by an online survey. In sum, the new working method was applied to 43 of 137 clients, and tools were used 105 times. Opinions on perceived changes, benefit, and practicability varied widely. Although tools were developed in co-creation with all stakeholders, several professionals' satisfaction with the developed way of working is lower than expected and its adoption lags.

Artificial Intelligence (AI) technology is increasingly being integrated into our daily lives and many aspects of society. AI is viewed as a new opportunity to promote independent living and well-being for older adults. AI literacy plays an important role in older adults' acceptance and use of AI-enabled products and services. However, to our knowledge, no research has investigated AI literacy among older adults. The study aims to address this gap by collecting and analysing data on older adults' knowledge and understanding of AI and their experiences and concerns regarding AI-enabled products and services. In total, 207 older adults, aged 60 years and over, participated in the study, including 182 who answered a survey and 25 who participated in semi-structured interviews. The results show a variety levels of AI literacy among the participants. Many are interested in learning more about AI so they can make informed decisions about AI-enabled products and services. This study has not only produced insights into AI literacy among older adults but also contributed to increasing the awareness of AI among the participants and has provided recommendations on measures to enhance older adults' AI competencies.