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"Intelligent tutoring effects on induced emotions and cognitive load of learning-disabled learners".Disability and Rehabilitation.... May 2024This study addresses the learning requirements of learners with learning difficulties by monitoring their learning experience in an Intelligent Tutoring System....
PURPOSE
This study addresses the learning requirements of learners with learning difficulties by monitoring their learning experience in an Intelligent Tutoring System. Intelligent Tutoring Systems were developed to enrich the teaching-learning process.
MATERIALS AND METHODS
In the present work, the interface is designed and developed utilizing the potential of Artificial Intelligence to meet their individual needs. Designing an online learning platform for a learners with learning difficulties requires consideration of their learning problems and preferences. The interface was developed focusing on all the requirements of the LD learners. The objective of the present study is to monitor the learning experience in the form of induced emotions and cognitive load of the learners to determine the impact of learning.
RESULTS
83 learners were observed during various stage of learning. The results obtained through the Support Vector machine (SVM) classification technique showed the positive attitude towards intelligent tutoring. The analysis revealed that a total of 0.23% of learners were positively induced. Their learning experience was positive and effective. The cognition load on learners was minimum with single-mode instruction and least disturbed.
CONCLUSIONS
The system was improved based on preference feedback on design features. This helps in improving content design and creating device independent and responsive visual design. The fatigue effect analysis on cognitive load implied that multiple modes of instruction increased drowsiness. Single mode of instruction have a positive impact on the learning process and it reduces the cognitive load of the learners.Implications for RehabilitationThe user interface designed and developed for learners with Dyslexia, Dysgraphia and Dyscalculia has learning disabled-friendly features. These can be used to create a device-independent and responsive design.Learning experience is monitored along with the impact on cognitive load of the learners.The research helps in understanding the stimulation and response of learners with learning disability for different learning conditions.Most existing learning systems are limited to non-learning-disabled learners. The ITS developed during research presents a Universal learning design helpful for all learners with and without learning disability.
PubMed: 38808670
DOI: 10.1080/17483107.2024.2357685 -
NPJ Science of Learning May 2024Developmental dyslexia (DD) is defined as difficulties in learning to read even with normal intelligence and adequate educational guidance. Deficits in implicit sequence...
Developmental dyslexia (DD) is defined as difficulties in learning to read even with normal intelligence and adequate educational guidance. Deficits in implicit sequence learning (ISL) abilities have been reported in children with DD. We investigated brain plasticity in a group of 17 children with DD, compared with 18 typically developing (TD) children, after two sessions of training on a serial reaction time (SRT) task with a 24-h interval. Our outcome measures for the task were: a sequence-specific implicit learning measure (ISL), entailing implicit recognition and learning of sequential associations; and a general visuomotor skill learning measure (GSL). Gray matter volume (GMV) increased, and white matter volume (WMV) decreased from day 1 to day 2 in cerebellar areas regardless of group. A moderating effect of group was found on the correlation between WMV underlying the left precentral gyrus at day 2 and the change in ISL performance, suggesting the use of different underlying learning mechanisms in DD and TD children during the ISL task. Moreover, DD had larger WMV in the posterior thalamic radiation compared with TD, supporting previous reports of atypical development of this structure in DD. Further studies with larger sample sizes are warranted to validate these results.
PubMed: 38802367
DOI: 10.1038/s41539-024-00250-w -
Brain Sciences Apr 2024Handwriting difficulty is a defining feature of Chinese developmental dyslexia (DD) due to the complex structure and dense information contained within compound...
Handwriting difficulty is a defining feature of Chinese developmental dyslexia (DD) due to the complex structure and dense information contained within compound characters. Despite previous attempts to use deep neural network models to extract handwriting features, the temporal property of writing characters in sequential order during dictation tasks has been neglected. By combining transfer learning of convolutional neural network (CNN) and positional encoding with the temporal-sequential encoding of long short-term memory (LSTM) and attention mechanism, we trained and tested the model with handwriting images of 100,000 Chinese characters from 1064 children in Grades 2-6 (DD = 483; Typically Developing [TD] = 581). Using handwriting features only, the best model reached 83.2% accuracy, 79.2% sensitivity, 86.4% specificity, and 91.2% AUC. With grade information, the best model achieved 85.0% classification accuracy, 83.3% sensitivity, 86.4% specificity, and 89.7% AUC. These findings suggest the potential of utilizing machine learning technology to identify children at risk for dyslexia at an early age.
PubMed: 38790423
DOI: 10.3390/brainsci14050444 -
Bioengineering (Basel, Switzerland) May 2024The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult...
