Serious Games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders

Handwriting is a determining factor for academic success and autonomy for all children. Making knowledge accessible to all is a challenge in the context of inclusive education. Given the neurodevelopmental diversity within a classroom of children, ensuring that the handwriting of all pupils progresses is very demanding for education professionals. The development of tools that can take into account the variability of the profiles and learning abilities of children with handwriting difficulties offers a new potential for the development of specific and adapted remediation strategies. This narrative review aims to present and discuss the challenges of handwriting learning and the opportunities offered by new technologies involving AI for school and health professionals to successfully improve the handwriting skills of all children.

/pdf/teaching-and-rehabilitation-of-handwriting-for-children-in-27rw82ux.pdf

Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges

El síndrome de Down es una enfermedad genética que afecta a una de cada 700 a 800 personas en todo el mundo. Es la causa más común de discapacidad intelectual genética en niños. Se calcula que alrededor del 80% de los niños con síndrome de Down tienen una discapacidad intelectual de leve a moderada, mientras que el resto presenta una discapacidad intelectual más grave. Sin embargo, muchos niños pueden llevar una vida plena y satisfactoria con los cuidados adecuados. Por ello, esta investigación se centrará en el tratamiento alternativo del aprendizaje de las matemáticas para atraer la atención de este grupo específico de niños. Los entornos digitales ofrecen oportunidades de aprendizaje interactivo y adaptativo, lo que permite adaptar la enseñanza a las necesidades individuales de los niños con síndrome de Down. Esta investigación pretende proporcionar a los niños mayores oportunidades y mejorar su experiencia educativa utilizando los entornos digitales como herramientas de apoyo para aumentar su motivación y centrarse en el proceso de aprendizaje de las matemáticas, en beneficio de los niños.

https://ciencialatina.org/index.php/cienciala/article/download/7467/11287

Tratamiento Alternativo en el Aprendizaje de Matemáticas con Entornos Digitales Basados en Realidad Aumentada para Niños con Síndrome de Down

Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices

Background: Young people with intellectual developmental disabilities have a persistent delay in the development of executive functions. Virtual reality (VR) is increasingly being used as a cognitive intervention tool, with significant effectiveness demonstrated in different types of populations. Methods: This pilot study aims to investigate the impact of a cognitive training program utilizing VR on young adults diagnosed with intellectual developmental disability (IDD). The participants (N=15) served as their own control group and were assessed three times: weeks 0, 8 and 16, with a rest period (0-8 weeks) and an intervention period (8-16 weeks). The assessments included measures of cognitive function, provided by E-Prime&amp;reg;. Results: Overall, an improvement in working memory and inhibitory control was found after the intervention, but not in sustained attention. Conclusions: These findings suggest that VR-based cognitive training holds promise as an effective intervention for enhancing cognitive abilities in young adults with intellectual developmental disability. 

Impact of VR-Based Cognitive Training on Working Memory and Inhibitory Control in IDD Young Adults

Individuals with Down syndrome (DS) have numerous comorbidities due to trisomy 21. However, virtual reality-based therapy (VRT) has been used nowadays as a learning and visual motor tool in order to facilitate the development and learning process of this group. The aim of this article was to carry out an integrative review of the literature on the use of virtual and computational technologies in the stimulation of children with DS. A search was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) through single key words or their combinations using AND or OR operators: “Down syndrome” AND (“development” OR “cognition” OR “visomotor” OR “digital game” OR “virtual reality”). Eventually, 18 articles were included in our review. The games used in the research were able to stimulate, through the visual field, global motor skills, balance, body scheme and spatial organization, in addition to the learning of mathematical concepts, in order to directly influence the autonomous life activities, language skills, social skills and educational aspects of people with DS. Electronic games contribute to the teaching-learning relationship and stimulate neuropsychomotor and cognitive functions and development in children with DS.

/pdf/the-use-of-virtual-and-computational-technologies-in-the-1v3njppf.pdf

The Use of Virtual and Computational Technologies in the Psychomotor and Cognitive Development of Children with Down Syndrome: A Systematic Literature Review

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The Use of Virtual and Computational Technologies in the Psychomotor and Cognitive Development of Children with Down Syndrome: A Systematic Literature Review