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What is Educational Robotics

Chapter 11

Handbook of Research on Innovations in the Diagnosis and Treatment of Dementia

The use of programmable robot constructs in order to engage groups of students in playful collaborative problem solving activities.

Published in Chapter:

Robot Programming and Tangible Interfaces for Cognitive Training

Stavros Demetriadis (Aristotle University of Thessaloniki, Greece), Vaitsa Giannouli (Aristotle University of Thessaloniki, Greece), and Theodosios Sapounidis (Aristotle University of Thessaloniki, Greece)

Source Title: Handbook of Research on Innovations in the Diagnosis and Treatment of Dementia

DOI: 10.4018/978-1-4666-8234-4.ch011

Abstract

This chapter presents the conceptual framework, the research rationale and preliminary outcomes of an innovative research agenda that explores the use of tangible interface and robot programming tasks as a method for providing cognitive training to patients with memory dysfunctions. The main argument of this approach is that when programming tasks and relevant tangible systems are used for cognitive training they activate and practice users' logical-analytical and visuospatial skills, which may have beneficial impact on patients' cognitive performance in daily activities. The chapter also presents preliminary outcomes from a pilot study where eleven patients suffering from mild cognitive impairment participated in a robot programming training session using the PROTEAS prototype tangible interface. Results (both qualitative and quantitative) revealed a significant negative correlation between patients' “Task Completion Time” (TCT) and mental condition (as measured by MMSE index), indicating that TCT provides a measure directly related to patients' cognitive capacity for analysis and planning.