TE(A)CHADOPT

• Bartl-Pokorny Katrin
• Holzer Marlene
• Pokorny Florian
• Vogrinec Gunter
• Zitta Claudia

• Politechnika Gdanska, Poland; involved researchers: Agnieszka Landowska & Michał Wróbel
• Yeditepe Üniversitesi, Türkiye; involved researcher: Duygun Erol Barkana
• Istanbul Teknik Üniversitesi, Türkiye; involved researcher: Hatice Köse
• Technical University of Munich, Germany; involved researchers: Björn Schuller & Manuel Milling
• Beit Issie Shapiro, Israel; involved researchers: Dana Cappel & Rachel Blum
• Alliance for Applied Psychology, North Macedonia; involved researcher: Tatjana Zorcec & Danijela Zorchec

We are teaching accessibility awareness and skills to students who will later work in development of technologies for people with neurodevelopmental disorders and/or in application of technologies for intervention purposes.

We are preparing a comprehensive set of teaching material on accessibility of technologies than can be used for free by other university teachers. The teaching material will be available in English and in the national languages of our partner countries.
 

Children with neurodevelopmental disorders are participating in our observational study on child-technology interaction. Interviews are performed with the children and their parents to get to know their opinion on the technologies and related challenges. The main goal of TE(A)CHADOPT is to advance their inclusion and access to technologies by increasing accessibility awareness and skills in (future) technology developers.

They will benefit from our comprehensive set of guidelines on the evaluation of child-technology interaction. The guidelines will help them to adapt their technologies better to the wants and needs of children with neurodevelopmental disorders. In the long run, they will benefit from our teaching activities as their future co-workers will be equipped with high accessibility awareness and skills.

They are getting new insights in suitable technologies for children with neurodevelopmental disorders and challenges they may have when using technologies. In their future daily work with children with neurodevelopmental disorders, they will benefit from technologies that better meet the children's needs.

ACTIVITY 2.5: CHALLENGES AND RECOMMENDATIONS REGARDING THE OBSERVATION AND EVALUATION OF CHILD-TECHNOLOGY INTERACTION

We gathered challenges and recommendations from (1) the articles identified in Activity 2.4, (2) the guidelines of our previous Erasmus+ projects EMBOA and SMART, and (3) our experience with data collection, intervention, and data analysis.  The challenges and recommendations compilation can be found in our written report: pdf-file

ACTIVITY 2.4: SYSTEMATIC LITERATURE REVIEW ON EVALUATION OF CHILD-TECHNOLOGY INTERACTION

We conducted a systematic literature review on the observation and evaluation of the interaction of children with neurodevelopmental disorders with technologies. Our manuscript is currently under review in a scientific journal.

ACTIVITY 2.3: SELECTION OF TECHNOLOGY ADOPTION MODELS FOR CHILDREN WITH NEURODEVELOPMENTAL DISORDERS

We relied on (1) our insights from the two previous systematic literature reviews and (2) the results of an online collaborative structured workshop with members from each partner institution to identify the most suitable technology adoption model for use in the context of children with neurodevelopmental disorders. Based on the UTAUT2, we developed a model for children with neurodevelopmental disorders and a model for their support network (e.g., parents, therapists). Details including related constructs and external variables can be found in our written report: pdf-file

ACTIVITY 2.2: SYSTEMATIC LITERATURE REVIEW ON TECHNOLOGY ADOPTION MODELS FOR NEURODEVELOPMENTAL DISORDERS 

We conducted a systematic literature review on technology adoption models that have already been applied to individuals with neurodevelopmental disorders. Our manuscript is currently under review in a scientific journal.

ACTIVITY 2.1: SYSTEMATIC LITERATURE REVIEW ON TECHNOLOGY ADOPTION MODELS

We conducted a systematic literature review to capture the state of the art in the domain of technology adoption models. The study followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Our findings are summarised in the following written report: pdf-file

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Pokorny, F; Cappel, D; Blum, R; Köse, H; Wróbel, M; Landowska, A; Erol Barkana, D; Holzer, M; Milling, M; Zorcec, T; Zorchec, D; Pykała, M; Uluer, P; Schuller, B; Bartl-Pokorny, K, 2025. Challenges and recommendations regarding the observation and evaluation of child-technology interaction. Written report. 2025, pdf-file 

Wróbel, M; Landowska, A; Holzer, M; Erol Barkana, D; Köse, H; Milling, M; Cappel, D; Blum, R; Zorcec, T; Zorchec, D; Pykała, M; Uluer, P; Pokorny, F; Schuller, B; Bartl-Pokorny, K. Selection of technology adoption models for children with neurodevelopmental disorders. Written report. 2025. pdf-file

Wróbel, M; Landowska, A; Holzer, M; Erol Barkana, D; Köse, H; Milling, M; Cappel, D; Blum, R; Zorcec, T; Zorchec, D; Pykała, M; Uluer, P; Pokorny, F; Schuller, B; Bartl-Pokorny, K. Technology adoption models – systematic review. Written report. 2025. pdf-file

On 30 April 2025, Dr. Katrin Bartl-Pokorny (Med Uni Graz) introduced the TE(A)CHADOPT project in the framework of the young science initiative of the OeAD to youngsters from the 6^th grade of the BRG Steyr Michaelerplatz. She gave an online lecture about “Language in the focus: This is what children’s vocalisations tell us”.

On 25 February 2025, Dr. Katrin Bartl-Pokorny (Med Uni Graz) was invited to visit KLEX – KLusemann EXtern secondary school in Graz, Austria. She presented the TE(A)CHADOPT project to a first-grade class (26 children, 2 teachers). All participants were very interested and had lots of questions. It was a rewarding experience for both sides. 

On 23 and 24 March 2025, the project partners met in Graz for TE(A)CHADOPT’s first of three project team meetings.