Interactive, mobile, AGIle and novel education (IMAGINE): a conceptual framework to support students with mobility challenges in higher education

Abstract

Interactive, mobile, AGIle and novel education (IMAGINE) is a conceptual framework to help students with disabilities (SwD) participate more in the physical space and become more engaged in school. IMAGINE recommends and reminds students, and allows them to make requests of key learning resources (LRs). The goal of IMAGINE is to provide SwD with the location and time for attending a LR that is most optimal with respect to their learning style and preference, learning performance and other activities. IMAGINE will be a means through which SWD will be provided with tailored recommendations with respect to their daily activities to improve learning outcomes. A pilot was conducted with SwD who used IMAGINE’s navigation and wayfinding functionality, and the subjects reported that it aligns well with their needs. Preliminary results suggest that after completing a training and using the tool, SwD reported that they are more likely to use the tool and their participation may increase as a result. In contrast to before the trial, the SwD were also able to better describe the tool’s benefits and how to improve its functionality after using the tool for four weeks.

Implications for Rehabilitation

• The IMAGINE tool may be a means through which SwD can be provided with tailored recommendations with respect to their daily activities to improve learning outcomes.

• PWD should be involved (as research study participants and research study team members) in the design and development of tools like IMAGINE to improve participation.

• IMAGINE and similar tools may not only encourage better learning outcomes, but also more physical participation in the community, and could be used across education and employment settings.

• Assistive technology
• disability
• higher education
• mobile application
• mobility
• navigation
• participation

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.