10 research outputs found
Are 3D virtual environments better than 2D interfaces in serious games performance? An explorative study for the assessment of executive functions
This is an Accepted Manuscript of an article published by Taylor & Francis in Applied Neuropsychology: Adult on 05/09/2019, available online: http://www.tandfonline.com/10.1080/23279095.2019.1607735[EN] Executive functions refer to higher-order cognitive processes that supervise and guide goaldirected and adaptive behaviors in response to everyday situations. The traditional measures
used to assess executive functions include paper-and-pencil tests and/or computerized tests
that have been found to have a moderate level of ecological validity in predicting
real-world performance. Serious games (SG) represent a novel methodological approach,
allowing investigating subjects¿ performance in real-simulated situations. Serious games are
computer games whose primary purposes include investigating human behaviors and
changes. Furthermore, SG can also vary according to the technology used and the interaction. Indeed, a SG can be rendered via a nonimmersive screen-based (2D) or via an
immersive virtual reality game (3D). Starting from these premises, we compared a narrativecontextualized SG in 2D and 3D, correlating them with traditional tests. Findings showed
different condition correlations with the traditional tasks and the comparison between the
two systems have revealed that 3D is able to generate lower reaction times, higher correct
answers, and lower perseverative responses in attentional abilities, inhibition control, and
cognitive shifting than 2D condition. The present study yielded evidence on the use of
more ecological tools to identify the functional cognitive status in real-simulated contexts
along with traditional evaluation.This work was supported by the Spanish Ministry of
Economy, Industry, and Competitiveness funded project Advanced Therapeutically Tools for Mental Health (DPI2016-77396-R).Chicchi-Giglioli, IA.; Juan-Ripoll, CD.; Parra Vargas, E.; Alcañiz Raya, ML. (2019). Are 3D virtual environments better than 2D interfaces in serious games performance? An explorative study for the assessment of executive functions. Applied Neuropsychology. Adult (Online). 1-10. https://doi.org/10.1080/23279095.2019.1607735S110Baddeley, A. (1981). The cognitive psychology of everyday life*. British Journal of Psychology, 72(2), 257-269. doi:10.1111/j.2044-8295.1981.tb02184.xChaytor, N., & Schmitter-Edgecombe, M. (2003). The Ecological Validity of Neuropsychological Tests: A Review of the Literature on Everyday Cognitive Skills. Neuropsychology Review, 13(4), 181-197. doi:10.1023/b:nerv.0000009483.91468.fbCHAYTOR, N., SCHMITTEREDGECOMBE, M., & BURR, R. (2006). Improving the ecological validity of executive functioning assessment. 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Editorial: Psychology, technological Innovation, and entrepreneurship
The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-GarcÃa et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.)
Editorial: Psychology, technological Innovation, and entrepreneurship
The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-GarcÃa et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.)
