Assessment and development of cognitive skills using tangible electronic board games : serious games on the TUI TagTiles

When designing the educational tools and methods of the future, putting the child and its natural way of developing at the center offers great benefits. The child will be more motivated and at the same time the educational yield will be higher and more targeted. In this dissertation it is shown that electronic tangible systems like the TagTiles console can offer integral, personalized development of children in the areas of cognitive, fine motor and social skills for assessment, education and therapy, in a manner that builds on natural forms of play of children. Tangible User Interfaces (TUIs) are potentially highly effective tools for education combining physical interfaces with computing power, enabling easy-to-use and robust applications that are enjoyable and motivating. The topic of this dissertation is whether and how TUIs can be developed that are effective for developing cognitive skills of children. Classical theories on cognitive development were used as a theoretical foundation for the development of a TUI-based educational application, such as the role of sensorimotor abilities for cognitive development as described by Piaget. Vygotsky’s concept of the Zone of Proximal Development was used to inspire the implementation of adaptivity in the educational application. The research described consisted of three phases, each including an empirical study conducted at primary schools. In the first phase the influence of the type of interface on the performance of children on an educational task was investigated. The use of a virtual, pc-based interface was compared to the use of a tangible, non-electronic interface for the same puzzle task. It was found that children (N=26, aged 5-7 years) were able to solve the tangible puzzle tasks on average almost twice as fast as the PC based task, and needed considerably less instruction for the tangible version. The results of the study support the hypothesis that tangible interfaces offer a more suitable interface than a pc-based interface to educational tasks, at least for young children. In the second phase it was validated whether a range of TUI-based tasks can be used to address nonverbal, cognitive skills. The applied tasks had been developed for use with ‘TagTiles’. TagTiles is a tabletop electronic console with tangible game pieces developed by Serious Toys B.V. (www.serioustoys.com). The console includes a sensing board with an array of LED lights underneath and audio output. The system is controlled by manipulating game pieces on the TagTiles surface. Eight visual-spatial tasks were created, intended to address different nonverbal cognitive skills such as (working) memory and spatial reasoning. Each task included abstract patterns consisting of colored tiles. For each task a different assignment is given to the player, such as mirroring the pattern, or repeating a sequence of tiles that lit up on the board. To validate which skills can be addressed with these tasks, children’s performances on the TagTiles tasks were correlated with performances on several conventional psychometric instruments. This study included children aged 8-10 years and consisted of a pilot study (N=10) and an experiment (N=32). Significant correlations were found between the performances of children on the TagTiles tasks and the performances on nonverbal subtests of the Wechsler Intelligence Scale for Children IIINL (WISC IIINL). Some tasks also showed significant correlations with Raven’s Progressive Matrices, which is an intelligence test measuring deductive reasoning skills. The results of this study indicate that the developed tasks can be used to train skills that are measured in IQ tests. In the third phase it was investigated whether the developed visual-spatial tasks kept their ability to address cognitive skills when embedded in a game. It was also tested whether children experienced this game, called ‘Tap the little hedgehog’, to be fun and intrinsically motivating. A fantasy theme was added to include the tasks in a natural way, to minimize and simplify the instructions needed to understand the game play and to make the tasks more fun to play. The difficulty of the task levels was made adaptive to the player’s achievements. A reward structure was added to increase children’s motivation to reach certain goals in the game as well as a support structure, created to help the child when needed, enabling independent play. The results of the empirical study (N=52, aged 7-9 years) with this game indicated that the added game context had not changed the essence of the tasks, as the performances were similar to those in the study in phase two. These findings support the hypothesis that TagTiles tasks applied in a game context can be used to assess and train a range of nonverbal skills. For assessment purposes we concluded that TagTiles can be used to test at least part of the cognitive skills that are addressed with the applied conventional psychological measures, given the significant correlations that were found. Studies by others have shown that training of relevant skills such as working memory can improve aspects of intellectual functioning, in particular executive functioning and efficient use of working memory. This opens the exciting prospect that by practicing with TagTiles the performance on the mentioned skills may be enhanced, or that these skills may be more effectively used. This means that it would be useful to investigate whether, after further refinement and validation, the TagTiles tasks can be used for assessment and training of specific cognitive skills. Based on the results of the conducted studies, it was concluded that the integral and personalized development of children in the areas of cognitive, fine motor and social skills for assessment, education and therapy can be facilitated with TUIs like TagTiles. Educational TUIs can profoundly change current education and assessment practices, offering an alternative that is enjoyable to the child and effective and accurate to the educational or assessment expert. The described way of creating a challenge using the Zone of Proximal Development can also be used to improve the experience with educational games

