Stealth assessment and computer game learning: could this benefit the children of tomorrow?

The purpose of this case study was to analyse computer games’ role in assessment and seek an understanding of their role to enhance the level of achievement in schools. Research indicates that achievement levels in mathematics have declined in British schools over recent decades, however, children are being tested more than ever. This research focused on stealth assessment and game-based learning in mathematics, with a further aim to uncover if this is a practical option for assessing achievement and more effective than current methods. Additionally, it examined if computer games could keep children engaged with mathematics and what information teachers can use from game assessments to progress future learning. This study used mixed-methods of research, as both qualitative and quantitative research methods were used. The research was carried out in a primary school setting, with participants from a year 5 class and two teachers. An experimental group played the computer game and took part in their regular mathematics lessons, whereas a control group only participated in the mathematics lessons. Observations were used to determine the engagement and motivation levels during the participant’s mathematics lessons and whilst playing the game. Teacher interviews were conducted at the start and end of the week to seek their views on the computer game and stealth assessment. The participants also completed a pre and post-test to see if their achievement had changed over the one-week period. The post-test results showed the experimental group had made greater achievement gains over the week. The observations revealed that the engagement and motivation levels of the experimental group were very high when playing the game, and actually reached higher levels in the mathematics lessons than the control group. However, the teacher revealed that the computer game did not provide enough information to progress the participants’ future learning. The evidence suggests that the computer game had some impact in the experimental groups enhanced achievement levels. Despite this, the teacher stated that the game did not provide enough information and could not be used to progress the learning. Therefore, it is not possible to say at this time whether stealth assessment is a practical method for assessing mathematics. However, this study has shown that computer games can increase achievement levels and increase the engagement and motivation towards mathematics

Best Practice Recommendations for Using Music with Children and Young People with Disorders of Consciousness

Children and youth with Disorders of Consciousness (DoC) present with highly complex medical, physical, and behavioral needs. Additionally, involving such children and young people in meaningful activities with caregivers can be challenging due to the combined motor, sensory, cognitive and communication impairments. Authoritative guidelines for engaging children and youth in meaningful sensory experiences that can enhance social and emotional experiences are lacking due to the minimal research with this population. Music is a medium that optimizes sensory stimulation using salient stimuli in the auditory modality. Furthermore, music experiences require minimal physical demands and offer opportunities for social interactions in line with developmental milestones. The primary objective of this paper is to offer best-practice recommendations for musical stimulation with children and youth with DoC, including its use in leisure and relaxation activities. These recommendations are synthesized from the existing evidence and combined with expert opinion. They are intended for caregivers of children and young people with DoC, which include paid healthcare professionals and providers, as well as non-paid caregivers such as family, friends, and volunteers. These practical suggestions may be applicable in a variety of settings, including hospitals, educational and residential care settings, family homes, and rehabilitation units

Home-based family caregiver-delivered music and reading interventions for people living with dementia (HOMESIDE trial): an international randomised controlled trial

Background: Music interventions provided by qualified therapists within residential aged care are effective at attenuating behavioural and psychological symptoms (BPSD) of people with dementia (PwD). The impact of music interventions on dementia symptom management when provided by family caregivers is unclear. Methods: We implemented a community-based, large, pragmatic, international, superiority, single-masked randomised controlled trial to evaluate if caregiver-delivered music was superior to usual care alone (UC) on reducing BPSD of PwD measured by the Neuropsychiatric Inventory-Questionnaire (NPI-Q). The study included an active control (reading). People with dementia (NPI-Q score ≥6) and their caregiver (dyads) from one of five countries were randomly allocated to caregiver-delivered music, reading, or UC with a 1:1:1 allocation stratified by site. Caregivers received three online protocolised music or reading training sessions delivered by therapists and were recommended to provide five 30-min reading or music activities per week (minimum twice weekly) over 90-days. The NPI-Q severity assessment of PwD was completed online by masked assessors at baseline, 90- (primary) and 180-days post-randomisation and analysed on an intention-to-treat basis using a likelihood-based longitudinal data analysis model. ACTRN12618001799246; ClinicalTrials.govNCT03907748. Findings: Between 27th November 2019 and 7th July 2022, we randomised 432 eligible of 805 screened dyads (music n = 143, reading n = 144, UC n = 145). There was no statistical or clinically important difference in the change from baseline BPSD between caregiver-delivered music (−0.15, 95% CI −1.41 to 1.10, p = 0.81) or reading (−1.12, 95% CI −2.38 to 0.14, p = 0.082) and UC alone at 90-days. No related adverse events occurred. Interpretation: Our findings suggested that music interventions and reading interventions delivered by trained caregivers in community contexts do not decrease enduring BPSD symptoms. Funding: Our funding was provided by National Health and Medical Research Council, Australia; The Research Council of Norway; Federal Ministry of Education and Research, Germany; National Centre for Research and Development, Poland; Alzheimer’s Society, UK, as part of the Joint Programme for Neurodegenerative Diseases consortia scheme. </p