JIS Z 8530 Human-Centred Design for Interactive Systems

As an emerging artificial intelligence system, social robot could socially communicate and interact with human beings. Although this area is attracting more and more attention, limited research has tried to systematically summarize potential features that could improve facial anthropomorphic trustworthiness for social robot. Based on the literature from human facial perception, product, and robot face evaluation, this paper systematically reviews, evaluates, and summarizes static facial features, dynamic features, their combinations, and related emotional expressions, shedding light on further exploration of facial anthropomorphic trustworthiness for social robot design.

https://www.mdpi.com/1424-8220/20/18/5087/pdf

Trust in AI Agent: A Systematic Review of Facial Anthropomorphic Trustworthiness for Social Robot Design.

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

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

The research work is focused on people with Down syndrome since it is the most common genetic disorder worldwide, also, these people have cognitive and visual-motor disabilities, however, the Peruvian state does not use even 1% of the budget allocated to the educational sector of these people, so, by not receiving the education they can not develop their skills. Therefore, a prototype of a mobile application was designed for the learning of people with Down syndrome through interactive games, implementing the Scrum methodology for the development of the application prototype, using the Troncoso method for the teaching of reading and writing, but the teaching of visual-motor coordination was added to the method and concerning the design of the prototype, the Balsamiq tool was used because it was the most appropriate. And so the objective of developing the prototype of the application was achieved. Having as a result that people with Down syndrome can read or write basic words and differentiate the hemispheres of their body, through the unlimited attempts of the exercises, in each level or type of learning. In this way, with the teachings received, these people will have a better quality of life, being able to integrate into society, and be more independent when performing daily activities.

/pdf/design-of-a-mobile-application-for-the-learning-of-people-4bc2kp5d97.pdf

Design of a Mobile Application for the Learning of People with Down Syndrome through Interactive Games

Down syndrome causes a reduction in cognitive abilities, with visual-motor skills being particularly affected. In this work, we have focused on this skill in order to stimulate better learning. The proposal relies on stimulating the cognitive visual-motor skills of individuals with Down Syndrome (DS) using exercises with a gestural interaction platform based on the KINECT sensor named TANGO:H, the goal being to improve them. To validate the proposal, an experimental single-case study method was designed using two groups: a control group and an experimental one, with similar cognitive ages. Didactic exercises were provided to the experimental group using visual cognitive stimulation. These exercises were created on the TANGO:H Designer, a platform that was designed for gestural interaction using the KINECT sensor. As a result, TANGO:H allows for visual-motor cognitive stimulation through the movement of hands, arms, feet and head. The “Illinois Test of Psycholinguistic Abilities (ITPA)” was applied to both groups as a pre-test and post-test in its four reference sections: visual comprehension, visual-motor sequential memory, visual association, and visual integration. Two checks were made, one using the longitudinal comparison of the pre-test/post-test of the experimental group, and another that relied on comparing the difference of the means of the pre-test/post-test. We also used an observational methodology for the working sessions from the experimental group. Although the statistical results do not show significant differences between the two groups, the results of the observations exhibited an improvement in visual-motor cognitive skills.

https://www.mdpi.com/1424-8220/19/18/3984/pdf

Improving Cognitive Visual-Motor Abilities in Individuals with Down Syndrome.

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Improving Cognitive Visual-Motor Abilities in Individuals with Down Syndrome.