Understanding How Management Control Affects the Triangle Relationship between Management, Sales Agent and Client: A Case Study from a Chinese Life Insurance Company

There has been growing literature on management control in the context of front-line service work, including sales work. Given the nature of front-line work, service recipients – customers and clients – play an important role in management control and in the social relations in the workplace. Moreover, the triangle relationship has become a research focus for decades. However, most of the research has been done in western countries. In addition, little attention has been paid to sales work mixed with service elements. Furthermore, the complexity of the triangle relationship between three parties has not been sufficiently evaluated. This thesis investigates management control in a Chinese life insurance company and the effects of management on individual sales agents and the triangle relationship between management, sales agents and clients. In order to address the research target, this study employs a qualitative approach and chooses a single-case study research design. The qualitative data has been collected from a documentary analysis, observations and semi-structured interviews. The empirical findings suggest that: a. The management controls in the studied case can be categorised into two main types: formally coercive control that consists of output control, bureaucratic control, direct control and attendant control; and informally normative control that consists of concertive control in the sales teams and normative control in morning meetings. b. The controls for contradictory logic that interact with one another to have an impact on individual sales agents and the triangle relationship. c. Sales agents who have a greater family responsibility and the capability of meeting sales targets set by the company are more motivated by financial incentives, identified with organisational and occupational value and self-disciplined. d. Sales agents who have a poor performance and lack the capability to improve their performance are more likely to resist management control. e. The relationship between management and the sales agents is not always conflictual. f. Co-worker assistance and informal coping are found in the relationships among sales agents, although their sales work is highly individualised and competitive. g. The relationship between sales agents and clients is instrumental in its nature, but when there is an ongoing relationship and a high level of trust between sales agents and clients, this relationship appears to be less instrumental. h. Improving the quality of service and enhancing the myth of customer sovereignty may sacrifice efficiency in the short term, but it can potentially increase sales efficiency in the long run

Educational games to engage the un-engagable

Behavioural, emotional and social difficulties in school-aged children are a significant problem in the UK. Such children represent a difficult challenge for educational institutions. Teachers and experts have said that these children find it almost impossible to stay on task in educational activities for more than a trivial amount of time. Interest in computer games as a medium for learning and other non-entertainment purposes has risen significantly in recent years, in part because they can provide an engaging experience to motivate users. This makes the medium an attractive tool for this demographic. There are many problems however facing designers who would attempt to integrate educational content into a game platform. The issue of effective integration between game and education has long been a problematic issue affecting educational game development. Gameplay aspects can often be overlooked in academic projects. Good educational games should integrate the learning content and game experience, this is something that is particularly difficult to achieve effectively. This thesis details a study to design educational games to aid behavioural emotional and social learning. The methodology attempts to blend good game design principles with educational content in such a way that users can be engaged with both the activity and the educational concepts contained within. Two trials were undertaken in schools with participants suffering from a range of severe behavioural emotional or social problems. The results provide evidence suggesting that, if educational gameplay is achieved, these children can be engaged, not only with the game as an activity, but with the educational content on which it is based. The implications are then explored and the potential of educational gameplay evaluated in context of the wider industry of educational and serious games. While this method of integrating educational content within game platforms is effective, it is difficult to achieve, in many subject areas, perhaps prohibitively so

Factors relating to achievement of high school students in Kuching City, Malaysia

This study aims to contribute towards a greater understanding of high-school-student learning, with a view to determining remedial action to be taken to upgrade academic achievement, improving learning and teaching strategies and environment, and assisting in national curriculum development.The research was of a non-experimental ex post facto survey type, following techniques such as those of Entwistle- Kozeki, Rotter and Carver-Scheier, and using a specially designed demographic questionnaire.The sample studied consisted of 925 seventeen-year-old lower-sixth-formers in the eight high schools of Kuching City, Sarawak, Malaysia, differentiated according to a number of criteria: science vs. arts streams, rural vs. urban origin, day scholars vs. boarders, boys vs. girls, and the six major ethnic groups.The data were analysed using t-tests, stepwise regression and correlation-statistical techniques to establish what correlation could be found between the educational achievements (SPM results) of the pupils in those groupings and the learning approaches, learning styles, school motivation and psychological attitudes (e.g. optimism, locus of control).It was found that there were considerable correlations between predictors and the overall achievement in each of the classification groups. However, the best predictors of achievement varied significantly from group to group.Achievement in individual subjects of the curriculum was also studied in relation to aspects of the teaching­ learning environment, student attitudes and demographic factors. This too provided evidence of significant correla­tion between achievement and certain factors for each disipline, but a wide range of variation between the pred­ictors for achievement in different disciplines.On the basis of conclusions drawn from the analysis of the data, recommendations are made for remedial actions and strategic planning to be undertaken to improve students' achievement and enhance the institutional teaching-learning environment. Scope for further research comprising longitu­dinal studies, wider samples, and different methodologies is indicated, which could lead to a better understanding of high-school students' learning in this developing third- world country

