“…The CCT APRENDO, designed to train WM and attentional control, found that children with lower scores in the pretest showed more significant improvements in the post-test [ 71 ]; this is consistent with other studies that affirm that cognitive training has better effects on children with deficits in their cognitive domains than in typically developing children [ 89 ]. This finding shows, on the one hand, that cognitive training will not raise the level of EFs above the child's developmental level, however, it will provide learning opportunities and stimulating experiences for children with deficits in their EFs.…”
Section: Resultssupporting
confidence: 80%
“…The programs investigated in healthy school-age children showed significant improvements in different cognitive domains (Fig. 5 ), in EF as a general construct [ 68 – 70 ], or in their specific sub-processes such as WM [ 66 , 71 – 79 ], inhibition [ 63 , 80 – 82 ], interference control [ 83 ], attention [ 71 , 84 – 86 ], fluid intelligence [ 75 ], decision making [ 85 ]. Fig.…”
This article presents a systematic review of studies on cognitive training programs based on artificial cognitive systems and digital technologies and their effect on executive functions. The aim has been to identify which populations have been studied, the characteristics of the implemented programs, the types of implemented cognitive systems and digital technologies, the evaluated executive functions, and the key findings of these studies. The review has been carried out following the PRISMA protocol; five databases have been selected from which 1889 records were extracted. The articles were filtered following established criteria, to give a final selection of 264 articles that have been used for the purposes of this study in the analysis phase. The findings showed that the most studied populations were school-age children and the elderly. The most studied executive functions were working memory and attentional processes, followed by inhibitory control and processing speed. Many programs were commercial, customizable, gamified, and based on classic tasks. Some more recent initiatives have begun to incorporate user-machine interfaces, robotics, and virtual reality, although studies on their effects remain scarce. The studies recognize multiple benefits of computerized neuropsychological stimulation and rehabilitation programs for executive functions in different age groups, but there is a lack of studies in specific population sectors and with more rigorous research designs.
Supplementary Information
The online version contains supplementary material available at 10.1007/s13369-022-07292-5.
“…The CCT APRENDO, designed to train WM and attentional control, found that children with lower scores in the pretest showed more significant improvements in the post-test [ 71 ]; this is consistent with other studies that affirm that cognitive training has better effects on children with deficits in their cognitive domains than in typically developing children [ 89 ]. This finding shows, on the one hand, that cognitive training will not raise the level of EFs above the child's developmental level, however, it will provide learning opportunities and stimulating experiences for children with deficits in their EFs.…”
Section: Resultssupporting
confidence: 80%
“…The programs investigated in healthy school-age children showed significant improvements in different cognitive domains (Fig. 5 ), in EF as a general construct [ 68 – 70 ], or in their specific sub-processes such as WM [ 66 , 71 – 79 ], inhibition [ 63 , 80 – 82 ], interference control [ 83 ], attention [ 71 , 84 – 86 ], fluid intelligence [ 75 ], decision making [ 85 ]. Fig.…”
This article presents a systematic review of studies on cognitive training programs based on artificial cognitive systems and digital technologies and their effect on executive functions. The aim has been to identify which populations have been studied, the characteristics of the implemented programs, the types of implemented cognitive systems and digital technologies, the evaluated executive functions, and the key findings of these studies. The review has been carried out following the PRISMA protocol; five databases have been selected from which 1889 records were extracted. The articles were filtered following established criteria, to give a final selection of 264 articles that have been used for the purposes of this study in the analysis phase. The findings showed that the most studied populations were school-age children and the elderly. The most studied executive functions were working memory and attentional processes, followed by inhibitory control and processing speed. Many programs were commercial, customizable, gamified, and based on classic tasks. Some more recent initiatives have begun to incorporate user-machine interfaces, robotics, and virtual reality, although studies on their effects remain scarce. The studies recognize multiple benefits of computerized neuropsychological stimulation and rehabilitation programs for executive functions in different age groups, but there is a lack of studies in specific population sectors and with more rigorous research designs.
Supplementary Information
The online version contains supplementary material available at 10.1007/s13369-022-07292-5.
