WO2019010500A1 - Systèmes de traitement de données pour traiter et analyser des données concernant une auto-conscience et fonction d'exécution - Google Patents

Systèmes de traitement de données pour traiter et analyser des données concernant une auto-conscience et fonction d'exécution Download PDF

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Publication number
WO2019010500A1
WO2019010500A1 PCT/US2018/041325 US2018041325W WO2019010500A1 WO 2019010500 A1 WO2019010500 A1 WO 2019010500A1 US 2018041325 W US2018041325 W US 2018041325W WO 2019010500 A1 WO2019010500 A1 WO 2019010500A1
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WO
WIPO (PCT)
Prior art keywords
user
awareness
self
performance
score
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Application number
PCT/US2018/041325
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English (en)
Inventor
Sucheta KAMATH
Original Assignee
ExQ, LLC
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Priority claimed from US15/644,697 external-priority patent/US10191830B1/en
Priority claimed from US15/644,695 external-priority patent/US10065118B1/en
Application filed by ExQ, LLC filed Critical ExQ, LLC
Publication of WO2019010500A1 publication Critical patent/WO2019010500A1/fr

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations

Definitions

  • An individual's executive function may relate to, for example, their ability to complete tasks through skills such as planning, organization, memory, time management, and flexible thinking.
  • An individual's executive function may include mental skills that help the individual's brain organize and act on information. These mental skills may enable the individual to plan, organize, remember things, prioritize, pay attention, and get started on particular tasks. These skills may also help an individual use information from past experiences to solve current problems.
  • a data processing system for processing data regarding the self-awareness of a user for use in the development of the user's executive functions comprises: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor is configured for: (1) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate the playing a game by the user; (2) gathering performance data indicating the user's performance while the user plays the game; and (3) automatically evaluating the performance data to assess, for the user, awareness of the user's abilities in performing a future task.
  • a data processing system is configured for processing data regarding the self-awareness of a user for use in the development of the user's executive functions.
  • the data processing system comprises: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor may be adapted for: (1) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate the playing a game by the user; (2) gathering performance data indicating the user's performance while the user plays the game; and (3) automatically evaluating the performance data to assess, for the user, awareness of the quality of their performance in a previously-performed task.
  • a data processing system for processing data regarding the self-awareness of a user for use in the development of the user's executive functions comprises: the data processing system comprising: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor may be adapted for: (1) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate the playing of a game by the user; (2) gathering performance data indicating the user's performance while the user plays the game; (3) prompting a user to input an indication of the level of difficulty of the game; (4) receiving, by one or more processors, from the user, an indication of the level of difficulty of the game; (5) performing a comparison of the input indication of the level of difficulty of the game with an actual level of difficulty of the game (e.g., as determined by the user's performance on the game and/or through an existing difficulty rating of the game); (6) using the results of the comparison to determine whether the user accurately assessed the game's level of difficulty; and (7) in response to determining that the user accurately assessed the game's level of difficulty increasing a self-awareness score for the user, and saving the increased self-awareness score to memory.
  • a computer-implemented data processing method for electronically receiving self- awareness assessment data related to a user and electronically calculating an awareness score of the user comprises: (1) providing a graphical user interface for completing a self-awareness assessment, the graphical user interface comprising: (A) at least one main task input associated with a main task; (B) at least one targeted item input associated with a first target item task; (C) at least one conditional input associated with an occurrence of a first condition task; and (D) at least one time condition occurrence input associated with a time condition task; (2) receiving a command to initiate a self-awareness assessment associated with the user; (3) creating an electronic record for the self-awareness assessment and digitally storing the record; (4) initiating the self-awareness assessment; (5) electronically receiving input data, during the self-awareness assessment.
  • the input data comprises: (1) a first input at a first time via the at least one main task input; (2) a second input at a second time via the at least one targeted item input; (3) a third input at a third time via the at least one conditional input; and (4) a fourth input at a fourth time via the at least one time condition occurrence input.
