Introduction: Digital assistive technologies (e.g., applications, wearables, and robots) have emerged as promising tools for managing various aspects of daily life, such as basic assistance, encompassing social interaction, memory support, leisure activities, location tracking and health monitoring. In order to understand how these technologies can be utilized for people living with dementia, their impacts must first be reviewed. Currently, there is limited literature available on the topic, usually only focusing on a particular kind of digital assistive technology. Therefore, this paper presents a protocol for a scoping review that aims to provide a general overview of the impact digital assistive technologies can have on the quality of life for people living with dementia. Methods and analysis: We will follow the scoping review framework proposed by Arksey and O'Malley. A comprehensive search will be performed to identify original research articles or clinical trials published between 2013 and 2023 across online databases. The review will encompass both qualitative and quantitative themes derived from the literature. Relevant studies will be identified through a comprehensive search using specific search terms related to the population (people with dementia), intervention (digital assistive technologies), and outcome (quality of life). The screening of titles, abstracts, and full texts will be performed to select eligible studies based on predetermined inclusion and exclusion criteria. Data will be extracted using a standardized form, and the findings will be synthesized and reported qualitatively and quantitatively. Ethics and dissemination: Ethical approval is not required because this study is a scoping review based on published data. We intend to publish our findings in a peer-reviewed journal. OSF Registration https://osf.io/zcnx8/
In den letzten etwa zwanzig Jahren gab es schweizweit verschiedene Initiativen zur Förderung der MINT-Bildung, welche auch den beteiligten Fachdidaktiken zugutekamen. Im Rahmen verschiedener Programme wurde dabei auf die Kooperation zwischen naturwissenschaftlich-technischen und Pädagogischen Hochschulen gesetzt. In diesem Beitrag wird zunächst geklärt, was unter MINT und insbesondere unter Allgemeiner Technischer Bildung verstanden wird, bevor einige der Schweizer Programme im Bereich MINT sowie die Ergebnisse einer Untersuchung der hochschultypenübergreifenden Kooperation im Rahmen eines solchen Programms vorgestellt werden. Abschließend wird das Potenzial dieser Initiativen zur MINT-Bildung diskutiert.
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