A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives

This qualitative multiple case study explores teachers' and parents' views of the use of technology in addressing executive function difficulties (EFD) in primary schools in Saudi Arabia. Executive functioning skills (EFS) are crucial high cognitive functions that control thoughts, emotions, and actions, and determine the ability of students to adapt to different social settings in both mainstream educational and home contexts. Primary executive functions, such as cognitive flexibility (CF), working memory (WM), inhibitory control (IC), and attention are critical components of behavioural and cognitive development and have a strong association with academic performance. The rapid rate of technological integration in special education, notably in primary schools, calls for greater understanding of the role technology can play in addressing EFD. This study draws on data collected via 21 semi- structured interviews with teachers and parents and 18 classroom observations in three primary schools in Saudi Arabia to explore how technology was employed in the classroom to support students with EFD. Thematic analysis followed by cross-case analysis was informed by theoretical perspectives by Vygotsky’s cognitive development theory and the concepts of scaffolding and the zone of proximal development. The findings show that teachers and parents hold positive opinions about the role of technology in addressing EFD. Although there was a lack of awareness about the term ‘executive function difficulties (EFD)’ amongst both parents and teachers, they were familiar with the underlying challenges. Gaps in knowledge were also identified in relation to effective and context-specific uses of technology and interventions for students with EFD. Variability in students' manifestation of EFD, the choice of technological affordances, and the accommodations required in mainstream classrooms are important considerations for the effective use of technology. However, the analysis identified various challenges which limit teachers' optimal use of technology and their ability to determine the relevant affordances and accommodations. In light of these findings, and from a constructivist paradigm, recommendations for teachers, for practice, and for policymakers are made to address these challenges and promote more effective use of technology to support students with EFD in Saudi schools. The research fundamentally contributes to understanding EFD and its potential to regulate difficulties in different neurodevelopmental groups in the Saudi context. This research is the first of its kind in the Saudi context and presents meaningful implications for future research, specifically to expand the body of evidence on how EF skills may provide competencies in relation to Theory of Mind (ToM), and how technology may function as a mediating tool. The findings also raise crucial questions to be addressed in future studies to explore the underpinning mechanisms of EF-ToM association, and how use of technology can facilitate in the context of behavioural synchronisation, so as to lead to improvement in EFD using the concept of ToM. The thesis suggests potential recommendations for teachers, policymakers, and the educational ministry to address gaps in EFD. These recommendations include developing EFD-specific technological affordances, capabilities, and functions, enabling customisation of applications with EFD-specific design specifications and features, and catering to the training and development needs of teachers through teacher-oriented programs, workshops and conferences. This will enhance their knowledge base of EFD and improve the overall educational experience in the Saudi context

Educational games to engage the un-engagable

Behavioural, emotional and social difficulties in school-aged children are a significant problem in the UK. Such children represent a difficult challenge for educational institutions. Teachers and experts have said that these children find it almost impossible to stay on task in educational activities for more than a trivial amount of time. Interest in computer games as a medium for learning and other non-entertainment purposes has risen significantly in recent years, in part because they can provide an engaging experience to motivate users. This makes the medium an attractive tool for this demographic. There are many problems however facing designers who would attempt to integrate educational content into a game platform. The issue of effective integration between game and education has long been a problematic issue affecting educational game development. Gameplay aspects can often be overlooked in academic projects. Good educational games should integrate the learning content and game experience, this is something that is particularly difficult to achieve effectively. This thesis details a study to design educational games to aid behavioural emotional and social learning. The methodology attempts to blend good game design principles with educational content in such a way that users can be engaged with both the activity and the educational concepts contained within. Two trials were undertaken in schools with participants suffering from a range of severe behavioural emotional or social problems. The results provide evidence suggesting that, if educational gameplay is achieved, these children can be engaged, not only with the game as an activity, but with the educational content on which it is based. The implications are then explored and the potential of educational gameplay evaluated in context of the wider industry of educational and serious games. While this method of integrating educational content within game platforms is effective, it is difficult to achieve, in many subject areas, perhaps prohibitively so

