The dysgraphic disorder is usually underestimated and belatedly diagnosed. The need of prevention and early intervention focused on prewriting exercises emerges from the literature. We explore exergames to supply this need, together with an adequate assessment module of the training results. The exergames were designed in collaboration with clinicians and were tested on 16 kindergarten children. The movement data collected have allowed to provide some preliminary indexes of evaluation, that have shown to be consistent with the qualitative evaluation of the teachers. The use of the mobile application as a school exercise obtained positive feedback.

Assessment of Exergames as Treatment and Prevention of Dysgraphia / N.A. Borghese, C. Palmiotto, J. Essenziale, R. Mainetti, E. Granocchio, B. Molteni, D. Sarti, T. Guasti, N. Stucchi, A. Pedrocchi, S. Ferrante (BIOSYSTEMS & BIOROBOTICS). - In: Converging Clinical and Engineering Research on Neurorehabilitation II / [a cura di] J. Ibáñez, J. González-Vargas, J.M. Azorín, M. Akay, J.L. Pons. - [s.l] : Springer International Publishing, 2016 Oct 13. - ISBN 9783319466682. - pp. 431-436 (( Intervento presentato al 3. convegno Conference on NeuroRehabilitation tenutosi a Segovia nel 2016 [10.1007/978-3-319-46669-9_72].

Assessment of Exergames as Treatment and Prevention of Dysgraphia

N.A. Borghese;J. Essenziale;R. Mainetti;
2016-10-13

Abstract

The dysgraphic disorder is usually underestimated and belatedly diagnosed. The need of prevention and early intervention focused on prewriting exercises emerges from the literature. We explore exergames to supply this need, together with an adequate assessment module of the training results. The exergames were designed in collaboration with clinicians and were tested on 16 kindergarten children. The movement data collected have allowed to provide some preliminary indexes of evaluation, that have shown to be consistent with the qualitative evaluation of the teachers. The use of the mobile application as a school exercise obtained positive feedback.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/473674
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