Lesson learnt from an EEG-based experiment with ADHD children in Malaysia

There are growing interests among researchers worldwide pertaining to efficacy of electroencephalography (EEG) as diagnostic tools and noninvasive treatment for children with special needs. However, there are very limited studies discuss the efficacy of EEG-based experiment protocols among young children with ADHD particularly from the perspective of human-computer interaction methodologies. Thus, this paper provides some background on related studies in EEG for children with attention-deficit/hyperactive disorder (ADHD) and some insights on Malaysia experience with regards to ADHD detection and intervention programs. The lesson learnt presented in this paper highlights the factors that affect young children participation in EEG-based experiments that is relevant and beneficial for researchers who are working with children with special needs. © Springer International Publishing Switzerland 2016

13th International Malaysian Educational Technology Convention (IMETC) 2019

For this year, a number of different organisations have come together to plan and execute this auspicious conference, with a hope that the conference will reach out to a greater audience from diverse backgrounds. Teams from Malaysian Educational Technology Association (META), Resource and Educational Technology Division (BSTP), Ministry of Education Malaysia and Centre for Instructional Technology and Multimedia (CITM), USM have banded together and planned this prestigious event, and this year, Universiti Sains Malaysia (USM), Penang, Malaysia agrees to be the host. This year’s theme entitled ‘Inclusivity in the 21st Century’s Technological Teaching and Learning Environment’ is seen as timely, necessary, and consequential, as it envisions educators’ vital role in the future of learning. Technology alone is not enough to enhance students’ learning. This little fact has been largely recognised by educators and in recent times, we have seen an influx of initiatives carried by educators and governments around the world, providing instructive trainings and workshops to foster creativity and innovation in using technology, to not just deliver knowledge, but to also democratise the process of delivering the knowledge to a whole new leve

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Design and Evaluation of a Wearable Assistive Technology for Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD), one of the most common neurodevelopmental disorders amongst children, is characterised by inattention and/or hyperactivity/impulsivity. Attention deficits lead to difficulties in sustaining attention and being easily distracted, interfering with development and functioning in children with ADHD. Environmental variables, such as sounds, colour schemes and lighting, may affect the performance of such children. There is little research on the effect of these variables and on assistive technologies for these children. Study 1 explored the experiences and attitudes of mothers of children with ADHD towards behavioural, environmental and technological interventions to help their children. Key findings were listening to readings of the Quran was found to calm children and help them concentrate more, suggesting that sound has a beneficial effect; Mothers were willing to have their children use assistive technologies. Focusing on sound, Studies 2 and 3 investigated the effect of white and pink noise on children with ADHD. Both noise types improved attention. Therefore, the ADHD Headmuffs, which incorporate white noise, were developed and their effectiveness in improving attention and reducing visual and auditory distractors in children with ADHD was investigated in Study 4. The ADHD Headmuffs both with and without white noise resulted in positive effects on children, but with an added benefit for white noise. Study 5 investigated children’s satisfaction and acceptance of the ADHD Headmuffs. Children were satisfied and accepting of the Headmuffs but highlighted the need for customization. Study 6 evaluated the usability and acceptability of the ADHD Headmuffs with experts who reported that the Headmuffs are usable and acceptable and also highlighted further interesting issues. The key contribution of this thesis is an assistive technology, the ADHD Headmuffs, incorporating white or pink noise to improve attention and reduce visual and auditory distractors in children with ADHD

Attention Restraint, Working Memory Capacity, and Mind Wandering: Do Emotional Valence or Intentionality Matter?

Attention restraint appears to mediate the relationship between working memory capacity (WMC) and mind wandering (Kane et al., 2016). Prior work has identifed two dimensions of mind wandering—emotional valence and intentionality. However, less is known about how WMC and attention restraint correlate with these dimensions. Te current study examined the relationship between WMC, attention restraint, and mind wandering by emotional valence and intentionality. A confrmatory factor analysis demonstrated that WMC and attention restraint were strongly correlated, but only attention restraint was related to overall mind wandering, consistent with prior fndings. However, when examining the emotional valence of mind wandering, attention restraint and WMC were related to negatively and positively valenced, but not neutral, mind wandering. Attention restraint was also related to intentional but not unintentional mind wandering. Tese results suggest that WMC and attention restraint predict some, but not all, types of mind wandering

New Research in Children with Neurodevelopmental Disorders

This book collects recent research in the field of care for neurodevelopmental disorders, emphasizing transdisciplinary work in clinical, educational and family contexts. It presents an opportunity to learn about the impact of participation on children and adolescents with neurodevelopmental disorders. Mainly, new therapeutic approaches are presented in children and adolescents with autism spectrum disorder, attention-deficit/hyperactivity disorder, or motor coordination disorders

The effect of breakfast on cognitive and academic performance in school children

Abstract restricted until 1 June 2020