The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150-260 ms), lexical (280-700 ms), and post-lexical stage of processing (750-1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere's pre-lexical time window (160-200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere's post-lexical time window (900-1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.
PubMed: 38790326
DOI: 10.3390/bioengineering11050459 -
Singapore Medical Journal May 2024
PubMed: 38779927
DOI: 10.4103/singaporemedj.SMJ-2022-111 -
Multisensory Research May 2024Auditory speech can be difficult to understand but seeing the articulatory movements of a speaker can drastically improve spoken-word recognition and, on the...
Auditory speech can be difficult to understand but seeing the articulatory movements of a speaker can drastically improve spoken-word recognition and, on the longer-term, it helps listeners to adapt to acoustically distorted speech. Given that individuals with developmental dyslexia (DD) have sometimes been reported to rely less on lip-read speech than typical readers, we examined lip-read-driven adaptation to distorted speech in a group of adults with DD ( N = 29) and a comparison group of typical readers ( N = 29). Participants were presented with acoustically distorted Dutch words (six-channel noise-vocoded speech, NVS) in audiovisual training blocks (where the speaker could be seen) interspersed with audio-only test blocks. Results showed that words were more accurately recognized if the speaker could be seen (a lip-read advantage), and that performance steadily improved across subsequent auditory-only test blocks (adaptation). There were no group differences, suggesting that perceptual adaptation to disrupted spoken words is comparable for dyslexic and typical readers. These data open up a research avenue to investigate the degree to which lip-read-driven speech adaptation generalizes across different types of auditory degradation, and across dyslexic readers with decoding versus comprehension difficulties.
Topics: Humans; Speech Perception; Male; Female; Dyslexia; Adult; Lipreading; Young Adult; Reading; Adaptation, Physiological; Noise; Acoustic Stimulation
PubMed: 38777333
DOI: 10.1163/22134808-bja10125 -
Disability and Rehabilitation.... May 2024Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows...
Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study's intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate.
PubMed: 38776244
DOI: 10.1080/17483107.2024.2351488 -
Zhonghua Er Ke Za Zhi = Chinese Journal... Jun 2024To explore the optimization of the standardized assessment tool for clinical diagnosis of Chinese developmental dyslexia (DD). A cross-sectional study was conducted...
To explore the optimization of the standardized assessment tool for clinical diagnosis of Chinese developmental dyslexia (DD). A cross-sectional study was conducted from May to December 2023, in which 130 primary school children in grades 1 to 3 with clinical signs of literacy lag and positive screening results on the screening scales were recruited from the outpatient clinic of Child Health Care Medical Division, Shanghai Children's Hospital, Shanghai Jiao Tong University School of Medicine. Chinese dyslexia screening behavior checklist for primary students (CDSBC) was used as the screening scales, and supplemented by dyslexia checklist for Chinese children. Referring to the standard procedure of the"expert advice on diagnosis and intervention of Chinese developmental dyslexia", the developmental dyslexia scale for standard mandarin (DDSSM) was used to evaluate the children's literacy-related cognitive abilities and conduct the diagnostic assessment, and divided the children into learning backward group and the DD group. The -test and test were used to compare the differences in the distribution of intelligence, literacy and attention deficit hyperactivity disorder between the two groups. Spearman's correlation was used to analyze the correlation between the scores for each cognitive ability in the DDSSM and the CDSBC. Of the 130 children, 90 were male, aged (8.3±1.0) years; 40 were female, aged (8.1±0.9) years. A final diagnosis of DD was made in 59 cases, of which 41 were males. There was no statistically significant difference in operational intelligence quotient (101±15 100±15, =0.53, >0.05) and statistically significant difference in literacy of DDSSM (32±5 21±4, =11.56, <0.001) between the learning backward group and the DD group. Eighteen cases (25.4%) of the learning backward group were children with attention deficit subtype attention deficit hyperactivity disorder (ADHD-I), and 16 cases (27.1%) in DD group, the difference in incidence between the two groups was not statistically significant (=0.05, >0.05). There were correlations between the DDSSM (for oral vocabulary, morphological awareness and orthographic awareness) and the CDSBC total score (=-0.42, -0.32, -0.35, all <0.01), but the correlations for visuospatial perception and rapid automatized naming with CDSBC total score were not statistically significant (=-0.09 and -0.20,both >0.05). For literacy-related cognitive abilities, screening scales CDSBC are not sufficiently useful for assessment, so the introduction of standardized assessment tools DDSSM is an optimization of the clinical diagnosis of Chinese DD, which is crucial for achieving accurate diagnosis and intervention.
