Digital tools boost health literacy in students with intellectual disabilities

The study documented a notable shift in learning outcomes between the baseline and intervention phases. During baseline assessments, all students showed low scores and variable trends, indicating limited prior understanding of disease-related content. In the intervention phase, however, the data showed a consistent upward trend in comprehension for most participants.

A new study reveals that technology-supported inquiry-based learning can significantly improve health literacy in students with intellectual disabilities (ID), especially in the context of pandemic preparedness. The research, titled Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities, was published in Computers, and provides empirical evidence that customized digital tools, called Digital Learning Objects (DLOs), can enhance science comprehension and public health awareness in this underserved population.

Developed under the Horizon 2020 PAFSE project, the intervention targeted students aged 18 to 25 attending a special vocational high school in Greece. Using a structured inquiry approach, the researchers measured the impact of DLOs on the students’ ability to understand infectious diseases like COVID-19. The findings showed significant gains in both vocabulary acquisition and practical decision-making skills, providing a framework for inclusive, accessible health education tailored to students with cognitive challenges.

What role did digital learning objects play in improving comprehension?

The study centered around four interactive DLOs that used concept maps and infographics to teach key scientific content, including virus structure, modes of transmission, symptoms, and preventative behaviors. Each DLO was embedded with visual prompts, task analysis steps, and immediate feedback mechanisms to accommodate students’ cognitive processing needs. These materials were hosted on the Photodentro PAFSE repository and conformed to Universal Design for Learning principles, ensuring accessibility across a wide range of learner profiles.

The intervention was implemented using a single-subject AB design, with each student experiencing a baseline phase followed by a five-week intervention phase. During the sessions, students interacted with the DLOs and responded to structured questions designed to assess their understanding of scientific terminology and health practices. The sessions were supplemented with instructional videos and guided discussions to reinforce concepts and generalize knowledge beyond the digital tools.

Students' performance was evaluated using a 25-question assessment administered across multiple sessions. Data showed a clear improvement in comprehension and recall once the intervention began. In fact, 18 out of 20 students demonstrated an immediate uptick in the number of correct responses, indicating a strong functional relationship between the digital intervention and improved health literacy outcomes.

How did the intervention impact learning across cognitive and practical dimensions?

The study documented a notable shift in learning outcomes between the baseline and intervention phases. During baseline assessments, all students showed low scores and variable trends, indicating limited prior understanding of disease-related content. In the intervention phase, however, the data showed a consistent upward trend in comprehension for most participants.

Twelve students demonstrated particularly robust improvement with effect sizes based on the Percentage of Nonoverlapping Data (PND) ranging from 60% to 100%, suggesting the intervention was highly effective for the majority. Even students with initially low scores reached the mastery criteria by the end of the study. This level of consistency across a cognitively diverse sample speaks to the adaptability of DLOs and the efficacy of structured inquiry-based methods for learners with ID.

Beyond vocabulary acquisition, students were also assessed on their ability to apply knowledge in real-world contexts. During an open schooling event held one month after the intervention, students conducted web-based research on infectious diseases other than COVID-19. Working collaboratively, they developed presentations on conditions like Ebola, yellow fever, and influenza, identifying symptoms, transmission methods, and prevention strategies. This extension phase confirmed that students were not just memorizing content but internalizing it to the point of meaningful application.

Students who demonstrated the highest effect sizes also displayed greater independence in applying inquiry skills such as posing questions, analyzing information, and communicating findings. Others required teacher support, but all students participated in some form of collaborative inquiry, reinforcing the inclusive value of the intervention.

What are the broader implications for inclusive science education and health literacy?

The study’s implications extend far beyond the participating classrooms. Health literacy is a crucial skill, particularly for populations with intellectual disabilities who are often excluded from mainstream educational and public health messaging. The COVID-19 pandemic underscored this gap, with many individuals with ID lacking the tools to access, evaluate, and act on critical health information.

By demonstrating that DLOs can bridge this gap, the research provides a model for inclusive curriculum design that can be scaled and adapted internationally. Inquiry-based instruction, when supported with digital tools and tailored to learner needs, can yield not only improved academic outcomes but also enhanced public health awareness and social participation.

The authors also highlight that such interventions align with key goals established by the OECD and UNESCO for educational equity and inclusion. By focusing on accessibility, personalization, and learner agency, this approach reinforces the principle that every student, regardless of cognitive ability, has the right to scientifically grounded, health-relevant education.

The study also acknowledges several limitations including variability in baseline data and technical proficiency among students. Future studies may explore alternative designs or integrate assistive technologies to reach a broader range of learners. Nonetheless, this research underscores the transformative potential of combining digital innovation with inclusive pedagogy.