Focus Group

The improved model of the Agile Kanban (i-KAM) is developed to enhance the software project monitoring task when employing Agile project management (APM) approach. The i-KAM have been initially verified by 11 knowledge and domain experts. In consequence, it has been reconstructed and enhanced based on the remarks and recommendations provided by the experts. This paper aims to present the final evaluation results of i-KAM achieved from seven software practitioners participated in a focus group. The focus group method was selected because it is an empirical approach used in the evaluation studies conducted in the software engineering (SE) domain. Therefore, this method was employed to obtain the practitioners’ feedback on the proposed model. Results confirm the effectiveness of i-KAM, in which it can assist the project managers and team members in monitoring their projects’ progress effectively. In addition, it is indicated that i-KAM is an applicable model with easy and practical implementation. This study contributes to improve the task of monitoring software development projects within the APM environment. Accordingly, this would systematically facilitate the top managements’ work, and assist in making meaningful decisions regarding to the management of projects’ workflow. Practically, case studies will be carried out in different software development organizations (SDOs) to implement i-KAM in actual projects within real environments

This study aimed to explore the digital literacy needs, challenges, and support preferences of adolescents with intellectual disabilities to inform inclusive educational practices and policy interventions. A qualitative research design was employed using semi-structured focus group interviews with 20 adolescents aged 13–18 years diagnosed with mild to moderate intellectual disabilities in Taiwan. Participants were recruited through purposive sampling from both inclusive mainstream schools and special education centers. Data collection was conducted through four focus groups, each comprising five participants. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic saturation guided the completion of data collection. Trustworthiness was enhanced through triangulated coding, member checking, and maintaining an audit trail. Analysis revealed four overarching themes: (1) access to digital tools and infrastructure, (2) digital skills and usage patterns, (3) social and emotional factors, and (4) support systems and educational strategies. Participants reported limited and unequal access to digital devices, inadequate school resources, and lack of individualized digital instruction. While many adolescents demonstrated basic digital engagement (e.g., opening apps, watching videos), they struggled with more complex tasks such as evaluating online content or engaging in digital communication. Emotional barriers included fear of making mistakes and social comparison with peers. Support from family members and peers emerged as critical, while participants emphasized a need for gamified, visual, and hands-on digital training tailored to their learning styles. Adolescents with intellectual disabilities experience significant barriers to digital inclusion, stemming from infrastructural, cognitive, emotional, and instructional gaps. Addressing these challenges requires context-sensitive, learner-centered interventions and greater collaboration among educators, families, and policymakers to ensure equitable access to digital literacy education.