Scientific Award for Study on Cognitive Training via Smartphones for the Elderly

Portrait of Lara with a view of mountains and fjord in the background. It is overcast and partly cloudy.

Lara Janssen worked together with four other students on an interdisciplinary project. Everyone in the group had different strengths, and everyone came from a different country.

“Our project focused on integrating cognitive training into smartphone use for the elderly to help prevent dementia and other forms of cognitive decline,” explains Lara, who joined the European Project Semester (EPS) at OsloMet from the Netherlands.

Wanted to develop something suitable for the elderly’s everyday life

“We found that there were already apps for cognitive training on mobile phones, but they were not adapted to the way older people use their phones in everyday life. They use them in a different way than these apps suggest.”

To find out more, Lara and the others in her group visited the elderly in their homes. They were surprised at how well today’s Norwegian elderly speak English, and the dialogue was therefore easy.

The students soon found out that there had not been so many previous studies of cognitive training using mobile phones.

“That’s why I think it was so important that we did this project.”

EPS

European Project Semester (EPS) is a one-semester programme designed to train students to carry out project work in international teams.

Scientific article aroused interest

The results they gained were so interesting academically that they were invited to a scientific conference in France to present an article they wrote based on their project.

The article “Incorporating Cognitive Training with Elderly People’s Everyday Use of Smartphones” was published in “Proceedings of the 10th International Conference on Information and Communication Technologies for Ageing Well and e-Health” (pages 73-83).

“And we won the award for ‘best paper’. I think we won the award because we introduced new findings and a different perspective.”

“I think it’s great that the paper is accessible online for everyone to read.” 

‘’Winning the Best Paper Award at this conference gives us the opportunity to attend additional conferences in France at a discounted rate.’’

“It was also very rewarding to see that the professional community at the conference recognised the importance of our work.”

Useful for training app development

“Did you get results that can be used in practice?”

“We identified key details essential for developing a cognitive training app, such as the types of gamification elements to use, effective colour schemes, communication strategies, and text design. These small, but crucial details all need careful consideration and adjustment.”

“Can you tell us a little more about what you did with the research tasks in the project?”

“We conducted a literature review and app research, and subsequently interviewed an elderly individual as a starting point.”

“Following this, we developed a prototype and conducted interviews and testing with another elderly individual. Based on the feedback received, we iterated on the prototype.”

The students made a total of four versions of the prototype.

With limited time for the project, something still needs to be followed up for this to become a fully functioning app. That is the development side of the app, because the students didn’t make it as an app you can just download from the app store.

Portrait of elderly man doing something on a mobile phone. Park area with green trees in the background.

Lara found the opportunity to work with the elderly particularly appealing. This illustration picture is not connected to Lara and her project. Photo: Pixabay

The prototype can be developed further

“We still have a prototype. It works but is not coded as a finished app should be. So, it needs to be developed so that it’s accessible for everyone.”

“It may require a longitudinal study to thoroughly understand its effects and functionality.’’

“A new group of students can perhaps take this project further and try to make some progress.” – Lara Janssen

“But I could also think of working a little more on it myself because I actually think it was more interesting than I initially thought it would be.”

“Why did you choose to join this project in the first place?”

“I was particularly interested in participating in the European Project Semester (EPS) and travelling to Norway. Although EPS offered five project options, most of them were geared toward engineering students, while I am pursuing a Bachelor’s Degree in Communication and Multimedia Design in the Netherlands and lack an engineering background. This project was closely aligned with my field of study.”

Interesting to work with the elderly

Lara found the opportunity to work with the elderly particularly appealing, as it aligns with her current job in the Netherlands, where she engages with older individuals. 

“This experience has provided me with valuable insights into effectively communicating with them.”

“You came from different places in Europe and did not know each other beforehand. Did you get what you needed to start working on this project?”

“We got a lot of help from our supervisor, Associate Professor Way Kiat Bong. He guided us through the project, and it really helped. Then the group knew what work we had to do.”

“Each week, he would inform us of the areas he wanted us to focus on, allowing us to discuss and align our efforts. Setting these weekly goals proved to be highly beneficial for our progress.”

Learned mostly about teamwork

“How was this project useful for you as students?”

“What we learned the most about is teamwork, and just working together as a group of people who did not speak the same native language and came from different studies.”

“It was fun to meet and interact with elderly Norwegian individuals during our exchange, as we had not anticipated engaging with so many elderly people while abroad.”

“Why did you choose to take EPS?”

“I really wanted to go on an exchange, and Norway seemed like a beautiful country, and a different culture that I wanted to experience.”

“And then I saw EPS, and it seemed really fun. Another student from my university back home told me about it; he had already done an EPS project and he made me choose it.”

“What advantages have you had from taking EPS?”

“I learned to speak and write better English, more on a professional level, I guess.”

“But it was teamwork that I learned the most about, gaining experience from working together in groups with such different people.”

“I think I’ve also grown a lot from moving to a new country, where I didn’t know anyone, for five months.”

“All in all, it was a fantastic time.”

Portrait of Lara Janssen sitting on a rock high up in the mountains. Steep cliff and mountains in the background.

Lara had the time and opportunity to experience Lofoten, Jotunheimen and Preikestolen during her stay in Norway. Photo: Private

You really learn and experience a lot

With the EPS project, Lara thinks she had significant flexibility in managing her own time. 

“I coordinated with my project group to schedule our tasks and had the opportunity to explore many parts of Norway, including Lofoten, Jotunheimen and Preikestolen for hiking, among other places. I was delighted to visit all these locations.”

Lara would recommend others to take EPS.

“You have a lot of freedom, and you really learn a lot from it. And you meet so many friendly new people. So yes, I would definitely recommend it.”

“Who should take EPS?”

“Anyone who wants to go on an exchange and experience a lot of new things, meet new people, but at the same time work on a great project.”

“If they have already decided to take EPS, is there anything in particular they should know in advance?”

“I think you should know that you will be speaking English all the time, and then perhaps you should prepare yourself so that you can speak English as well as possible.”

“But you should also know that you will have a lot of freedom if you plan schoolwork together with your project group and that there is room for fun experiences to do besides going to university.”

“What is the most important thing you are left with after taking EPS?”

“That I had many opportunities to meet new people, experience new things, and that I could make many good connections. You learn so much and you can have so much fun, so make the most of it if you choose EPS.”

“I continue to stay in touch with many people from EPS and frequently meet up with friends I made in Norway. These are truly special friendships that I’ve had the opportunity to build.”

Lara is now starting a Master’s Degree in Communication and Information Science at Tilburg University in the Netherlands.

She worked on the EPS project together with Anna Prand-Stritzko, Barnabé Petit, Bastien Pujol and Maria Masip Figueras.

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