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.

As the numbers of people with disabilities actively using technology to support their day-to-day activities increases the benefits afforded by these technologies are ever more evident. Much of the technology used by people with disabilities is often characterised as Assistive Technology (AT) which is designed and developed to address the specific needs of people with disabilities. In contrast to AT which is focused on serving the needs of people with disabilities, consumer digital technology refers to those technologies that are developed for use by the general public. The aim of this study was to explore the assistive potential of a range of exemplar consumer digital technology, namely, digital voice assistants and internet of things. A qualitative study was conducted in the context of a field-trial of a range of digital consumer technologies which included a Digital Voice Assistant alongside voice-operated Internet of Things technologies.

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.

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.

Good governance-aligned with human rights and rights-based care, participation, inclusion, and person-centredness-of digital care systems is integral to their ability to meet their objectives. To gain insight into existing governance structures and processes and participation experiences across Europe and lay foundations for the SHAPES Project's network governance (a healthy and active ageing Innovation Action consortium), our objectives included: 1) expand the list of known stakeholders, 2) explore how the range of stakeholders participate in health and social care governance, 3) develop an inventory of barriers and facilitators. Using an empirical, survey method, we consulted SHAPES Project partner organisations, with respondents invited to suggest specific participation barriers and facilitators. 16 organisations responded. Numerous additional stakeholders were identified. Circa 150 unique barriers and facilitators were reported, rationalised into 20 superordinate categories. Six cross-cutting themes were assembled: dimensionality and flux; power; opportunity and environments; interest, motivation, and choice; valuing governance participation, and duality. This work allows consideration of a wide range of stakeholders for the SHAPES collaborative governance model and future research, and for system design with the benefit of a detailed inventory of barriers and facilitators, and thematic contextualisation. Participation is modifiable and we suggest intervention targets and mechanisms.

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.

Access to inclusive and qualitative education on an equal basis is a clear right of every child, even from the very beginning in Early Childhood Education and Care (ECEC). However, inclusive education is often not possible without access to appropriate (assistive) technologies. Notwithstanding the opportunities of technology to enhance inclusion of all children, it is still limitedly integrated by educators and teachers into their curriculum. Therefore, the SKATE project aims in gearing innovative technology as resource for inclusive education. This study describes and evaluates the preparation, the design, the implementation, and the effects of technology-based classroom activities in inclusive ECEC. The classroom activities are developed and implemented by school teams of 14 preschools spread over four European (EU) countries. A total of 50 school team members participated in a SKATE Learning Programme. This resulted in more than 20 technology-based inclusive class activities, created by school teams together with technology experts. Across the four countries, approximately 330 pre-schoolers, with and without special educational needs (SEN), participated. At this moment, 13 school team members from four EU countries and 45 parents from two EU countries evaluated the technology-based inclusive classroom activities. Nearly all teachers agreed that the activity promoted the inclusion of all children. Teachers reported that most of the children enjoyed the activity. This was confirmed in the evaluation by the parents. Most parents had the impression that the activity was meaningful, joyful and inclusive for all children.

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 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.