  • the method further comprises: (1) processing the input data by electronically associating the input data with the electronic record for the self-awareness assessment; and (2) using one or more computer processors, calculating an awareness score for the user based on the input data.
  • calculating the awareness score for the user comprises: (1) electronically adjusting the awareness score based at least in part on the first input, the first time, and/or one or more instructions associated with the main task; (2) electronically adjusting the awareness score based at least in part on the second input, the second time, and/or one or more instructions associated with the first target item task; (3) electronically adjusting the awareness score based at least in part on the third input, the third time, and/or one or more instructions associated with the first condition task; and/or (4) electronically adjusting the awareness score based at least in part on the fourth input, the fourth time, and/or one or more instructions associated with the time condition task.
  • the method further comprises digitally storing the awareness score with the record for the self-awareness assessment.
  • a data processing system is configured for processing data regarding the self-awareness of a user for use in the development of the user's executive functions.
  • the data processing system comprises: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor is adapted for: (1) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate the completion of a self-awareness assessment by the user; and (2) displaying, a set of instructions associated with the self-awareness assessment.
  • the set of instructions comprises: (1) one or more instructions associated with a main task of the self- awareness assessment; (2) one or more instructions associated with an embedded task of the self- awareness assessment, the embedded task occurring during the main task; and (3) one or more instructions associated with a conditional task of the self-awareness assessment.
  • the at least one computer processor is further adapted for: (1) electronically receiving, via the graphical user interface, during the self-awareness assessment, input data comprising: (A) one or more inputs associated with the main task at one or more first times; (B) one or more inputs associated with the embedded task at one or more second times; and (C) one or more inputs associated with the conditional task at one or more third times; and (2) processing the input data by calculating an awareness score for the user based on the input data.
  • calculating the awareness score comprises: (1) electronically adjusting the awareness score based at least in part on the one or more instructions associated with the main task, the one or more inputs associated with the main task, and/or the one or more first times; (2) electronically adjusting the awareness score based at least in part on the one or more instructions associated with the embedded task, the one or more inputs associated with the embedded task, and/or the one or more second times; and (3) electronically adjusting the awareness score based at least in part on the one or more instructions associated with the conditional task, the one or more inputs associated with the conditional task, and/or the one or more third times.
  • the at least one computer processor is further adapted for: (1) digitally storing, in the memory, the awareness score; and (2) associating, in the memory, the awareness score with the user.
  • a data processing system for processing data regarding error evaluation for use in the development of a first user's executive functions, comprises: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor is adapted for: (1) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate evaluating, by the first user, an electronic activity completed by a second user; (2) displaying, via a graphical user interface, a visual representation of the second user completing the electronic activity; (3) while displaying the visual representation of the second user completing the electronic activity, gathering feedback data from the first user indicating the second user's performance on the electronic activity; (4) automatically evaluating the feedback data to determine a learning score for the first user (which may, for example, reflect the user's ability to evaluate other users' performance of one or more particular activities), wherein evaluating the feedback data comprises modifying the learning score based at least in part on the feedback data; and (5) digitally storing the learning score in
  • a data processing system for processing data regarding the self-awareness of a user for use in the development of the user's executive functions comprises: (1) at least one computer processor; and (2) memory operatively coupled to the at least one computer processor.
  • the at least one computer processor is adapted for: (1) creating an electronic record for a self-awareness training plan associated with the user and digitally storing the record; (2) executing computer-readable instructions that, when executed by the at least one computer processor, facilitate the completion of one or more electronic activities by the user; (3) gathering performance data indicating the user's performance while the user completes the one or more electronic activities; (4) automatically evaluating the performance data to assess, for the user, a self-awareness level of the user; (5) digitally storing the awareness score with the record for the self-awareness training plan; (6) identifying one or more goals for the user based at least in part on the performance data and the self-awareness level; (7) gathering strategy data for the user related to the identified one or more goals; (8) automatically evaluating the strategy data to assess, for the user, a progression score (also referred to herein as an "executive function progression score"); and (9) digitally storing the progression score with the record for the self-awareness training plan.
