Prioritizing educational technologies for children with intellectual disabilities under fuzzy MCDM perspective.

Objectives

Children with intellectual disabilities struggled to perform basic tasks in the educational platform due to their deferred learning pace and individual challenges. To assist such needs, the child's individual education program (IEP) team, spearheaded by the school administrators, continues to offer supplementary educational technologies. However, selecting an appropriate technology does not follow an objective system, making the decision process tedious and unreliable. Therefore, this paper provides a new perspective on analyzing the educational technologies for children with intellectual disabilities with respect to design factors that also constitute the technical specifications and ergonomic principles of technology design. Method: To analyze the educational technologies, fuzzy best-worst method (BWM) and fuzzy technique for order of preference by similarity to ideal solution (TOPSIS) method are employed in a case study in the Philippines. Impact: Results reveal that user perception is the most important design factor to be considered when selecting educational technology for children with disabilities. Furthermore, the adaptive educational platform has been found to best fit the needs of children with autism.