AI-Based and Mobile Apps: Eight Studies Based on Post-Secondary Students' Experiences

Abstract

We present eight studies dealing with artificial intelligence and mobile apps that assist post-secondary students with attention deficit hyperactivity disorder (ADHD) and other disabilities with their academic work. Study 1, based on an advisory board and on a Google search, provided glowing testimonials about AI tools. However, Study 2, a scoping review of the scientific literature, showed that research is scant. In Study 3 we explored how students with and without disabilities used AI-based intelligent virtual assistants to do schoolwork. Our findings show that students are not realizing the potential of these tools. In Study 4, we explored AI-based technologies used by 163 students with and 74 students without disabilities and in Study 5 we investigated AI-based technologies professors required students to use. These studies helped identify sustainable practices. In studies 6, 7 and 8 we explored apps for students with ADHD. Overall, the results show that students with and without disabilities use similar technologies. There will always be a place for traditional assistive technologies such as Jaws and ZoomText. However, general use technologies play an important role because the most common disabilities reported by students on post-secondary campuses include nonvisible disabilities, such as ADHD, mental and chronic health challenges, and specific learning disorders.