RESUMO
In the absence of vision, visually impaired and blind people rely upon the tactile sense and hearing to obtain information about their surrounding environment. These senses cannot fully compensate for the absence of vision, so visually impaired and blind people experience difficulty with many tasks, including learning. This is particularly true of mathematical learning. Nowadays, technology provides many effective and affordable solutions to help visually impaired and blind people acquire mathematical skills. This paper is based upon a systematic review of technology-based mathematical learning solutions for visually impaired people and discusses the findings and objectives for technological improvements. It analyses the issues, challenges and limitations of existing techniques. We note that audio feedback, tactile displays, a supportive academic environment, digital textbooks and other forms of accessible math applications improve the quality of learning mathematics in visually impaired and blind people. Based on these findings, it is suggested that smartphone-based solutions could be more convenient and affordable than desktop/laptop-based solutions as a means to enhance mathematical learning. Additionally, future research directions are discussed, which may assist researchers to propose further solutions that will improve the quality of life for visually impaired and blind people.
RESUMO
BACKGROUND: Digital mental health interventions have been posited as a way of reducing the burden on mental health services in higher education institutions. However, low adherence and high attrition rates present a challenge that limits the effectiveness of these interventions. User-centered design has been proposed as a suitable approach in improving the adherence of users to these interventions. OBJECTIVE: The objective of this scoping review was to examine digital mental health interventions that have been designed specifically for students in higher education. It aimed to summarize the published literature on digital mental health interventions which take a user-centered approach in developing interventions for students in higher education. METHODS: A scoping review of peer-reviewed research papers from the following electronic databases was conducted: Embase, ACM digital library, Web of Science, IEEE Explore, SCOPUS, EBSCO Host (including APA PyscInfo, CINAHL PLUS, APA PsycArticles, Medline), PubMed and Google Scholar. Databases were searched from inception until 13 Jan and 14 Jan 2021. Of the 755 articles that were identified, 57 articles were selected for full review. 34 articles were excluded for not matching the inclusion criteria. RESULTS: 23 studies were included in this review. The included interventions targeted various areas of mental health including depression, anxiety, overall wellbeing, and mental health awareness. The interventions were commonly delivered through mobile apps, web-based apps, and desktop apps. In addition, we explore design methodologies applied in the development of the interventions: we note significant stakeholder engagement in the studies, the inclusion of multiple stakeholder types (students, health care professionals, university staff, and young people in the general population), and limited use of design frameworks. Finally, in exploring user engagement, attrition rates and user acceptance, we find that most of the studies have not progressed enough (i.e., at pilot/prototype stages of development) to determine the impact of design methodologies on the success of these interventions. CONCLUSION: Our review revealed a need for further research on the impact of user-centered design practices on the success of digital mental health interventions in this population. Further, we provide recommendations that researchers/designers in this field of research should take into consideration when designing online mental health interventions for students in higher education. Some of the recommendations include: add personalization; improve user interfaces; take adequate steps to ensure anonymity/privacy/security; include peer engagement; and include access to mental health professionals.
RESUMO
PURPOSE: Information and Communication Technologies (ICT) can provide an option for the delivery of intensive aphasia rehabilitation but the users' views (i.e., People with Aphasia) must be considered to ensure satisfaction, motivation and adherence with this mode of rehabilitation. The aim of this literature review is to provide a critical overview of studies where feedback was elicited from participants about their experiences with ICT-delivered aphasia rehabilitation. METHODS: A systematic search using six electronic databases was conducted in July 2015 and updated in May 2019. Studies of synchronous telerehabilitation and interventions targeting compensatory strategies were excluded from the review. Studies retrieved were screened for eligibility and information was extracted on the characteristics of each study, methods of data collection and study outcomes. RESULTS: Seventeen studies met the inclusion criteria including studies with quantitative, qualitative and mixed-methods research designs. The studies employed a variety of data collection methods, examining a number of ICT-delivered aphasia rehabilitation activities and the findings investigated aspects of feasibility, usability and acceptance of this mode of rehabilitation. CONCLUSIONS: The findings indicate ICT-delivered aphasia rehabilitation is considered an acceptable mode of rehabilitation by people with aphasia who reported generally positive feedback, though variation among personal perspectives and experience is noted. There is currently no consensus measure of self-reported feedback in ICT-delivered aphasia rehabilitation.IMPLICATIONS FOR REHABILITATIONICT-delivered aphasia rehabilitation may provide an acceptable mode of rehabilitation for people with aphasia.Exploring self-reported feedback from people with aphasia engaging in ICT-delivered aphasia rehabilitation will provide insights into their experiences of this mode of rehabilitation.This information may help to guide clinicians when collaboratively planning and monitoring ICT-delivered aphasia rehabilitation.Currently there is no consensus measure of self-reported feedback for people with aphasia engaging in ICT-delivered aphasia rehabilitation.
