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- Bolic Baric, Vedrana, et al.
(author)
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Usability of RemindMe – An Interactive Web-Based Mobile Reminder Calendar: : A Professional's Perspective
- 2015. - 217
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In: Studies in Health Technology and Informatics. - : IOS Press. - 9781614995654 - 9781614995661 ; , s. 247-254
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Conference paper (peer-reviewed)abstract
- Aim: The aim of the study was to examine the usability of an interactive web-based mobile reminder calendar (RemindMe) developed for supporting individuals in organizing, planning and executing activities in everyday life, from the perspectives of professionals.Methods and material: Eleven professionals working in community services evaluated the usability of RemindMe in their clinical practice. Data were collected using semi-structured interviews and analysed with inductive qualitative analysis.Results: The professionals perceived that RemindMe was useful, easy to use, and intuitive. There was a need among professionals for a web-based reminder calendar that requires the active acknowledgement of reminders. RemindMe's feedback system offering self-monitored information based on the user's interaction with the system supported the professionals in discussions, evaluation, and follow-up based on the needs of the persons with cognitive impairments.Conclusion: The results indicate that RemindMe may be potentially useful to professionals who provide support to individuals with cognitive impairments. However, further research is needed to evaluate experience of using RemindMe from the perspective of individuals with cognitive impairments.
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| 2. |
- Hemmingsson, Helena, et al.
(author)
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E-inclusion: Digital equality – young people with disabilities
- 2015. - 217
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In: Studies in Health Technology and Informatics. - : IOS Press. - 9781614995654 - 9781614995661 ; , s. 685-688
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Conference paper (peer-reviewed)abstract
- The United Nations' position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. This study investigates digital equality in school and leisure between young people with and without disabilities. A cross-sectional design with group comparisons was applied. Participants were young people (10–18 years of age) with disabilities (n=389) and a reference group in about the same ages. Data were collected by a survey focusing on access to and engagement in ICT activities in school and during leisure time. The results demonstrated young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time young people with disabilities had a leading position compared to the reference group with respect to internet use in a variety of activities. Beneficial environmental conditions at home (and the reverse in schools) are discussed as parts of the explanation for the differing engagement levels at home and in school, and among young people with disabilities and young people in general.Conclusion: Schools need to prioritise use of ICT by young people with disabilities.
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