Topics: Child; Female; Humans; Male; Attention Deficit Disorder with Hyperactivity; China; Cognition; Cross-Sectional Studies; Dyslexia; East Asian People; Intelligence; Literacy; Mass Screening; Reading; Students
PubMed: 38763877
DOI: 10.3760/cma.j.cn112140-20240221-00114 -
Progress in Retinal and Eye Research Jul 2024Objective assessment of the visual system can be performed electrophysiologically using the visual evoked potential (VEP). In many clinical circumstances, this is... (Review)
Review
Objective assessment of the visual system can be performed electrophysiologically using the visual evoked potential (VEP). In many clinical circumstances, this is performed using high contrast achromatic patterns or diffuse flash stimuli. These methods are clinically valuable but they may only assess a subset of possible physiological circuitries within the visual system, particularly those involved in achromatic (luminance) processing. The use of chromatic VEPs (cVEPs) in addition to standard VEPs can inform us of the function or dysfunction of chromatic pathways. The chromatic VEP has been well studied in human health and disease. Yet, to date our knowledge of their underlying mechanisms and applications remains limited. This likely reflects a heterogeneity in the methodology, analysis and conclusions of different works, which leads to ambiguity in their clinical use. This review sought to identify the primary methodologies employed for recording cVEPs. Furthermore cVEP maturation and application in understanding the function of the chromatic system under healthy and diseased conditions are reviewed. We first briefly describe the physiology of normal colour vision, before describing the methodologies and historical developments which have led to our understanding of cVEPs. We thereafter describe the expected maturation of the cVEP, followed by reviewing their application in several disorders: congenital colour vision deficiencies, retinal disease, glaucoma, optic nerve and neurological disorders, diabetes, amblyopia and dyslexia. We finalise the review with recommendations for testing and future directions.
Topics: Humans; Evoked Potentials, Visual; Color Vision Defects; Color Vision; Color Perception
PubMed: 38761874
DOI: 10.1016/j.preteyeres.2024.101272 -
Journal, Physical Therapy Education Jun 2024The purpose of this study was to explore the perceptions of physical therapists (PTs) regarding the importance of financial resource management (FRM) knowledge, skills,...
INTRODUCTION
The purpose of this study was to explore the perceptions of physical therapists (PTs) regarding the importance of financial resource management (FRM) knowledge, skills, and attitudes (KSAs) for entry-level practice and investigate the roles of PT education programs (PTEPs), clinical education experiences (CEEs), and employers in addressing these KSAs.
REVIEW OF LITERATURE
FRM KSAs have been identified as components of professionalism and leadership and, as such, are a required element in student PTs (SPTs) educational preparation.
SUBJECTS
A purposive sampling of convenience strategy was employed by requesting a free mailing list for Ohio-licensed PTs.
METHODS
An online survey was developed based on PT Clinical Performance Instrument Criterion #17, "Patient Management: Financial Resources," as this tool is frequently used to endorse entry-level status of SPTs. Potential participants were solicited through email. Mixed methodology was used to analyze survey results.
RESULTS
The survey was completed by 266 PTs. FRM KSAs in legal and regulatory compliance were perceived as most important, followed by coding and billing. Forty-eight percent of participants indicated that FRM KSAs were "less important" (n = 111) or "considerably less important" (n = 17) than clinical care skills, whereas 39.8% (n = 106) believed that these skills are of the same level of importance. Ten themes were derived from qualitative responses regarding the FRM content that should be provided by PTEPs. Participants indicated that the role of PTEPs was to provide an introduction and foundation to FRM, whereas CEEs should facilitate intentional exposure and opportunities to apply FRM KSAs with supervision. Employers were expected to provide education regarding clinic-specific operations and reimbursement considerations, as well as mentorship that included reviewing complex billing for accuracy, offering guidance for improving time management skills, and discussing fiscal responsibilities to both the employer and patient.
DISCUSSION AND CONCLUSION
This information may guide PTEPs and clinical personnel in providing focused meaningful instruction regarding FRM aspects of PT practice to SPTs and entry-level clinicians.
Topics: Humans; Ohio; Physical Therapists; Surveys and Questionnaires; Male; Health Knowledge, Attitudes, Practice; Female; Clinical Competence; Adult; Financial Management; Middle Aged; Attitude of Health Personnel
PubMed: 38758180
DOI: 10.1097/JTE.0000000000000306