A Study Protocol for an Online Intervention to Promote School Engagement

NCT04247516 | Completed

• 1 other identifier: SFRH/BD/118879/2016
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

Cerebral Palsy (CP) is a neurological, non-progressive, and permanent developmental disorder that mainly affects movement and posture, with a prevalence of 3 to 4 children per 1000 live births. CP's motor impairments are often accompanied by disturbances of sensation, perception, cognition, communication, and behavior. These impairments echo in the activities of daily life, as well as in the learning process. Importantly, children with CP are especially prone to display working memory and EFs deficits, as well as difficulties in self-regulation, which might help explain some of their social and learning problems. These children have a high risk of showing learning disabilities, which may arise before the schooling years. This risk is not exclusively determined by cognitive impairment, with children with a normative cognitive level still presenting specific learning difficulties (e.g., mathematics, reading). Due to their clinical picture, children with disabilities, including CP, struggle with their difficulties in school. Consequently, they are prone to develop a poor School Engagement (SE) - multidimensional and multifaceted construct involving three interrelated dimensions: students' behaviors, emotions, and cognition. In children with disabilities, one of the factors that contributes to lower SE is their high level of school absenteeism. These children miss, on average, 3 weeks of school in a school year due to health issues, which may hinder their academic performance. The promotion of SE in children with disabilities is, therefore, a priority. To promote SE, Gamification strategies can be used. Gamification is the use of game elements (e.g., points, rewards, feedback) in non-game contexts. The potential of using Gamification is high and constitutes a unique opportunity to engage participants in specific activities, such as in intervention or learning contexts. Therefore, through game mechanics, Gamification can be used as a tool to promote SE. This is because, it offers an attractive learning environment and converts difficult tasks into more appealing ones, motivating individuals to perform. Moreover, it enhances the degree and depth of participant engagement, rises behavior and lifestyle changes, promotes learning opportunities, motivates students, and improves intervention appeal, especially for youngsters. To conclude, this project aims to increase SE through Gamification in children with CP. Literature has highlighted the need to focus interventions on SE and self-regulated learning (SRL) on a specific domain. Because children with CP are at high risk of presenting learning difficulties, especially in mathematics, this project will focus on mathematics performance. Moreover, SE is multidimensional, including behaviors, emotions, and cognitions related to school. Specifically, behavioral SE can be conceptualized in three levels: 1) school attendance and fulfillment of school work, 2) participation in class, and 3) active participation (e.g., doing extra school-work). Emotional SE refers to students' affective reactions and sense of connectedness with school. Finally, cognitive SE is related to personal investment in academic tasks, self-regulation, and value of the learning process. Because SRL may be compromised in children with CP, mainly due to difficulties in planning and setting goals, this project will promote SE in mathematics by developing SRL strategies in these children. SRL processes are key for students to attain their self-set goals and include competences of planning, execution, evaluation, and monitoring of the learning process. SE and SRL will be promoted through Gamification strategies on the Canvas platform. Thus, the main purpose is to assess an intervention program with children with CP to increase SE, and enhance SRL, through Gamification Strategies in mathematics. Specifics aims:

• Embed Gamification Strategies (e.g., rewards, collaboration, competition) in the Canvas Platform using the tools already available (e.g., forum/chat);
• Develop and assess the efficacy and impact of the intervention in promoting SE, and SRL competences, through an integrated assessment approach (functional, educational, neurocognitive, and neuroimaging).

Conditions

Cerebral Palsy

Keywords

Self-Regulation; Engagement; Gamification; Executive Function

Outcome Measures

Primary Outcomes (5)

• Neuropsychological assessment (CANTAB) - Executive function performance

  This investigation follows the Miyake model of EF. This model postulates that EF is comprised of three latent variables, Inhibition, Shifting, and Updating, that can be learned through the individual's performance. The CANTAB application was selected to evaluate the baseline performance of the participant's pre-intervention and to evaluate the change in participant's performance after the intervention program, i.e., post-assessment. 6 tests were selected: Multitasking Test (Shifting); One Touch Stockings of Cambridge (Updating/Planning) - based upon the Tower of Hanoi test; Stop Signal Task (Inhibition Control); Spatial Working Memory - Working memory); Motor Screening Task (general assessment of sensorimotor deficits or lack of comprehension); Emotion Recognition Task (measure the ability to identify 6 basic emotions in facial expressions).

  pre (week 1) and post (up to 6 weeks) intervention

• Functional magnetic resonance imaging (FMRI)

  A classic test of inhibitory control (Go-No-go task) will be used; another test will be adapted using images from the e-book of the "Incredible Adventures of the Anastácio, the Explorer". The purpose of this two moments evaluation is assess the change in self-control performance and the impact in the neurocognitive structures and neural connections.

