European Inclusive Learning Hub

The European Inclusive Learning Hub is a large repository of inclusive, searchable and usable learning resources, methods, tools and mechanisms, already tested, approbated and deployed in certain countries.

It acts as a wizard-style driven and semantically supported logical framework for systematization/categorisation of inclusive learning resources, methods, tools and mechanisms in various education levels: early childhood, primary & secondary school, vocational education and training, higher education, adults education.


Title: Memory Quest Flex

Type of the resource: Software 

Funded by:  Swedish National Agency for Special Needs Education and Schools

Authors:  N/A

Type of disability:  ADHD

Target education level:  Early childhood
Primary education
Secondary education
Vocational Education and Training

Language(s):  English

IPR: 

OER: 


Overall objectives of the inclusive learning resource

Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?) 

Support and exercise cognitive skills of children with respect to memory skills

Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?) 

Child should show improvement on Memory and Concentration

Ability of remembering and recalling more information


Sources and means of verification: (What are the sources of information for these indicators?) 

Pre-assessment to record status

Assessment during training, using dedicated assignments to measure the performance of the child against memory skills, etc.

Post-training assessment to measure the resulting status

Risks and Challenges:

Material provided in English, which means the trainer will need to explain the instructions if the children does not speak English

Language barrier risk if the child uses it in self-training mode, at home, while the parents are not able to help with translations of instructions


Specific purpose of the inclusive learning resource

Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?) 

Engage children in activities that help improving working memory skills

Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?) 

Children stay engaged and use the tool for long periods of time

Children demonstrate improved working memory skills

Sources and means of verification: (What are the sources of  information that exist or can be collected? What are the methods required to get this information?) 

Measure the time the tool is used by each children

The trainer will assess the working memory skills of the children before the training begins and will continue evaluating the progress and take the necessary actions to improve the children performance

Get immediate feedback by children on their engagement

Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?  

Option to use at school or at home             

Need to have internet connection and a device (PC, Tablet, mobile phone) to use the resource

Need to be familiar with basic ICT skills

If using at home, there are numerous barriers/risks, such as the training might lead the parent and the children into conflict and this might discourage the children and disengage it

The use of the resource at school requires to have teachers trained on how to facilitate its use. Therefore, if the teacher is for any reason away of school, there is a need to have a backup person able to continue the training. The results are optimal if the training is provided frequently


Expected results on implementation of the resource

Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?) 

Children able to demonstrate increased concentration time 

Increased capability of recalling information

Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?) 

Level of concentration and memory skills and competencies of children

e.g. Recalling up to 3 objects, recalling up to 5 objects, and so on.


Sources and means of verification: (What are the available sources of information for these indicators?) 

Pre-assessment of aforementioned skills and competencies, post-assessment immediately after the end of the training and final assessment a few months later

Use Memory Quest to compare the results from the first training week with results from the last week of training. This will automatically be presented in the program when training is completed in the "gathered results" form showing the children's performance

After the end of training, information to be gathered from the children on how he/she experienced the training

Also information to be gathered from parents, on whether they have seen any changes on children's concentration/behavior, etc.

Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?) 

Make sure to have Internet and online account to access the resource

The training should be planned and have a regular time for the training and also always record the children performance. It is recommended that the children will have a five days per week training.

The use of the resource is mentally demanding, therefore, children may lose their motivation easily; it is good to establish a reasonable reward system that will be agreed with the children before the training starts. Emphasize from the beginning that the reward will be given after 5 days of training and if the children stays focused on the plan


Activities

Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?) 

1. Setup the training environment, whether at school of at home. Any involved teacher is assumed to be aware of how to use the resource

2. Pre-assessment of the children concentration and memory skills and competencies

3. Execution of the training, having the children using the resource in frequent pre-set intervals

4. Continuous assessment of the aforementioned skills and competencies and collection of feedback from the resource functionality and the children himself/herself

5. Post-assessment of the aforementioned skills and competences

6. Final assessment of the aforementioned skills and competences

Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.) 

Internet access. Option to buy and install a desktop/native version if desirable

A device, e.g., PC, Mac, Tablet

The children is pre-trained on how to use the resource

A teacher/facilitator if the resource is used in a formal education setting

Sources and means of verification: (What are the sources of information about action progress?) 

The difficulty of the exercises is automatically adjusted according to the person performance, so that the demands on working memory are always at an optimal level. The total training period will be 5 to 7 weeks from 25 min to 45, depending on the purpose of the session. The resource provides functionality to collect information about its use by a children. The teacher will be collecting the information and will be recording using offline means.

Equipment (PC or other applicable device if the children does not have one already)

Resource online version: 75 EUR +VAT.

Resource desktop/native version: n/a

Training staff cost for 35 hours

Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?) 

Make sure that the children and the involved teachers have basic ICT skills before this training starts. More important to have mouse usage skills. If not, use a software to train for mouse-using skills, before starting with this resource. Use track ball mouse or joystick if the children/teacher has difficulties using the traditional mouse.

Attachment: 

URL: https://flexprogram.org/memoryquest/?lang=en


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