  • FIG. 1 depicts a self-awareness assessment system according to particular embodiments.
  • FIG. 2 is a schematic diagram of a computer (such as the self-awareness assessment server 110, or one or more remote computing devices 130) that is suitable for use in various embodiments of the self-awareness assessment system shown in FIG. 1.
  • a computer such as the self-awareness assessment server 110, or one or more remote computing devices 130
  • FIG. 3 is a flowchart showing an example of a processes performed by the Self-
  • FIGS. 4 - 5 depict exemplary screen displays and graphical user interface (GUI) according to various embodiments of the system, which may display information associated with the system or enable access to or interaction with the system by one or more users, completion of one or more self-awareness assessments or games by one or more users, etc.
  • GUI graphical user interface
  • FIG. 6 is a flowchart showing an example of a processes performed by the Self-
  • FIGS. 7-11 depict exemplary screen displays and graphical user interface (GUI) according to various embodiments of the system, which may display information associated with the system or enable access to or interaction with the system by one or more users, completion of one or more self-awareness assessments by one or more users, etc.
  • GUI graphical user interface
  • FIG. 12 is a flowchart showing an example of a processes performed by the Self-
  • FIG. 13-17 depict exemplary screen displays and graphical user interface (GUI) according to various embodiments of the system, which may display information associated with the system or enable access to or interaction with the system by one or more users, completion of one or more evaluation sessions by one or more users, etc.
  • GUI graphical user interface
  • FIG. 18 is a flowchart showing an example of a processes performed by the Executive
  • FIG. 19-24 depict exemplary screen displays and graphical user interface (GUI) according to various embodiments of the system, which may display information associated with the system or enable access to or interaction with the system by one or more users, completion of one or more evaluation sessions by one or more users, etc.
  • GUI graphical user interface
  • a self-awareness system is configured to: (1) assess the self-awareness of a user in performing one or more iterations of a particular activity (e.g., an electronic game or other activity). In particular embodiments, the system may do this by: (1) generating multiple iterations of a particular electronic activity; (2) having the user complete the multiple iterations of the particular electronic activity; (3) in the context of the user executing the multiple iterations of the particular electronic activity, prompting the user for feedback regarding the user's past or future performance in performing one or more of the particular iterations of the particular electronic activity; (4) as the user executes each iteration of the particular electronic activity, collecting data regarding the user's actual performance while executing the particular electronic activity; (5) comparing the user's assessment of their performance with the data regarding the user's actual performance; (6) based on the comparison, determining whether the user was accurate in assessing their performance in executing the one or more iterations of the particular electronic activity; (7) adjusting a self
  • the system may present the user with the option to use one or more performance aids before, during, or after their execution of one or more iterations of the particular electronic activity.
  • the one or more performance aids may include, for example: (1) a demonstration of how the particular electronic activity should be performed (e.g., a demonstration of the successful play of a particular electronic game); (2) one or more hints as to how to improve their performance at the particular electronic activity; (3) an opportunity to redo their performance of a particular iteration of the particular electronic activity; and/or (4) an opportunity to practice the particular electronic activity before being scored on their performance of the electronic activity - e.g., by executing a "dry run" of the particular electronic activity, which may, for example, be a particular game.
  • the system may automatically modify the user's self-awareness score and/or the user's performance score for the particular iteration of the particular electronic activity in response to the user choosing to use one or more of the performance aids in completing the one or more iterations of the electronic activity. For example, in a particular embodiment, if the user elects to use one or more of the performance aids in conjunction with completing a particular iteration of a particular electronic activity, the system may increase the user's self-awareness score and decrease a performance score that reflects the user's performance in executing the particular iteration of the particular activity.
