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1. CARETAKVR: A Virtual Reality Environment to Train Alzheimer's Caregivers

   Fredericks, Erik M. Kerns (January 2019, Proceedings of the 2019 American Society for Engineering Education North Central Section Conference)

   The number of patients diagnosed with Alzheimer's disease is significantly increasing, given the boom in the aging population (i.e., 65 years and older). There exist approximately 5.5 million people in the United States that have been diagnosed with Alzheimer's, and as a result friends and family often need to provide care and support (estimated at 15 million people to the cost of $1.1 trillion). Common symptoms of Alzheimer's disease include memory loss, drastic behavioral change, depression, and loss in cognitive and/or spatial abilities. To support the growing need for caregivers, this project developed a prototype virtual reality (VR) environment for enabling caregivers to experience typical scenarios, as well as common strategies for managing each scenario, that they may experience when providing care and support, thereby providing. For instance, a patient may turn on a gas stove and then leave, forgetting that the stove is on. The caregiver then would be required to turn the stove off, to minimize any potential dangers. The prototype environment, CARETAKVR, was developed as an undergraduate research project for learning the process of research as well as the Unity programming environment and VR. The prototype provides a gamified training tool, masking scenarios as objectives and success with a score, to enable the potential caregiver to feel rewarded for correctly supporting the patient. The virtual patient is controlled via artificial intelligence and follows an initial set of guidelines to behave as a patient with early-stage Alzheimer's may behave. The caregiver is provided with a set of tasks to perform, in VR space, to achieve their goals for each scenario. Common tasks include Check Refrigerator, Check Stove, and Comfort Patient. This project has been demonstrated to colleagues in the health care domain and has seeded future collaborations to iterate the capabilities of this tool. All project artifacts have been open-sourced and are available online. 

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2. Caregivers’ roles in supporting children’s engagement in engineering activities at home

   Paul, K.; Penney, L.; Maltese, A. V.; Simpson, A.; Kim, J. (January 2023, American Society for Engineering Education)

   We began this project with three goals: (1) engage families in engineering activities, (2) increase the awareness of kids and caregivers as to what engineering is, and (3) increase children’ interest in engineering. We focused on caregivers and home environments because of the important role that at-home experiences with STEM play in triggering interest for many individuals who enter STEM professions. We created and distributed four different kits to families interested in engaging in STEM activities at home. Each kit included a challenge around engineering-related content (e.g., circuits, construction) and contained activity instructions (child) and a facilitation guide (caregivers). However, few instructions were given to caregivers about the expectations of their role while engaging with their children. This paper reports on the findings from family engagement in the Watercolor Bot kit. We sought to explore the roles enacted and behaviors utilized by caregivers as they supported their children during the activity. Our findings add to the conversation about how to define and conceptualize caregiver roles and how the home context/setting influences the types of supports caregivers provide. In contrast to emerging work on caregiver support, we argue that it may be more fruitful to think about the types of support (physical, verbal, content, and managerial) offered rather than defining specific roles (e.g., collaborator, project manager, etc.). We provide implications for designing kits and activities to include specific support for caregivers beyond simply providing project-specific instructions that address caregivers’ needs. 

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3. Monitoring the Mental State of Cooperativeness for Guiding an Elderly Person in Sit-to-Stand Assistance

   https://doi.org/10.1109/ICRA46639.2022.9812422  

   Bell, John; Harry Asada, H. (May 2022, 2022 IEEE International conference on robotics and automation)

   In providing physical assistance to elderly people, ensuring cooperative behavior from the elderly persons is a critical requirement. In sit-to-stand assistance, for example, an older adult must lean forward, so that the body mass can shift towards the feet before a caregiver starts lifting the body. An experienced caregiver guides the older adult through verbal communications and physical interactions, so that the older adult may be cooperative throughout the process. This guidance is of paramount importance and is a major challenge in introducing a robotic aid to the eldercare environment. The wide-scope goal of the current work is to develop an in-telligent eldercare robot that can a) monitor the mental state of an older adult, and b) guide the older adult through an assisting procedure so that he/she can be cooperative in being assisted. The current work presents a basic modeling framework for describing a human's physical behaviors reflecting an internal mental state, and an algorithm for estimating the mental state through interactive observations. The sit-to-stand assistance problem is considered for the initial study. A simple Kalman Filter is constructed for estimating the level of cooperativeness in response to applied cues, with a thresholding scheme being used to make judgments on the cooperativeness state. 

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4. Parental perspectives: Examining caregiver experiences and perceptions of growth and learning within an out-of-school elementary engineering program

   Knox, Peter; Paul, Kelli; Kim, Jungsun; Yang, Jing; Werfelli, Sawsan; Simpson, Amber; Maltese, Adam V. (July 2022, Zone 1 Conference of the American Society for Engineering Education)

   Caregivers are critical to children’s academic and social growth and development. As an adult who provides direct care and support, caregivers play a large role in what concepts and experiences children are exposed to, engage with, and pursue. A growing body of research has highlighted how caregiver influence manifests within out-of-school contexts, yet less is known about the impact of out-of-school learning and engagement from the perspectives of caregivers themselves. This study explored experiences and shifts in caregiver perceptions of shifts within themselves and their children through participation in an out-of-school home-based engineering program. Data were derived from post-program interviews with over 20 participating caregivers from three years of the program. Results illuminate various experiences and shifts in caregiver self-perception and understanding of their children’s learning and development. Specifically, these shifts included enhanced self-reflection and introspection, positive shifts in caregiver interactions with children, and observed increases in self-efficacy and complex thinking within children. Findings contribute to a growing body of knowledge of family engagement and the distinct perspective that caregivers can provide on children’s learning. Further, shifts in caregiver self-concept and self-efficacy in engaging in engineering content make a unique contribution and provide insights into ways that caregiver engagement in out-of-school learning might be adapted to incorporate more accessible learning opportunities, especially those that occur in the home. 

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5. At-home engineering: Caregivers’ support during problem-solving.

   Penney, L. (November 2023, Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023)

   Blikstein, P. (Ed.)

   The home environment is a critical context in which children engage in STEM activities. Caregivers serve as key influencers on their children’s engagement in these activities. This case study of four families explored how caregivers support their child(ren) during moments of problem-solving while completing engineering activities at home and illustrated the variation in caregiver support, caregiver participation/child agency, problem-solving strategies used, and integration of activities into the home. Our findings suggest we need to be purposeful in designing kit activities and supports for caregivers that will contribute to meaningful interactions during STEM activities that draw upon the unique relationship between caregivers and their children in the home. 

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