Gyöngyvér Molnár

Effects of exercise programs on balance in older women with age-related visual problems: A pilot study

AIM This study aimed to compare the effects of two exercise programs on balance and risk of falls in older women with age-related visual dysfunction. METHODS Participants living in a residential home were randomly allocated to Group I (n=21) receiving a progressive, tailored multimodal exercise program in addition to the standard osteoporosis exercise program or Group II (n=20) receiving the standard osteoporosis exercise program alone. At baseline, and after the 6-month exercise program outcomes were measured. RESULTS After the exercise program there was significant between-group difference in favor of the Group I in Timed Up and Go (TUG) test (p=0.001), but not in Berg Balance score (p=0.130), and Barthel Activity Index (p=0.662). In Group I the risk of falls reduced by 46%, but this result was not significant (RR=0.54, 95% CI 0.294-1.007). The mean length of event-free time was significantly longer in the Group I than in Group II (18.5 weeks, 95% CI 15.4-21.7 vs. 14.8 weeks, 95% CI 11.1-18.4; p=0.049). CONCLUSION If the current osteoporosis guideline is applied for older adults with low vision, it would be worthwhile putting more emphasis on the inclusion of patient-tailored strength and balance exercises to improve balance and potentially reduce the risk of falls.

Innovative Assessment Technologies in Educational Games Designed for Young Students

Our research has focused on developing an Online Diagnostic Assessment System (ODAS) for the first six grades of primary school. The main aims of the current phase of the ODAS project are (1) to establish a system for assessing the progress of students in several dimensions of cognitive development; (2) to explore the possibilities technology-based assessment offers for a better understanding of students’ cognition, especially reasoning of students with learning difficulties; and (3) to develop methods for compensating the diagnosed developmental deficiencies and for accelerating the development of some specific and general skills. Computer games are considered as one of the best means of interventions fostering the development of basic reasoning skills. The work that forms the empirical basis of this chapter can be characterized by four distinguishing features. (1) Designing games is driven by specific educational purposes. The activities of the games correspond to knowledge and skills identified in the assessment frameworks. (2) The games are designed for young children; therefore, they have to meet several specific requirements. (3) Innovative assessment technologies are explored by logging and analyzing metadata, such as keystrokes, mouse movement, head movement, and facial expressions (captured by web camera). (4) Assessment tools intend to monitor both cognitive (e.g., reasoning, speed carrying out operations) and affective (motivation, interest, boredom, fatigue) processes. The chapter summarizes the theoretical (cognitive psychological, educational and information technological) background of the ODAS project and reports the results of a pilot intervention with some general conclusions for further research.