Co-Design and Field Testing of a Platform to Support the Screening of Learning Difficulties

IF 2.9 3区教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

IEEE Transactions on Learning Technologies Pub Date : 2025-06-02 DOI:10.1109/TLT.2025.3575936

Linda Greta Dui;Chiara Piazzalunga;Simone Toffoli;Milad Malavolti;Francesca Lunardini;Nicola Basilico;Matteo Luperto;Michele Antonazzi;N. Alberto Borghese;Luca Maggi;Arso Savanovic;Andrej Krpic;Stefania Fontolan;Marisa Bortolozzo;Sandro Franceschini;Stefano Bonometti;Cristiano Termine;Simona Ferrante

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Abstract

The screening of specific learning disabilities faces many challenges, such as: 1) the lack of an educational alliance between schools, families, and clinicians; 2) the lack of quantitative data about children’s difficulties and their progression over time; or 3) the inefficiency of access to care when it is truly needed. To address these issues, this work presents ESSENCE, a platform aimed at supporting schools throughout the entire process, from identifying children with difficulties to reporting cases to child neuropsychiatrists. Following an iterative co-design process with all relevant stakeholders, several system components were defined, developed, and refined with users’ feedback. The final prototype was field-tested over one year by approximately 70 children, their teachers, and some clinicians. Compliance, the System Usability Scale, and custom satisfaction questionnaires were used to evaluate the system. Compliance was high, with at least five sessions conducted in 80% of the weeks. 82% of children reported good usability, and 92% were satisfied with the experience. The quantitative data collected through ESSENCE enhance the process of identifying specific learning disabilities, making it more targeted and beneficial for both children in need and the health-care system.

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一个支持学习困难筛选的平台的共同设计和现场测试

特殊学习障碍的筛查面临许多挑战，例如：1)学校、家庭和临床医生之间缺乏教育联盟；2)缺乏关于儿童困难及其随时间发展的定量数据；或者3)在真正需要的时候获得医疗服务的效率低下。为了解决这些问题，这项工作提出了ESSENCE，一个旨在支持学校在整个过程中的平台，从识别有困难的儿童到向儿童神经精神病学家报告病例。在与所有相关涉众进行迭代的共同设计过程之后，根据用户的反馈定义、开发和改进了几个系统组件。大约70名儿童、他们的老师和一些临床医生对最终的原型进行了为期一年的实地测试。合规性、系统可用性量表和客户满意度问卷被用来评估系统。依从性很高，80%的周内至少进行了五次治疗。82%的儿童报告了良好的可用性，92%的儿童对体验感到满意。通过ESSENCE收集的定量数据加强了确定特定学习障碍的过程，使其更有针对性，对有需要的儿童和保健系统都有利。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

7.50

自引率

5.40%

发文量

审稿时长

>12 weeks

期刊介绍： The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.