AI-Based and Mobile Apps: Eight Studies Based on Post-Secondary Students' Experiences

Autor/inn/en	Fichten, Catherine; Jorgensen, Mary; Havel, Alice; Vo, Christine; Libman, Eva
Titel	AI-Based and Mobile Apps: Eight Studies Based on Post-Secondary Students' Experiences
Quelle	10 (2022), S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Artificial Intelligence; College Students; Telecommunications; Computer Oriented Programs; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Educational Technology; Technology Uses in Education; Handheld Devices + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Collegestudent; Telekommunikationstechnik; Computerprogramm; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	We present eight studies dealing with artificial intelligence and mobile apps that assist post-secondary students with attention deficit hyperactivity disorder (ADHD) and other disabilities with their academic work. Study 1, based on an advisory board and on a Google search, provided glowing testimonials about AI tools. However, Study 2, a scoping review of the scientific literature, showed that research is scant. In Study 3 we explored how students with and without disabilities used AI-based intelligent virtual assistants to do schoolwork. Our findings show that students are not realizing the potential of these tools. In Study 4, we explored AI-based technologies used by 163 students with and 74 students without disabilities and in Study 5 we investigated AI-based technologies professors required students to use. These studies helped identify sustainable practices. In studies 6, 7 and 8 we explored apps for students with ADHD. Overall, the results show that students with and without disabilities use similar technologies. There will always be a place for traditional assistive technologies such as Jaws and ZoomText. However, general use technologies play an important role because the most common disabilities reported by students on post-secondary campuses include nonvisible disabilities, such as ADHD, mental and chronic health challenges, and specific learning disorders. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01