“…Of the 53 studies included in the review, the majority originated from high‐income countries, most notably Western European countries (Bonneton‐Botté et al, 2020; Clarke & Abbott, 2016; Desoete & Praet, 2013; Di Lieto et al, 2017; Fernández‐Molina et al, 2015; Fikkers et al, 2019; Gremmen et al, 2016; Kiefer et al, 2015; Konok et al, 2021; Kosmas & Zaphiris, 2020; Mayer et al, 2020; Picard et al, 2014; Smeets & Bus, 2012; Teepe et al, 2017; Walter‐Laager et al, 2017), followed by the United States (Antrilli & Wang, 2018; Diehm et al, 2020; Haegele et al, 2011; O'Toole & Kannass, 2018; Parish‐Morris et al, 2013; Rogowsky et al, 2018; Russo‐Johnson et al, 2017; Schmitt et al, 2018; Schroeder & Kirkorian, 2016; Xu et al, 2021; Zhen, 2017; Zheng & Sun, 2021; Zimmermann et al, 2015), Australia (Axford et al, 2018; Barnett et al, 2012; Huber et al, 2018; McNeill et al, 2019, 2021; Neumann, 2014, 2016, 2018; Trost & Brookes, 2021), the United Kingdom (Bedford et al, 2016; Herodotou, 2018; Outhwaite et al, 2019; Portugal et al, 2021; Ross et al, 2016), Taiwan (Lin, 2019; Lin et al, 2017; Lin et al, 2020), and one study each from Canada (Courage et al, 2021), South Korea (Moon et al, 2019), and Israel (Elimelech & Aram, 2020). Only two studies were from middle‐income countries Brazil (Souto et al, 2020; Spinosa et al, 2020) and China (Hu et al, 2020; Liu et al, 2021).…”
Background
There is mixed evidence regarding the impact of interactive digital devices on child development. Tentatively some studies suggested that the use of digital devices may correlate negatively with language, executive function, and motor skills. However, attempts to amalgamate this evidence has been limited related to the available number of experimental and cohort studies that have evaluated the impact of digital technology use on child development. We conducted this review to determine the impact of interactive digital devices on child development among children aged 7 years or younger. Interactive technology has been defined as methods, tools, or devices that users interact with in order to achieve specific tasks.
Data source
To carry out this systematic review, databases CINAHL, MEDLINE, Embase, PsychINFO, Scopus and Google Scholar were searched for relevant studies.
Study selection
We used the Joanna Briggs Institute methodology for systematic reviews.
Data extraction
Data extraction and synthesis was carried out by two reviewers and checked by a third reviewer. Studies were stratified into tiers depending on the level of evidence provided and the domain of development assessed.
Results
Fifty‐three studies were eligible for inclusion in the review, 39 Tier 1 (randomized controlled trials and quasi‐experimental studies) and 16 Tier 2 (descriptive studies). Children's use of interactive digital technology was positively associated with receptive language and executive function and negatively associated or unrelated to motor proficiency. Other critical aspects informing the evidence, such as dose of exposure, intensity, or duration, were inconsistently reported, making estimates of exposure tentative and imprecise.
Conclusion
The studies included in this review were predominantly correlational or comparative in nature and focuses on cognitive domains of learning rather than a specific developmental outcome. It is difficult to generalize our findings beyond the digital devices or applications that have been evaluated by earlier studies. The contextual factors that may moderate the relationship require elaboration in future studies.
“…For instance, studies about medical emergency [14], cloud computing [15] and e-learning services [16] have highlighted the relevance of adopting the UX design and the associated touchpoint technique in the service design life cycle. Furthermore, a few practical works have dealt with user-service interaction and the UX perspective [17].…”
Section: Leveraging a Touchpoint Analysis In Sd Lifecyclementioning
User experiences have been the focal research issue in service design (SD), as it has various benefits. As it will be demonstrated in this paper, developing an efficient, yet usable crisis management service requires a deep understanding of the experience (UX) of all stakeholders involved in the crisis. While many SD studies have proposed different principles, practices and tools, there is a lack of a practical comprehensive design framework that empowers designers to integrate effectively UX in the SD lifecycle. In this paper the authors propose a methodological framework called UXD-IS (User eXperience Design of Interactions and Services) that combines UX characterization and touchpoints analysis. The framework has been validated through a case study related to flooding crisis management. The investigations reveal that the framework is a powerful support tool during the first phases of the development of a new service or the improvement of an existing one.Interaction Science
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