The influence of dimensional psychopathology on social reward processing

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University LondonSocial reward processing is a key mechanism underpinning human social interaction. The feelings of reward attached to social interaction help to motivate future social behaviour and inform preferences for different types of social contact. As with other forms of reward, there is increasing evidence to suggest that psychopathology affects social reward processing, leading to the atypical interpersonal behaviour that defines some psychopathologies. This thesis, therefore, aimed to develop the findings of previous research and examined associations between social reward processing and dimensional psychopathology. It addressed five research questions. (1) Is atypical social reward processing a transdiagnostic characteristic of psychopathology? To answer this question, a systematic review and meta-analysis of existing research investigating social reward processing in clinical versus healthy control groups was conducted (Chapter 3). (2) Do clinical versus control group differences in social reward processing translate dimensionally within the normative population? To probe this, associations between psychopathology and measures of social reward processing were investigated in a general population sample (n = 154; Chapter 4). (3) Are dimensions of psychopathology differently related to the behavioural processing of various social reward subtypes (Admiration, Negative Social Potency, Passivity, Sociability)? This was also examined in a general population sample (n = 42). (4) Are these dimensional relationships detectable in forensic psychiatric service users? This was explored in a pilot sample (n = 15) using the same approach as used in the general population sample (Chapter 6). (5) How does intranasal oxytocin administration influence social reward processing in dimensional psychopathology? This question was addressed using a within-subjects, placebo-controlled design (n = 17) with double-blind acute administration of oxytocin to healthy adults (Chapter 7). The presented findings suggest that psychopathology is associated with atypical social reward processing. Reduced processing of social rewards linked to schizophrenia spectrum and autism spectrum dimensions was observed in multiple chapters, with several psychopathological dimensions also showing an increased preference for antisocial rewards involving witnessing or enacting cruelty to others. Furthermore, Chapters 3 and 4 demonstrated the potential utility of transdiagnostic approaches in social reward research and, collectively, the findings presented across this thesis highlight the importance of including social reward subtypes within characterisations of social reward processing. As such, these studies provide new insight into links between psychopathology and social reward processing and provide a theoretical and methodological foundation for larger work investigating social reward processing in psychopathology

A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives

This qualitative multiple case study explores teachers' and parents' views of the use of technology in addressing executive function difficulties (EFD) in primary schools in Saudi Arabia. Executive functioning skills (EFS) are crucial high cognitive functions that control thoughts, emotions, and actions, and determine the ability of students to adapt to different social settings in both mainstream educational and home contexts. Primary executive functions, such as cognitive flexibility (CF), working memory (WM), inhibitory control (IC), and attention are critical components of behavioural and cognitive development and have a strong association with academic performance. The rapid rate of technological integration in special education, notably in primary schools, calls for greater understanding of the role technology can play in addressing EFD. This study draws on data collected via 21 semi- structured interviews with teachers and parents and 18 classroom observations in three primary schools in Saudi Arabia to explore how technology was employed in the classroom to support students with EFD. Thematic analysis followed by cross-case analysis was informed by theoretical perspectives by Vygotsky’s cognitive development theory and the concepts of scaffolding and the zone of proximal development. The findings show that teachers and parents hold positive opinions about the role of technology in addressing EFD. Although there was a lack of awareness about the term ‘executive function difficulties (EFD)’ amongst both parents and teachers, they were familiar with the underlying challenges. Gaps in knowledge were also identified in relation to effective and context-specific uses of technology and interventions for students with EFD. Variability in students' manifestation of EFD, the choice of technological affordances, and the accommodations required in mainstream classrooms are important considerations for the effective use of technology. However, the analysis identified various challenges which limit teachers' optimal use of technology and their ability to determine the relevant affordances and accommodations. In light of these findings, and from a constructivist paradigm, recommendations for teachers, for practice, and for policymakers are made to address these challenges and promote more effective use of technology to support students with EFD in Saudi schools. The research fundamentally contributes to understanding EFD and its potential to regulate difficulties in different neurodevelopmental groups in the Saudi context. This research is the first of its kind in the Saudi context and presents meaningful implications for future research, specifically to expand the body of evidence on how EF skills may provide competencies in relation to Theory of Mind (ToM), and how technology may function as a mediating tool. The findings also raise crucial questions to be addressed in future studies to explore the underpinning mechanisms of EF-ToM association, and how use of technology can facilitate in the context of behavioural synchronisation, so as to lead to improvement in EFD using the concept of ToM. The thesis suggests potential recommendations for teachers, policymakers, and the educational ministry to address gaps in EFD. These recommendations include developing EFD-specific technological affordances, capabilities, and functions, enabling customisation of applications with EFD-specific design specifications and features, and catering to the training and development needs of teachers through teacher-oriented programs, workshops and conferences. This will enhance their knowledge base of EFD and improve the overall educational experience in the Saudi context