Abstract
This study examined the impact of AT paired with individualized support on occupational engagement in higher education (HE). Findings indicate that individualized support paired with AT use increases self-efficacy and continued engagement with AT. This data shows that individualized support by an OT paired with AT may decrease AT abandonment and enhance academic occupational engagement in HE, specifically in self-reported academic performance and satisfaction.
Primary Author and Speaker: Sara Delucchi
Additional Authors and Speakers: Cayla Chapman, Michelle Morello, Bethany Young, Laura Hess
The purpose of this study is to investigate the impact of assistive technology (AT) in combination with individualized support to address occupational engagement in higher education (HE). While research demonstrates the impact of AT to enhance academic success and effectiveness of learning strategies for students in HE, literature also indicates how support programs promote lasting academic success, pointing to the need for training in AT use (Heiman et al., 2017; Malcolm & Roll, 2017; Yot-Dominguez & Mercelo, 2017). Yet, there is a lack of occupation-centered research regarding the combination of AT use and individualized support for undergraduate students. As a result, our study seeks to answer two research questions: (1) How does AT with and without individualized support impact occupational performance and satisfaction for undergraduate students? (2) What is the lived experience of undergraduate students given AT with and without individualized support?
This study used a mixed-methods pretest-posttest design. Through convenience sampling, 11 female Dominican undergraduate students were recruited and given BEST Suite© and Notability© applications. The sample (N=11) was randomly assigned to either the control group (n=5), who received AT only, or the intervention group (n=6), who received AT and individualized support.
Several methods were used to gather data. The Participant Intake Form collected demographic information on participants, information regarding participant use of AT in education and university services, and self-identification with any specific diagnoses. The Higher Education Learning Performance Satisfaction Scale is a baseline and outcome measure crafted specifically to gather quantitative data for this research, based on the Canadian Occupational Performance Measurement (Law et al., 2014). Intervention group participants received support (in person, video chat, or phone call) three times during the study. Qualitative data was gathered for each meeting with the AT Intervention Note. All participants completed eight Weekly Check-In Forms via Google Forms to gather qualitative and quantitative data of their ongoing use of the apps, and shared quantitative and qualitative data from BEST Suite© reports twice. Upon conclusion of the study, OT student researchers conducted in-person, semi-structured exit interviews to generate qualitative data on the lived experiences of all participants.
Preliminary quantitative findings indicate a 20% increase in satisfaction and a 19% increase in performance in participants’ self-reported most difficult academic area post-intervention. Preliminary qualitative data found that the intervention group reported the individualized support promoted increases in self-efficacy of app use, continued engagement with the apps, and comfort in having a point of contact. This data indicates potential for individualized support to decrease AT abandonment and enhance academic occupational engagement. Of control group participants, 80% reported interest in receiving individualized support to increase comfort with apps and maximize app potential. In particular, control group participants reported difficulty navigating BEST Suite©, stating individualized support would have helped troubleshoot questions.
AT falls within the scope of OT practice; yet, OT and AT are rarely seen paired with individualized supports for students in HE (Accreditation Council for Occupational Therapy Education, 2012). Because present day success in HE depends on the ability to navigate technology (Malcolm & Roll, 2017), AT paired with individualized support by an occupational therapist could increase meaningful occupational engagement in HE, specifically regarding academic performance and satisfaction for undergraduate students.
Accreditation Council for Occupational Therapy Education. (2012). 2011 Accreditation Council for Occupational Therapy Education (ACOTE®) standards. American Journal of Occupational Therapy, 66(Suppl.), S6–S74. http://dx.doi.org/10.5014/ajot.2012.66S6
Heiman, T., Fichten, C., Olenik-Shemesh, D., Keshet, N., & Jorgensen, M. (2017). Access and perceived ICT usability among students with disabilities attending higher education institutions. Education & Information Technologies, 22(6), 2727. Retrieved from https://dominican.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=126528353&site=eds-live
Malcolm, M. P. & Roll, M. C. (2017). The impact of assistive technology services in post-secondary education for students with disabilities: Intervention outcomes, use-profiles, and user-experiences. Assistive Technology, 29(2), 91-98, DOI: 10.1080/10400435.2016.1214932
Yot-Dom ínguez, C. & Mercelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Education Technology in Higher Education, 14, 1-18.