An eye-controlled version of the Kaufman Brief Intelligence Test 2 (KBIT-2) to assess cognitive functioning

Immersive robotic telepresence system to support a person with intellectual and motor disabilities perform a daily task: a case study

Purpose

In this proof-of-concept study, the authors assessed the feasibility of using a humanoid robot controlled remotely via an immersive telepresence system to support a person with intellectual and motor disabilities performing a daily task (i.e. setting a table for lunch).

Design/methodology/approach

The system involved a head-mounted display and two joysticks. A teleoperator was able to see through the video cameras of the robot and deliver the instructions verbally to the participant located in a different room. To assess the system, a baseline phase (A) was followed by an intervention (i.e. tele-operated support) phase (B) and a return to a baseline phase (A).

Findings

Data showed a marked increase in the average frequency of task steps correctly performed from baseline (M = 15%) to intervention (M = 93%). Accuracy reached 100% in the return to baseline.

Originality/value

These preliminary findings, along with qualitative feedback from users, suggest that an immersive telepresence system may be used to provide remote support to people with intellectual and motor disabilities.

The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education

There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and sociodemographic factors such as gender and country of residence influence retention of refugee students during online studies. The results indicate that sociodemographic factors (e.g., gender), cognitive factors (e.g., English proficiency), and external factors (e.g., country of residence) have a significant influence on study retention on refugee students.