Therefore, this study aims to investigate changes in task recognition, concentration, and attention in dementia patients, and to determine if sensory learning effects can be achieved.
To clarify the purpose, this experiment was conducted using a virtual calligraphy device (3D Tactile / Force Feedback Device-Touch HID, 3D Systems Co. Ltd.). Writing movements are less dependent on motor ability, and it is possible to load a task of a certain difficulty level to all participants, making quantitative measurement possible. The task was set as the simplest task, tracing vertical and horizontal lines with the non-dominant hand. In addition, two parameters that can be obtained from this device were used for the evaluation. The first is Distance, the difference of the deviation from the example line, and the second is Thickness, the difference of the thickness of example line. Thickness is adjusted by the amount of ink output through tactile and force feedback. Dementia participants were selected based on the Montreal Cognitive Assessment and divided into two groups: One group was independent in daily life (IG), the other required assistance (AG). Both groups had a unified number of experiences and evaluations with the calligraphy device. Additionally, the AG was given practice writing vertical and horizontal lines with a brush pen. Statistics were statistically analyzed for normal distribution and variance between groups. The Tukey Honestly Significant Difference Test and T tests were used to analyze the data.
First, comparing the Distance and Thickness between the IG and AG at the initial measurement showed no significant differences regardless of the degree of independence in daily life. Subsequently, the learning effects of the tasks on dementia patients were analyzed. As a result, no changes were observed in Distance and Thickness for horizontal and vertical lines in the IG. In contrast, the AG showed significant improvements in Thickness for both horizontal and vertical lines. However, no differences were observed in Distance. From these findings, it is suggested that in dementia patients, task learning characteristics do not show improvement in attention and concentration, but sensory learning can be achieved with consistent practice.
We clarified that sensory learning is possible in dementia rehabilitation, and that an appropriate amount of practice is more important than daily tasks to achieve the effects of sensory learning.
The findings on sensory learning and attention control provided in this report will offer a crucial foundation of knowledge for future rehabilitation approaches for dementia patients.
Tactile and Kinesthetic Learning
Attention Control
