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The purpose of this paper is to test the efficacy of an interactive verbal prompting technology (Guide) on supporting the morning routine. Data have already established the efficacy of such prompting during procedural tasks, but the efficacy of such prompting in tasks with procedural and motivational elements remains unexamined. Such tasks, such as getting out of bed in the morning and engaging in personal care, are often the focus of rehabilitation goals.

A single‐n study with a male (age 61) who had severe cognitive impairment and was having trouble completing the morning routine. An A−B−A′−B′−A″−B″ design was used, with the intervention phase occurring both in an in‐patient unit (B, B′) and in the participant's own home (B″).

Interactive verbal prompting technology (Guide) significantly reduced support worker prompting and number of errors in the in‐patient setting and in the participant's own home.

The results suggest that interactive verbal prompting can be used to support motivational tasks such as getting out of bed and the morning routine. This study used a single subject experimental design and the results need to be confirmed in a larger sample.

This is the first report of use of interactive verbal prompting technology to support rehabilitation of a motivational task. It is also the first study to evaluate Guide in a domestic context.

A variety of brain pathologies can result in difficulties performing complex behavioural sequences. Assistive technology for cognition (ATC) attempts support of complex sequences with the aim of reducing disability. Traditional ATCs are cognitively demanding to use and thus have had poor uptake. A more intuitive interface may allow ATCs to reach their potential. Insights from psychological science may be useful to technologists in this area. We propose that an auditory‐verbal interface is more intuitive than a visual interface and reduces cognitive demands on users. Two experiments demonstrate a novel ATC, the General User Interface for Disorders of Execution (GUIDE). GUIDE is novel because it simulates normal conversational prompting to support task performance. GUIDE provides verbal prompts and questions and voice recognition allows the user to interact with the GUIDE. Research with non‐cognitively impaired participants and a single participant experiment involving a person with vascular dementia provide support for using interactive auditory‐verbal interfaces. Suggestions for the future development of auditory‐verbal interfaces are discussed.

The purpose of this paper is to review studies that evaluated technology-based prompting systems for supporting participants with dementia or acquired cognitive impairment in their performance of multistep daily tasks.

A scoping review was conducted to identify eligible studies through a search of four electronic databases, that is, PubMed, PsycINFO, Web of Science and Institute of Electrical and Electronics Engineers.

The search, which covered the 2010–2020 period, led to the identification of 1,311 articles, 30 of which were included in the review. These articles evaluated six different types of prompting systems: context-aware, automatic computer prompting, context-aware, mediated computer prompting, teleoperated robot prompting, self-operated augmented reality prompting, self-operated computer or tablet prompting and time-based (preset) computer, tablet or smartphone prompting.

Technology-aided prompting to help people with dementia or acquired cognitive impairment perform relevant multistep daily tasks is considered increasingly important. This review provides a picture of the different prompting options available and of their level of readiness for application in daily contexts.

In this chapter, we address the question if and how modern technology can be used to design questionnaires, diaries, web sites, and experiments to improve the validity of reliability of active data collection instruments. In particular, it discusses the history of computer-assisted activity diary data, reenactment sessions, stated preference methods, and interactive computer experiments with a special focus on the design of these instruments in terms of respondent support and user interfaces. Empirical evidence and experience suggests that although fascinating instruments may increase respondent motivation and involvement and therefore improve the reliability of the measurements, there is also the danger that respondents' answers are influenced by features of the electronic instrument that are not essential, reducing validity and reliability.

The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.

This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe® Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.

Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.

As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

This study aims to advance the proposal to use immersive virtual learning environments to stimulate and reveal deep-seated knowledge about science, giving instructors and researchers unique possibilities for assessing and identifying intuitive physical science knowledge. Aside from the ability to present rich and dynamic stimuli, these environments afford bodily enactment of people’s understanding, which draws less from declarative knowledge stores and more from everyday experiences with the physical world.

The authors ground their proposal in a critical review of the impact of stimulus and task characteristics of traditional physics inventories. Using a grounded theory approach, the authors present classifications and interpretations of observed bodily enactments of physics understandings in a study where participants enacted their understanding of force and motion of space in an immersive, interactive mixed reality (MR) environment.

The authors find that instances of these action categories can be interpreted as relating to underlying knowledge, often identified by other studies. The authors thus replicate a number of prior findings, which provide evidence to establish validation for using MR simulation as a tool for identifying people’s physical intuitions.

This study targeted only a few specific physical science scenarios. Further, while a number of key insights about student knowledge came from the analysis, many of the observations are mere leads in need of further investigation and interpretation rather than core findings.

Immersive digital learning environments are primarily used for instruction. The authors propose to use and design them for assessment as well. This paper should prompt more research and development in this direction.

The purpose of this paper is to assess the empirical support for the use of assistive technology in the care of people with dementia as an intervention to improve independence, safety, communication, wellbeing and carer support.

A total of 232 papers were identified as potentially relevant. Inclusion criteria were: studies published between 1995 and 2011, incorporated a control group, pre-test-post-test, cross sectional or survey design, type of interventions and types of participants. The 41 papers that met criteria were subjected to an assessment of their validity using the model provided by Forbes. Following the assessment seven papers were considered as strong, ten moderate and 24 weak. The review is presented around the following topics: independence, prompts and reminders; safety and security; leisure and lifestyle, communication and telehealth; and therapeutic interventions.

The literature exploring the use of assistive technologies for increasing independence and compensating for memory problems illustrate the problems of moving from the laboratory to real life. The studies are usually limited by very small samples, high drop-out rates, very basic statistical analyses and lack of adjustment for multiple comparisons and poor performance of the technology itself.

Research to date has been unable to establish a positive difference to the lives of people with dementia by the general use of the assistive technology reviewed here.