Motion-based technology to support motor skills screening in developing children: A scoping review

Background. Acquiring motor skills is fundamental for children's development since it is linked to cognitive development. However, access to early detection of motor development delays is limited. Aim. This review explores the use and potential of motion-based technology (MBT) as a complement to support and increase access to motor screening in developing children. Methods. Six databases were searched following the PRISMA guidelines to search, select, and assess relevant works where MBT recognised the execution of children's motor skills. Results. 164 studies were analysed to understand the type of MBT used, the motor skills detected, the purpose of using MBT and the age group targeted. Conclusions. There is a gap in the literature aiming to integrate MBT in motor skills development screening and assessment processes. Depth sensors are the prevailing technology offering the largest detection range for children from age 2. Nonetheless, the motor skills detected by MBT represent about half of the motor skills usually observed to screen and assess motor development. Overall, research in this field is underexplored. The use of multimodal approaches, combining various motion-based sensors, may support professionals in the health domain and increase access to early detection programmes.Funding for open access charge: Universidad de Málaga / CBUA

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Innovazione nel mobile learning

La proliferazione di telefoni cellulari e di altri dispositivi portatili ha trasformato il mobile learning da un’attività inscritta in ambiti di ricerca pilota a un’attività quotidiana dove i dispositivi mobili sono diventati strumenti personali che supportano gli individui ad apprendere ovunque essi si trovino, attraverso processi di educazione formale o support informale e conversazione

Augmented reality mobile app development for all

Lack of programming skills is a barrier to the engagement of teachers in the development and customisation of their own applications. Visual Environment for Designing Interactive Learning Scenarios (VEDILS), a visual tool for designing, customising and deploying learning technologies, provides teachers with a development environment with a low entry threshold. Current mobile devices are equipped with sensors and have sufficient processing power to use augmented reality technologies. Despite the heavy use of mobile devices in students’ lives, the use of augmented reality mobile applications as learning tools is not widespread among teachers. The current work presents a framework comprising the development tool and a method for designing and deploying learning activities. It focuses on the augmented reality components of the authoring tools, which allow users to create their own mobile augmented reality learning apps. It also present the results of the evaluation of the framework with 47 third-level educators, and two case studies of classroom implementations of mobile augmented reality apps developed by these educators. The results illustrate the suitability of the framework and authoring tool for supporting users without programming skills in developing their own apps

Meta-analyses from a collaborative project in mobile lifelong learning

This paper focuses on the use of mobile technologies in relation to the aims of the European Union’s Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (“Mobile Technologies in Lifelong Learning: best practices”). In particular, we give an account of the methodology adopted to carry out meta-analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally we discuss lessons learnt and future work

‘Ears before eyes’: expanding tutors’ interaction skills beyond physical presence in audio-graphic collaborative virtual learning environments

This chapter considers how the absence of certain aspects of non-verbal behaviour affects interaction in audio-graphical learning environments. The authors introduce strategies to deal with turn-taking, time lag and other incidences, while observing the difficulty in applying the communicative approach to language teaching in these settings. By highlighting the limited validity of an extrapolation of methodologies between face-to-face and virtual classrooms, we call for research to address the need for a new course of action; one that takes full advantage of the technology in its own right

Using motion capture technology to assess locomotor development in children

Objective Motor and cognitive development share biological background within the prefrontal cortex and cerebellum. Monitoring motor development is relevant to identify children at risk of developmental delays. However, access to timely assessment is prevented by its availability and cost. Affordable motion capture technology may provide an alternative to human assessment. Methods MotorSense uses this technology to guide and assess children executing age-related developmental motor tasks. It incorporates advanced heuristics informed by pattern recognition principles based on the developmental sequences of motor skills. MotorSense was evaluated with 16 4–6 year-old children from a rural primary school. Results A total of 506 jumps, 2415 steps and 831 hops were analysed. The analysis illustrates MotorSense Accuracy (MA), recognising jump forward (89.96%), jump high (83.34%), jump sideway (85.63%), hop (74.58%) and jog (92.34%), is as good as the sensor's precision. The analysis of the tasks’ execution shows a high level of agreement between human and MotorSense's assessment on jump forward (91%), jump high (99%), jump sideway (93%), hop (94%) and jog (92%). Conclusions MotorSense helps address the shortage of affordable technologies to support the assessment of motor development using graded age-related developmental motor tasks. Furthermore, it could contribute towards the tele-detection of motor developmental delays

Unhealthy gestational weight gain: Are we neglecting inadequate gestational weight gain?

To evaluate the prevalence of unhealthy gestational weight gain and analyze the role of women´s knowledge about the recommendations, expectations, beliefs, counseling, and information provided by midwives as potential factors contributing to failure to meet recommendations. A retrospective cross-sectional study was performed in a tertiary Hospital in Seville (Spain) between March and September 2019. A sample of 500 singleton pregnant women at or over 37 weeks of gestation completed a self-administered questionnaire during a prenatal visit. Gestational weight gain was categorized as healthy/excessive/inadequate, according to the Institute of Medicine, for 409 women. Descriptive, bivariate, and multivariate analysis was performed. Inadequate and excessive gestational weight gain were 33.4% and 33.9%, respectively. A multivariate model for excessive gestational weight gain showed pre-gestational body mass index was a risk factor, while exercise and believing the weight gain was healthy were protective factors. The model for inadequate gestational weight gain showed knowledge of recommendations was a protective factor while believing gestational weight was healthy was a risk factor. Unhealthy gestational weight gain is common. Inadequate gain from women with healthy pre-pregnancy body mass index who believed their gain was healthy, was almost as common as excessive gestational weight gain. As shown by our predictive model beliefs regarding healthy gestational weight gain may act either as a protective factor, in the excessive gain model, or as a risk factor, in the inadequate gain model, depending on women´s pre-pregnancy body mass index and despite knowledge of the recommendations. Inadequate weight gain, and not only excessive gain, should be properly addressed during pregnancy. Healthy gestational weight gain should be approached by midwives with a combination of one-to-one and group antenatal care, where believes regarding healthy gestational weight gain should be addressed. Midwives should remain alert as we may be facing a new trend: increasing numbers of women presenting with inadequate gestational weight gain; with negative health implications for a healthy population. We recommend that midwives pay attention to women with a healthy pre-pregnancy Body Mass Index and who believe that their weight gain is correct because this profile frequently had an inadequate gestational weight gain