Talk with Ted: an embodied conversational agent for caregivers.

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-01-22 DOI:10.1080/02701960.2024.2302584
Maheswaree K Curumsing, Jessica Rivera Villicana, Andrew Vouliotis, Kelly Burns, Mahdi Babaei, Tanya Petrovich, Kon Mouzakis, Rajesh Vasa
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Abstract

Communication is key to the success of any relationship. When it comes to caregivers, having a conversation with a person living with some form of cognitive impairment, such as dementia, can be a struggle. Most people living with dementia experience some form of communication impairment that reduces their ability to express their needs. In this case study, we present the design of an embodied conversation agent (ECA), Ted, designed to educate caregivers about the importance of good communication principles when engaging with people living with dementia. This training tool was trialed and compared to an online training tool, with 23 caregivers divided into two cohorts (12 in the ECA condition, and 11 in the online training tool condition), over a period of 8 weeks using a mixed evaluation approach. Our findings suggest that (a) caregivers developed an emotional connection with the ECA and retained the learning from their interactions with Ted even after 8 weeks had elapsed, (b) caregivers implemented the learnings in their practice, and (c) the changes in care practice were well received by people living with dementia.

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与泰德对话:为护理人员设计的化身对话代理。
沟通是任何关系成功的关键。对于照顾者来说,与患有某种形式认知障碍(如痴呆症)的人进行交谈可能是一件很困难的事情。大多数痴呆症患者都有某种形式的交流障碍,这降低了他们表达自己需求的能力。在本案例研究中,我们介绍了一种名为 "泰德"(Ted)的嵌入式对话代理(ECA)的设计,其目的是让护理人员了解在与痴呆症患者接触时良好沟通原则的重要性。在为期 8 周的时间里,我们采用混合评估法,将 23 名护理人员分成两组(12 名在 ECA 条件下,11 名在在线培训工具条件下),对该培训工具进行了试用,并与在线培训工具进行了比较。我们的研究结果表明:(a)护理人员与 ECA 建立了情感联系,并在 8 周后仍能从与泰德的互动中学到知识;(b)护理人员将学到的知识应用到了实践中;(c)护理实践的改变受到了痴呆症患者的欢迎。
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来源期刊
GERONTOLOGY & GERIATRICS EDUCATION
GERONTOLOGY & GERIATRICS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
18.80%
发文量
47
期刊介绍: Gerontology & Geriatrics Education is geared toward the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of students, teachers, practitioners, administrators, and policy makers and is dedicated to improving awareness of best practices and resources for gerontologists and gerontology/geriatrics educators. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.
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