Personalized Recommendation System for Efficient Integrated Cognitive Rehabilitation Training Based on Bigdata

Kim, Jeong Joon; Kim, Yong-Jun; Lee, Hyeok-Min; Lee, Sang-Ho; Chung, Sung-Taek

doi:10.1007/978-3-319-92279-9_4

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…From recommendation to persuasive explanation. approaches for task recommendation follow the flow theory, which has been used for difficulty adaptation in games both for entertainment and educational purposes [42,43].…”

Section: Recommendation Systemmentioning

confidence: 99%

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

Tsiakas¹,

Barakova²,

Khan³

et al. 2020

TAD

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BACKGROUND: There is strong evidence that cognitive skills and executive functions are skills that children need in order to successfully learn in school. Although executive function disorders are not considered a learning disability, weaknesses in executive functioning are often observed in students with learning disabilities or ADHD. Cognitive games are a type of educational games which focus on enhancing cognitive functioning in children with different profiles of cognitive development, including students with neurocognitive and/or learning disabilities. Self-regulation and metacognitive skills also play an important role in academic performance. OBJECTIVE: In this work, we highlight the need of monitoring and supporting metacognitive skills (self-regulation) in the context of a cognitive training game. We propose a system for self-regulated cognitive training for children which supports metacognitive strategies allowing the child to reflect on their own progress, weaknesses and strengths, self-arrange the training content, and thus to promote their self-regulated learning skills. METHODS: We provide a narrative review of research in cognitive training, self-regulated learning and explainable recommendation systems for children in educational settings. RESULTS AND CONCLUSIONS: Based on the review, an experimental testbed is proposed to explore how transparency, explainability and persuasive strategies can be used to promote self-regulated learning skills in children, considering individual differences on learning abilities, preferences, and needs.

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Section: Recommendation Systemmentioning

confidence: 99%

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

Tsiakas¹,

Barakova²,

Khan³

et al. 2020

TAD

View full text Add to dashboard Cite

show abstract

“…[27]. Although there are several related papers that contain classifications of game characteristics for rehabilitation and applications using KINECT [28,29,30,31,32], we need to study the rehabilitation of cognitive visual-motor abilities using this sensor. This paper is organized as follows.…”

Section: Introductionmentioning

confidence: 99%

Improving Cognitive Visual-Motor Abilities in Individuals with Down Syndrome

Torres-Carrión

González-González

Toledo-Delgado

et al. 2019

Sensors

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Down syndrome causes a reduction in cognitive abilities, with visual-motor skills being particularly affected. In this work, we have focused on this skill in order to stimulate better learning. The proposal relies on stimulating the cognitive visual-motor skills of individuals with Down Syndrome (DS) using exercises with a gestural interaction platform based on the KINECT sensor named TANGO:H, the goal being to improve them. To validate the proposal, an experimental single-case study method was designed using two groups: a control group and an experimental one, with similar cognitive ages. Didactic exercises were provided to the experimental group using visual cognitive stimulation. These exercises were created on the TANGO:H Designer, a platform that was designed for gestural interaction using the KINECT sensor. As a result, TANGO:H allows for visual-motor cognitive stimulation through the movement of hands, arms, feet and head. The “Illinois Test of Psycholinguistic Abilities (ITPA)” was applied to both groups as a pre-test and post-test in its four reference sections: visual comprehension, visual-motor sequential memory, visual association, and visual integration. Two checks were made, one using the longitudinal comparison of the pre-test/post-test of the experimental group, and another that relied on comparing the difference of the means of the pre-test/post-test. We also used an observational methodology for the working sessions from the experimental group. Although the statistical results do not show significant differences between the two groups, the results of the observations exhibited an improvement in visual-motor cognitive skills.

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Personalized Recommendation System for Efficient Integrated Cognitive Rehabilitation Training Based on Bigdata

Cited by 2 publications

References 6 publications

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

Improving Cognitive Visual-Motor Abilities in Individuals with Down Syndrome

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