Effects of Assistive Technology Training Program on Utilisation of Smartphone-Based Assistive Applications among Students with Visual Impairment in Lafia, Nigeria

Abstract

This study assessed the effects of assistive technology training program on the utilisation of Smartphone-Based Assistive Applications among students with visual impairment in Lafia Local Government Area, Nigeria. The study employed a quasi-experimental pre-test/post-test non-equivalent control group design. A total sample of 60 students was drawn, with 30 students assigned to each group. Data were collected using the Smartphone Assistive Application Utilisation Scale (SAAUS), a 30-item researcher-developed instrument measuring frequency, diversity, and competence in assistive application use. Experts checked its validity, and a pilot test gave a reliability score of 0.84. Ethical approval was obtained from school authorities and informed consent was obtained from participants and their guardians. Results were analyzed using descriptive statistics and analysis of covariance (ANCOVA) to compare groups while accounting for starting levels and age of onset (early or late). Findings confirmed that training was associated with statistically significant effects in utilisation. F(1, 56) = 76.54, p < .001, partial η² = .573. Late-onset students showed greater gains, with a significant main effect of onset age, F (1, 56) = 5.21, p = .026, partial η² = .084, and Group × Onset interaction, F(1, 56) = 4.28, p = .043, partial η² = .070. Students who lost vision later in life gained more from the training than those blind from early childhood. The study concluded that structured training boosts smartphone assistive app use, but programs should be adjusted for age of onset early-onset students may need more time or different methods. Recommendations included adding such training to school curricula, tailoring it by onset age, offering ongoing support, and making assistive tech skills a priority in education for learners with visual impairment.