Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation

Dada S. Flores C. Bastable K. Tönsing K. Samuels A. Mukhopadhyay S. Isanda B. Bampoe J.O. Stemela-Zali U. Karim S.B. Moodley L. May A. Morwane R. Smith K. Mothapo R. Mohuba M. Casey M. Laher Z. Mtungwa N. Moore R.
November/December 2024 John Wiley and Sons Inc

International Journal of Language and Communication Disorders
2024 #59 Issue 6 2279 - 2293 pp.

Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech–language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. Aim: To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. Method & Procedures: The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech–language therapy and special education students from five universities. Outcomes & Results: Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. Conclusions & Implications: The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. What this paper adds: What is already known on the subject Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent-wide, was identified. What this paper adds to existing knowledge An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. What are the practical and clinical implications of this work? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.

augmentative and alternative communication (AAC) , intelligent tutoring system (ITS) , students , training

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Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
Department of Education Foundations, University of Botswana, Gaborone, Botswana
Nazarbayev University, Astana, Kazakhstan
Department of Early Childhood and Special Education Needs, Kenyatta University, Nairobi, Kenya
Department of Audiology, Speech and Language Therapy, School of Biomedical and Allied Health Sciences, College of Health Sciences, University of Ghana, Accra, Ghana
Department of Rehabilitative Sciences, University of Fort Hare, East London, South Africa
University of Kwa-Zulu Natal, Durban, South Africa

Centre for Augmentative and Alternative Communication
Department of Education Foundations
Nazarbayev University
Department of Early Childhood and Special Education Needs
Department of Audiology
Department of Rehabilitative Sciences
University of Kwa-Zulu Natal

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