PAPER ONLINE AND OTHER ICT APPLICATIONS FOR COGNITIVE TRAINING AND ASSESSMENT Online and other ICT Applications for Cognitive Training and Assessment http://dx.doi.org/10.3991/ijoe.v11i2.4360 Maria Karyotaki, Athanasios Drigas N.C.S.R. ‘Demokritos’, Athens, Greece Abstract—Cognitive training and assessment refers to ICTs and their relation with students, students with learning disabilities and adults with dementia. This article revises on contemporary research concerning ICTs effectiveness on the training and assessment of attention, memory and executive control functions. Artificial intelligence seems to hold a significant role in the field of cognitive training and rehabili- tation as its adaptability and interactivity, enhance users’ motivation and involvement. Moreover, artificial intelli- gence in combination with other applications provides the means for holistic and cost-effective cognitive interventions through its integrative information processes. Evidently, educators and therapists should advocate of improvements in the engineering features of the applications as well as they should, themselves, expand the implementation of the aforementioned technological innovations in favour of the users’ cognition. Index Terms—cognitive skills, cognitive interventions, online applications, online assessment & training. I. INTRODUCTION Drigas et al. made a review study on the integration of ICTs in the battle against memory deficits. Working memory performance may be measured either through on- line or stand-on neuropsychological tests, whereas video games may improve working memory capacity and per- formance. Long-term memory impairments may be dealt with computer programs related to individuals’ personal- ised training and assessment as well as through artificial intelligence techniques for supporting the elderly and sufferers from severe memory impairments. Howard-Jones et al. made a review analysis on the common scientific field between neurosciences and tech- nology-enhanced learning in an attempt to induce stu- dents’ learning potential. According to recent studies, early years’ literacy and numeracy as well as creativity and collaborative and social skills may be strongly bene- fited from technology, either through adaptive educational programs, online platforms, free web-based applications or artificial collaborators. Games have a pivotal role in students’ learning and motivation, thus engage neurosci- entists and educators in harnessing the beneficial effects of technology. Weng et al. revised research studies on cognitive skills- based computer-assisted instruction for students with disabilities on account of their learning potential and de- sign features. Synthesized findings of the previous studies verified of the fact that computer technology can largely serve as learning boosters for students with disabilities, although insufficient illustration on design features of the computer-assisted instruction and lack of an in-depth analysis on a specific type of disability, limited studies’ overall consistency and cohesiveness. Tablet computers offer contemporary means for performing further studies in the field of cognitive skills-based computer-assisted instruction for students with disabilities. Fletcher-Watson revised on computer-assisted learning for people with autism spectrum disorder. Evidence sug- gests that direct and immediate feedback of programs, personalized reinforcement as well as the provision of complementary support by a teacher lead to technological impact expansion. Furthermore, touch screen and tangible hardware may be of assistance in order to facilitate the use of web, online gaming and virtual worlds for enhancing autistic’s community both social, life and academic learn- ing skills. The adaption of artificial intelligence elements in the design and implementation of computer-assisted learning accompanied with the evaluation of its direct and indirect effects on autistics should be thoroughly looked into in future studies. Aresti-Bartolome et al. reviewed recent research on Au- tistic Spectrum Disorder sufferers in relevance to their assessment and therapy through ICTs. Virtual reality ap- plications, applications designed for computers, tablets or mobiles, telehealth systems and robots were the technolo- gies constituting the background of the interventions. Technologies were further classified to communication and interaction, social learning and imitation skills as well as other associated conditions in Autism. In conclusion, virtual reality applications offer the opportunities for Au- tistic individuals to improve their cognitive and social skills through realistic situations, whereas applications for computers, tablets or mobiles can be consistent training tools as long as they are accompanied by human assis- tance. Moreover, telehealth systems may be useful as an instant communication path with specialists, for both of the counterparts: people with Autistic Spectrum Disorders and their family members. Finally, robots with voice tech- nology can be substantially important in the acquisition of Autistic people’s social skills. Nevertheless, the aforemen- tioned technologies have to be examined thoroughly as to the transferred skills in Autistic individuals’ real life. In addition, taking in mind individuals’ personal differences should be a priority in the design of innovative technolo- gies, for example through implementing adaptive systems or through the combination of various technologies in the same system. Siberski et al. made a study on intellectually and devel- opmental disabled adults’ computer-based cognitive train- ing. Results showed positive trends in the target group’s cognitive enhancement with special focus on the benefi- cial role of low complexity computer programs, such as 36 http://www.i-joe.org