Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Ferrara, Fabrizio; Ponticorvo, Michela; Ferdinando, Andrea Di; Miglino, Orazio

doi:10.1007/978-3-319-39690-3_29

Cited by 20 publications

(10 citation statements)

References 16 publications

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“…Previous work conducted by our research group indicates that this element can be relevant in promoting different cognitive and social processes (Di Fuccio et al, 2015;Ferrara et al, 2016).…”

Section: The Laboratory Activitiesmentioning

confidence: 82%

Educational Robotics to Foster and Assess Social Relations in Students' Groups

et al. 2020

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Robotics has gained, in recent years, a significant role in educational processes that take place in formal, non-formal, and informal contexts, mainly in the subjects related to STEM (science, technology, engineering, and mathematics). Indeed, educational robotics (ER) can be fruitfully applied also to soft skills, as it allows promoting social links between students, if it is proposed as a group activity. Working in a group to solve a problem or to accomplish a task in the robotics field allows fostering new relations and overcoming the constraints of the established links associated to the school context. Together with this aspect, ER offers an environment where it is possible to assess group dynamics by means of sociometric tools. In this paper, we will describe an example of how ER can be used to foster and assess social relations in students' group. In particular, we report a study that compares: (1) a laboratory with robots, (2) a laboratory with Scratch for coding, and (3) a control group. This study involved Italian students attending middle school. As the focus of this experiment was to study relations in students' group, we used the sociometric tools proposed by Moreno. Results show that involving students in a robotics lab can effectively foster relations between students and, jointly with sociometric tools, can be employed to portrait group dynamics in a synthetic and manageable way.

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Section: The Laboratory Activitiesmentioning

confidence: 82%

Educational Robotics to Foster and Assess Social Relations in Students' Groups

et al. 2020

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“…In addition, the E-TOKEN board requires patients to reach further in the left space than during typical paper-and-pencil tests. This characteristic opens the possibility of unveiling instances of reduced leftward hand movements, or directional hypokinesia (Bartolomeo, D'Erme, Perri & Gainotti, 1998 Assessment procedures exploiting the usage of tangible objects are increasingly adopted for both diagnostic and rehabilitation purposes (Ferrara, Ponticorvo, Di Ferdinando & Miglino, 2016;Cerrato, Siano, De Marco & Ricci, 2019;Rabuffetti, Meriggi, Pagliari, Bartolomeo & Ferrarin, 2016). Previous examples of technology-enhanced assessment of spatial deficits include virtual reality mazes (Morganti & Riva, 2014), which however do not require any manipulation of tangible objects.…”

Section: Discussionmentioning

confidence: 99%

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: a multiple single-case study

Cerrato

Pacella

Palumbo

et al. 2019

Preprint

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Visual neglect is a frequent and disabling consequence of right brain damage. Traditional paperand-pencil tests of neglect have limitations in sensitivity and ecological validity. The Baking Tray Task (BTT), instead, approaches real-life situations, because it requires participants to place 16 physical objects on a board. The number of objects placed on the left and right portions of the board provides a clinical index of visual neglect. Here we present E-TOKEN, a technologyenhancedhttps://www.overleaf.com/project/5dc6d9c64de4e60001116764 version of the BTT. E-TOKEN automatically determines the object locations on the board, and also records the sequence and timing of their placement. We used E-TOKEN to test 9 patients with right hemisphere damage, and compared their performance with that obtained by 115 healthy participants. To this end, we developed a new method of analysis of participants' performance, based on the use of the convex hull described by the objects on the board. This measure provides an estimate of the portion of space processed by each participant, and can effectively discriminate neglect patients from patients without neglect. E-TOKEN allows clinicians to assess visuospatial performance by using a convenient, fast, and relatively automatized procedure, that patients can even perform at home to follow-up the effects of rehabilitation.

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“…By hybrid, we mean that these materials have a digital and physical side. Moreover, this platform offers the opportunity to include artificial intelligence modules (Di Fuccio et al 2015;Ferrara et al 2016). With STELT, it is possible to design learning scenarios, to record the player interaction, and to use tutoring system functionalities, such as delivering feedback.…”

Section: The Tool For Olfactory Learning: Sniffmentioning

confidence: 99%

Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning

Ponticorvo

Rega²,

Miglino

2020

Social Sciences

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Applied Behavior Analysis (ABA) belongs to the analysis of behavior techniques introduced by the theorists of behaviorism in psychological fields. It deals with the application of behaviorism principles to guide the learning process. It can serve as a footprint to build artificial tutoring systems in environments for specific learning processes. In this paper, we delineate the pathway to build an artificial tutoring system following ABA footprints, named the ABA tutor. In implementing the ABA tutor, the techniques of ABA are reproduced. This paper also describes how to build a tutor based on ABA and how to use it to favor olfactory learning. In more detail, the ABA tutor is inserted in SNIFF, a system that combines a software and a hardware side to assess and practice the sense of smell exploiting gamification. A first experiment was run involving 90 participants, and the results indicated that the artificial tutoring system based on ABA principles can effectively promote olfactory learning. The implications of this approach are discussed.

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Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Cited by 20 publications

References 16 publications

Educational Robotics to Foster and Assess Social Relations in Students' Groups

Educational Robotics to Foster and Assess Social Relations in Students' Groups

E-TAN, a technology-enhanced platform with tangible objects for the assessment of visual neglect: a multiple single-case study

Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning

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