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USER SATISFACTION OF COMPUTER-BASED TRAINING IN ASSISTIVE TECHNOLOGY

Cheryl M. Deterding, MA, OTR Stephanie A. Dustman, MS, OTR University of Kansas Medical Center

ABSTRACT

In order for professionals to apply assistive technology principles and solutions in collaboration with the individuals they serve, these professionals must have a knowledge base of assistive technology devices and assistive technology services. The Department of Occupational Therapy Education at the University of Kansas Medical Center received a special projects grant to develop a learning tool, an interactive, multimedia software program, to assist professionals in acquiring this information. One measure of this learning tool's success is to look at the user's level of satisfaction with the learning experience. More than 170 individuals have used this learning tool and provided formal and informal feedback. Results of this feedback indicate that using this learning tool is a satisfying method of acquiring knowledge about assistive technology.

BACKGROUND

Project ASTECH is an interactive, multimedia CD-ROM software program that teaches novices about assistive technology devices and assistive technology services in the areas of computer access, augmentative communication, and environmental control. The goal of this project is to provide an alternate, effective, convenient, and satisfying method of educating special educators and related service personnel (e.g.,occupational therapists, physical therapists, speech language pathologist).

OBJECTIVE

The objective is to present information that validates Project ASTECH as a satisfying means for individuals from varying professional backgrounds to learn about asssitive technology devices and services.

METHOD/APPROACH

Data regarding user satisfaction with a computer-based learning tool was collected using two appoaches. Project staff collected data from field testers who viewed sections of the software program. Field testers completed a survey and were given the opportunity to write comments regarding what they found satisfying and dissatisfying about using the computer software program. Project staff also conducted research studies in which the user completed satisfaction scales. The Attitude toward Computer Assisted (CAI) Instruction Tool uses a bipolar adjective scale (1).

RESULTS

Field tester data: Sixty field testers provided feedback on the portion of the software that introduces the learner to categories of assistive technology devices and gives examples. Fifty-nine percent of the field testers had never used an interactive computer program in their formal or informal education and 96% agreed or strongly agreed that they would recommend this program to others. All of the field testers (100%) agreed or strongly agreed that the software program had educational value and 98% agreed or strongly agreed that they enjoyed being an active part of the learning process. Field testers noted in their written comments that they liked the flexibility to go where they wanted in the program,the review questions with immediate feedback, the Kids in Action feature (i.e.pictures of children ov various ages and diagnoses using devices), and the video and audio segments. Of the 50 field testers who viewed the assessment portion of the software, 100% agreed or strongly agreed that the program had educational value, 92% enjoyed being an active part of the learning process and 90% would recommend the program to others. Testers liked the flexibility to pick answers they User Satisfaction wished to explore and thought the graphics were "great" and correlated well with the text. In the area of dissatisfaction, individuals in both groups commented on the inabilitiy to watch certain videos and animations and the slowness of the program. Research participant data: Twenty four occupational therapy students and 24 therapists learned to program an augmentative communication device and completed a questionairre two weeks after their participation had ended. Seventy one percent of the students and 86% of the therapists preferred using an interactive computer program over the instruction manual for learning how to program an augmentative communication device. Therapists reported feeling more satsified when using the computer program as the learning tool, regarless of role, age and familiarity with common technology (VCR, computer, mouse). Twenty six occupational therapy students participated in a pilot study, part of which was included completing the Attitude toward CAI instruction tool. Students gave the highest ratings to the adjectives useful, creative, and easy while also indicating that the computer-based learning was impersonal.

DISCUSSION

Most individuals who have used this multimedia, interactive software program to learn about assistive technology devices and services are satisfied. Portions of the software with the most interactive components and application of information elictied the most favorable responses. There were few negative responses. Some of the factors that influence negative responses, such as the impersonal nature of the learning, can not be changed. However, other negative responses can be addressed. Users must have a computer with the minimal hardware requirements to run the program or else they will experience frustration in the slowness and/or inavailability of portions of the software.

REFERENCES

1. Allen, Lois R. (1986). Measuring attitude toward computer assisted instruction: The development of a semantic differential tool. Computers in Nursing, 4, 144-151.

ACKNOWLEDGMENTS

This work has been supported by Grant #H029K20160 from the U.S. Deparment of Education. Cheryl M. Deterding, MA, OTR University of Kansas Medical Center 3901 Rainbow Blvd. Kansas City, KS 66160-7602 (913) 588-7195 Fax: (913) 588-4568 e-mail: cdeterdi@kumc.edu