Virtual reality-based assessment and rating scales in ADHD diagnosis
The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) is mainly based on structured scales, such as Conners’
ADHD Rating Scale (EDAH in the Spanish version) and DSM interviews. The use of technologies in neuropsychological
assessment, such as the AULA virtual reality based test leads to more accurate diagnosis. The current study presents
findings from analyzing the external validity of AULA and its contribution to the diagnosis of ADHD. Four hundred and
seven children (272 girls and 135 boys) from 6 to 16 years old (213 with ADHD diagnosis, 105 inattentive children, 108
combined-type, and 194 controls) were evaluated. First, a factor analysis of AULA variables was conducted in order to
reduce data to factor and 5 factors or components that account for 82.37% of the total variance were obtained from 407
subjects, namely, sustained attention, impulsivity control, processing speed, response variability, and control of motor
activity. Second, a discriminant analysis was then performed on data obtained by participants from whom the five factors
were obtained, showing that AULA presents moderate levels of both specificity and sensitivity. Finally, in order to study
whether AULA adds relevant information in the diagnosis of ADHD, a cluster analysis was carried out, showing 4 clusters
in the analysis of conglomerates with the control group and 6 groups of clusters in the ADHD group. In summary, AULA
test shows adequate external validity, allows correct classification of children with and without attentional problems,
and confirms and provides additional ADHD diagnostic information that it is essential for the design of interventions.El diagnóstico del trastorno por déficit de atención y/o hiperactividad (TDAH) se basa principalmente en escalas estructuradas, como la escala de Conners (validada en España con el nombre de EDAH), y entrevistas basadas en los criterios
recogidos en el DSM. El uso de las nuevas tecnologÃas en el proceso de evaluación neuropsicológica, como el Test de
Atención de Realidad Virtual AULA, proporciona información rigurosa que conduce a diagnósticos más precisos. En este
contexto, el objetivo del presente estudio es proporcionar evidencias acerca de la validez externa del test AULA, un test
que mejora la precisión diagnóstica del TDAH. La muestra estuvo formada por 407 niños (272 niños y 135 niñas) de entre
6 y 16 años del norte de España (213 niños tenÃan un diagnóstico de TDAH, 105 desatentos, 108 de tipo combinado y 194
fueron niños controles). En primer lugar se realizó un análisis factorial exploratorio, que puso de manifiesto una estructura formada por cinco factores (atención sostenida, control de la impulsividad, velocidad de procesamiento, variabilidad
de respuesta y control de la actividad motora), que son capaces de explicar el 82.37% de la varianza. En segundo lugar,
se realizó un análisis discriminante, de acuerdo con el rendimiento obtenido por los participantes en los cinco factores
obtenidos en el test AULA, que mostró niveles moderados de especificidad y sensibilidad. Finalmente, se llevó a cabo un
análisis de conglomerados con el grupo control y seis grupos de clúster dentro del grupo de niños con TDAH. Los resultados muestran una adecuada validez externa del instrumento AULA, que permite realizar clasificaciones correctas de
sujetos sanos y patológicos, confirmándose que proporciona información adicional para el diagnóstico de TDAH, esencial
para el posterior diseño de intervenciones clÃnicas eficaces
Adapting the Research Development and Innovation (RD & I) Value Chain in Psychology to Educational Psychology Area
Educational Psychology, as an area of Psychology that specializes in formative
processes, faces several important challenges in the information and knowledge society
of this twenty first century. One of these challenges is to facilitate a paradigm shift from
a nearly exclusive focus on social science to the scientific-technological approach of a
discipline that produces innovation and meaningful transfer of science and technology.
The Research, Development, and Innovation (RD & I) value chain means pursuing
these three endeavors in both the academic and professional lines of Educational
Psychology. It is a strategy of innovation that leads us to integrate academic or research
activity (R), research-related or professional scientific-technological development of
innovation (D) and transfer and entrepreneurship activity (I). Generating innovation and
transfer, applicable to educational contexts, can be an important stimulus of activity for
new practicing psychologists in Educational Psychology. The RD & I value chain can
become an academic, research-related or professional advantage in different activities,
since it pertains to the processes, products and services found in the sphere of
Educational Psychology. Several examples of how the RD & I chain can help improve
psychoeducational activities are presented. First, we analyze competitive improvements
that the RD & I chain can offer in competitive bids. Second, we give examples of the
RD & I chain in the development of new processes, products and services in Projects
of Innovation and Entrepreneurship in Educational Psychology, specifically illustrating the
chain in each case. In order for this conception to take shape, a new cross-functional
area must be created in professional and educational organizations. Specifically, this
means creating an RD & I Department, or some area that branches across the other
functions. The mission of this cross-functional unit is the actual implementation of the
RD & I chain in the educational organization, as well as an incentive for innovative
activities: use of ICT applications, organizational improvement, improved assessment,
analysis of information produced by the organization itself, cost-benefit analysis, strategic
decision-making processes, and so on