  pre (week 1) and post (up to 6 weeks) intervention

• Self-Regulation Learning

  SRL Strategies Inventory (Rosário et al., 2011) 1. Comprises nine self-regulated learning strategies presented in a Likert-like format of 5 points (1=never to 5=always); 2. Items assess the three phases of SRL model: PLEE (three items per each phase); i. Planning (e.g., ''I make a plan before I begin writing. I think about what I want to say and how I need to write it.'' - α=.80), ii. Execution (e.g., ''If I become distracted or lose concentration while I am in class or studying, then I usually try to regain my goals.'' - α=.85) iii. Evaluation (e.g., ''I compare the grades I receive with the goals I set for that subject.''- α=.87). A higher score in the SRL Strategies Inventory translates a better SRL perceived performance.

  pre (week 1) and post (up to 6 weeks) intervention

• Engagement

  School Engagement Scale (Fredricks et al., 2005) 1. The scale comprises 14 items presented in a Likert-like format of 5 points (1=never to 5=always). 2. Items cluster in the three SE dimensions (i.e., behavioral, emotional, and cognitive). i. Behavioral Engagement scale comprises 5 items (e.g., "I follow the rules at school.") (α=.77); ii. Emotional Engagement scale comprises 6 items (e.g., "I feel happy in school.) (α=.86); iii. Cognitive Engagement scale comprises 8 items (e.g., I study at home even when I don't have a test.) (α=.82). A higher score in the School Engagement Scale translates a better-perceived engagement with school.

  pre (week 1) and post (up to 6 weeks) intervention

• Children Interviews

  perceived intervention impact interview

  post intervention (up to 6 weeks)

Secondary Outcomes (2)

• Effort Measures - platform records

  daily basis (during 6 weeks)

• Session Evaluation

  weekly (during 6 weeks)

Study Arms (3)

Standard Control Group

NO INTERVENTION

The standard control group (CG) will not have access to the self-regulatory (SR) intervention program.

Online-intervention group I (IGI)

EXPERIMENTAL

Online-intervention group will receive on a 6-week long online intervention program. The program includes: i) a narrative with SR competences embedded worked on a weekly basis during an online session; ii) weekly tasks/activities will be delivered to promote the SR reflected with the narrative exploration.

Behavioral: Online-intervention group I (IGI)

Online-intervention group II (IGII)

EXPERIMENTAL

Online-intervention group will receive on a 6-week long online intervention program. The program includes: i) a narrative with SR competences embedded worked on a weekly basis during an online session; ii) weekly tasks/activities will be delivered to promote the SR reflected with the narrative exploration; iii) the program includes gamification strategies with the purpose of promoting engagement in participants.

Behavioral: Online-intervention group II (IGII)

Interventions

Online-intervention group I (IGI) BEHAVIORAL

Narrative-based online intervention program to promote self-regulatory competences.

Online-intervention group I (IGI)

Online-intervention group II (IGII) BEHAVIORAL

Narrative-based online intervention program to promote self-regulatory competencies plus gamification strategies.

Online-intervention group II (IGII)

Eligibility Criteria

• Age: 8 Years - 15 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Children should present a cognitive performance at least in Medium- Low level (WISC-III);
• Children should have eventual epilepsy episodes under control;
• Participants need to be able to use a computer and have internet access, and are required to have a native level of writing and reading skills in the Portuguese language.

Sponsors & Collaborators

• University of Minho: lead

Study Sites (1)

Associação Paralisia Cerebral

Braga, 4700-378, Portugal

Location

Related Links

• Description Research group website

MeSH Terms

Conditions

Cerebral Palsy; Self-Control

Condition Hierarchy (Ancestors)

Brain Damage, Chronic; Brain Diseases; Central Nervous System Diseases; Nervous System Diseases; Social Behavior; Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: A randomized controlled trial will be developed with three groups. After obtaining informed consent from parents/caregivers, participants meeting criteria will be randomly assigned to one condition. The control group (CG) will not have access to the online platform, i.e. no intervention. The intervention group 1 (IG1) will receive on a weekly basis tasks and activities on the online platform to promote SR and SE, as well as chapters of the narrative. The intervention group 2 (IG2) will receive the same tasks and materials as IG1 but embedded with Gamification Strategies.

Study Record Dates

• First Submitted: January 22, 2020
• First Posted: January 30, 2020
• Study Start: September 1, 2021
• Primary Completion: September 15, 2021
• Study Completion: December 30, 2021
• Last Updated: January 4, 2022

Record last verified: 2022-01

Locations

PT (1)