Designing games for the rehabilitation of functional vision for children with cerebral visual impairment

Evidence has accumulated that visual rehabilitation for patients with neurological visual impairment can be effective. Unfortunately, the existing therapy tools are repetitive, uninteresting, and unsuitable for use with children. This project aims to improve the engaging qualities of visual rehabilitation for children, through the design of therapy tools based on game design principles. Development is ongoing in a participatory, user-centred manner in conjunction with a specialist centre for childhood visual impairment. This paper outlines design requirements and briefly reports early findings of the development process

Self-rehabilitation of acquired brain injury patients including neglect and attention deficit disorder with a tablet game in a clinical setting

We designed and evaluated a whack-a-mole (WAM) style game (see Figure 1) in a clinical randomized controlled trial (RCT) with reminder-assisted but self-initiated use over the period of a month with 43 participants from a post-lesion pool. While game play did not moderate rehabilitative progress indices of standard neuropsychological control tests, it did significantly improve in-game performance when compared to the control group. Its performance indicators and interaction data were highly accurate in predicting neglect and which hand the patients used for input. Patients found playing beneficial to their rehabilitation and attributed gains in the attention training properties of the game. The game showed potential for bedside assessment, insight support, and motivation by providing knowledge about rehabilitative progress

Evaluierung adaptiver Mechanismen und Einfluss eines explorativen Sakkadentrainings auf Orientierungsfähigkeit und Lebensqualität bei Kindern mit homonymer Hemianopsie

Eine homonyme Hemianopsie als Folge postchiasmaler Schädigungen führt zu Orientierungsschwierigkeiten im Alltag. Evaluiert werden soll, ob Kinder Kompensationsmechanismen aufweisen, ob sie über Einschränkungen im Alltag berichten, ob diese durch das Training weniger werden, und der Einfluss auf die Lebensqualität

Early multisensory attention as a foundation for learning in multicultural Switzerland

Traditional laboratory research on visual attentional control has largely focused on adults, treated one sensory modality at a time, and neglected factors that are a constituent part of information processing in real-world contexts. Links between visual-only attentional control and children’s educational skills have emerged, but they still do not provide enough information about school learning. The present thesis addressed these gaps in knowledge through the following aims: 1) to shed light on the development of the neuro-cognitive mechanisms of attention engaged by multisensory objects in a bottom-up fashion, together with attentional control over visual objects in a top-down fashion, 2) to investigate the links between developing visual and multisensory attentional control and children’s basic literacy and numeracy attainment, and 3) to explore how contextual factors, such as the temporal predictability of a stimulus or the semantic relationships between stimulus features, further influence attentional control mechanisms. To investigate these aims, 115 primary school children and 39 adults from the French-speaking part of Switzerland were tested on their behavioural performance on a child-friendly, multisensory version of the Folk et al. (1992) spatial cueing paradigm, while 129-channel EEG was recorded. EEG data were analysed in a traditional framework (the N2pc ERP component) and a multivariate Electrical Neuroimaging (EN) framework. Taken together, our results demonstrated that children’s visual attentional control reaches adult-like levels at around 7 years of age, or 3rd grade, although children as young as 5 (at school entry) may already be sensitive to the goal- relevance of visual objects. Multisensory attentional control may develop only later. Namely, while 7-year-old children (3rd grade) can be sensitive to the multisensory nature of objects, such sensitivity may only reach an adult-like state at 9 years of age (5th grade). As revealed by EN, both bottom-up multisensory control of attention and top-down visual control of attention are supported by the recruitment of distinct networks of brain generators at each level of schooling experience. Further, at each level of schooling, the involvement of specific sets of brain generators was correlated with literacy and numeracy attainment. In adults, visual and multisensory attentional control were further jointly influenced by contextual factors. The semantic relationship between stimulus features directly influenced visual and multisensory attentional control. In the absence of such semantic links, however, it was the predictability of stimulus onset that influenced visual and multisensory attentional control. Throughout this work, the N2pc component was not sensitive to multisensory or contextual effects in adults, or even traditional visual attention effects in children, and it was owing to EN that the mechanisms of visual and multisensory attentional control were clarified. The present thesis demonstrates the strength of combining behavioural and EEG/ERP markers of attentional control with advanced EEG analytical techniques for investigating the development of attentional control in settings that closely approximate those that we encounter in everyday life