studi e ricerche

Video Modeling: A Window into the World of Autism

Video modeling is a well-validated behavioral intervention documented in the behavioral sciences. The methodology appears particularly beneficial for children with autism. The underlying theoreticalexplanations are posited and discussed. A single case study is presented using video modeling to improve the perception of emotion in a child with autism and mild mental retardation. The subject was shown a series of video tapes of typically developing children engaged in a variety of play and social scenarios showing four basic emotions: happy, sad, angry and afraid. The preliminary results, based on behavioral and neuropsychological data, demonstrated video modeling to be an efficacious intervention

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The effects of therapeutic virtual reality experience to promote mental well-being in older people living with physical disabilities in long-term care facilities

Mental well-being is poor in long-term care facilities (LTCF) residents. Physical disabilities, impaired social engagement, and environmental stress are also common in LTCF which exacerbate the decline of the mental well-being of older people living in LTCF. Protective elements, including nature-based, reminiscence, outdoor, and group activities, are known to be effective to promote the mental well-being of older people living in LTCF. However, limited by their physical disabilities and poor social support, older people living in LTCF are not likely to benefit from these effective measures. Virtual reality has been proven to be feasible to be environmentally unrestricted to providing

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Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years

Importance  Whether some domains of child development are specifically associated with screen time and whether the association continues with age remain unknown. Objective  To examine the association between screen time exposure among children aged 1 year and 5 domains of developmental delay (communication, gross motor, fine motor, problem-solving, and personal and social skills) at age 2 and 4 years. Design, Participants, and Setting  This cohort study was conducted under the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. Pregnant women at 50 obstetric clinics and hospitals in the Miyagi and Iwate prefectures in Japan were recruited into the study between July 2013

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The effect of an unplugged coding course on primary school students’ improvement in their computational thinking skills

Background Today, computational thinking (CT), which is considered to be a form of literacy, has taken its place in the ICT curriculum of many countries at the K‐12 level. Therefore, there is a need for more evidence with regards to a theoretical and practical understanding of CT skills’ development of K‐12 students. Objectives The purpose of the study was to investigate the effect of an unplugged coding course on primary school students’ development of CT skills, differences in their CT skills in terms of socio‐demographics such as gender, computer ownership, daily computer use, and home Internet access, and the relationship

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Exploring the Potential of Augmented Reality (AR) and Virtual Reality (VR) in Education

The integration of technology into education has revolutionized traditional learning methods and opened new avenues for immersive and interactive experiences. Augmented reality (AR) and virtual reality (VR) are two emerging technologies that have gained significant attention in education. This paper will explore the potential of AR and VR in education by examining their applications, benefits, and challenges. Augmented reality (AR) and virtual reality (VR) have the potential to revolutionize education. AR augments the real world with digital content, while VR creates immersive virtual environments. These technologies promote engagement, enable experiential learning, and personalize education. AR and VR enable collaboration, accessibility,

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Tackling Loneliness and Isolation in Older Adults With Virtual Reality: How do We Move Forward?

Current trends in gerontology conceptualize Virtual Reality (VR) as a tool for rehabilitation, lauding its potential for cognitive rehabilitation or as an intervention to reduce cognitive function decline. However, we must take a critical stance and identify not just the potential positive impact, but also how things may go wrong without appropriate guidelines, and the need for careful design around the interaction affordances of the technology. We conducted co-discovery and co-design workshops involving expert stakeholders and older adults (N = 25) over a period of 6 months, involving practical activities including user personas and focus groups to understand the complexities of loneliness and

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Analysis of learning behaviour in immersive virtual reality

Immersive virtual reality technology has been widely used in teaching and learning scenarios because of its unique visual and interactive experiences that bring learners a sense of immersive reality. However, how to better apply immersive virtual reality technology to learning environments to promote learning effectiveness is a direction that has been studied and explored by many scholars. Although a growing number of studies have concluded that immersive virtual reality technology can enhance learners’ attention in teaching and learning, few studies have directly linked both learning behaviors and attention to investigate the differences in behavioral performance across attention. In this study,

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Motor deficits in autism differ from that of developmental coordination disorder

Autism spectrum disorders and developmental coordination disorders are both associated with sensorimotor impairments, yet their nature and specificity remain unknown. In order to clearly distinguish the specificity between the two disorders, children with autism spectrum disorder or developmental coordination disorder presenting the same degree of motor impairment, thus homogeneous profiles, were examined in a reach-to-displace paradigm, which allows the integrity of two main aspects of motor control (anticipation/feedforward control and movement correction/feedback control) to be separately interrogated. We manipulated children’s previous knowledge of the weight of the object they were to displace: when known, participants could anticipate the consequences of

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Virtual reality to manage anxiety in older adults: the FBK study highlights promising results

Exposure of people with cognitive and physical impairment to realistic and natural immersive virtual reality scenarios via a viewer is safe and has an impact on promoting the state of relaxation and positive emotions. This is the general picture that emerged from the survey conducted by researcher Susanna Pardini, from the University of Padua and a doctoral student at the Digital Health and Wellbeing Center at Fondazione Bruno Kessler, titled “Use of Personalized Virtual Environments in People with Cognitive Impairment.” The study, conducted between January and February of this year, involved 23 seniors (of whom 19 women), with an average age of 86.6 years,

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Increasing the Social Interaction of Autism Child using Virtual Reality Intervention (VRI)

Nowadays there is an increase in number of autisms, a neuro-developmental disorder across the world. The level of autism varies with the symptoms such as inattention, interaction, social communication, repetitive behaviors, irritability and the like. Early recovery of a child from autism is necessary to live in a normal socio-communicable life. To measure the inattention of the autism child by enhancing the visual perception through virtual environment. The proposed Virtual Reality Intervention (VRI) enhances visual perception, learning, and social interaction. The proposed method observes the attention level of the autism child through eye tracking or eye movements who interacts with

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