  • the system may require a user to use one or more particular performance aids before executing a particular electronic activity.
  • the system may require a user to execute a dry run of a particular game before playing the game for points or other credit.
  • the system may increase the user's awareness score if the user's performance during the scored version of the game is accurate (e.g., the user's performance in playing the game is above a predefined threshold) and decrease the user's awareness score if the user's performance during the scored version of the game is inaccurate (e.g., the user's performance in playing the game is below a pre-defined threshold).
  • the system may also, or alternatively, adjust the user's self-awareness score based on the user's awareness of why their performance was the way that it was. For example, if the user performed well on a particular iteration of the electronic activity in which the user elected to use one or more optional performance aids, and the user indicated that they did well in that particular iteration because they used the performance aid, the system may increase the user's self- awareness score.
  • the system may decrease the user's self-awareness score to reflect that they user didn't accurately remember what happened when executing the iteration of the electronic activity (which may be indicative of the user not being aware of what they are doing).
  • the system may also, or alternatively, adjust the user's self-awareness score based on the user's awareness of the level of difficulty of a particular iteration of a particular game. For example, if the system arranges to have the user play the same electronic game five times, the system may prompt the user, after each iteration of the game, how difficult that iteration of the particular game was. The system may then compare the user's answers with an actual relative difficulty level of the game to determine how accurately the user assessed the difficulty of each iteration of the game.
  • the system may then adjust the user's self-awareness score based on the assessed accuracy (e.g., the system may increase the user's self-awareness score if the user accurately assessed the difficulty of each iteration, or decrease the user's self-awareness score if the user was not accurate in assessing the difficult of one or more of the iterations.)
  • the system may further measure a user' s self-awareness (e.g., adjust the self-awareness score) based at least in part on the user' s actions during the playing of a particular game or completion of an electronic activity.
  • a particular game may include one or more instructions, challenges, or other tasks that the user is instructed to perform while the user is playing the game that are designed to test the user' s awareness.
  • a particular game may, for example, include a main task that the user is performing as part of the game in addition to one or more sub-tasks, conditional tasks, time-based tasks, etc. In various embodiments, each particular sub-task, conditional task, etc.
  • a trigger as well as an action that the user is supposed to perform in response to that trigger.
  • These tasks that are in addition to the main task may be designed to test whether the user can maintain awareness of these other tasks that are secondary to the main task (e.g., which may test multi -tasking and other skills related to executive function).
  • a particular game may include a targeted task that includes an instruction for the user to press a particular button if the user sees a particular image on the screen while the user is playing the game.
  • the system may, for example, adjust the user's awareness score based on whether the user notices the image pop up and presses the button. If, for example, the user does not press the button, the system may decrease the user's awareness score. If the user notices the image and presses the button immediately, the system may increase the user's awareness score. If the user notices the image and presses the button after a delay, the system may increase the user's awareness score by an amount less than if the user had pressed the button immediately after the image appeared.
  • a particular game may include a conditional task that includes a triggering event and an action that the user should take if the triggering event occurs.
  • the triggering event for the conditional task includes a particular event occurring while the user is playing the game (e.g., the user performs a particular action as part of the main task, the user provides a particular input value to the system while performing the main task, etc.).
  • the system may instruct the user to press a particular button or perform any other suitable action if the user recognizes that the triggering event occurred while the user is playing the game.
  • the system may modify the user' s awareness score based on whether the user recognizes the triggering event and how quickly the user performs the action (e.g., pressing the button) after recognizing it.
  • the system is configured to measure the user's awareness based on whether the user is able to remember to remember additional instructions while performing a primary or main task of a particular game (e.g., using one or more prospective memory skills).
  • the system is further configured to provide an interface with which the user can review and evaluate the user's own or another user's performance on a particular game.
  • the system may, for example, display a replay of another user's performance of a particular game (e.g., a visual representation of the user's actions).
  • the system may be configured to prompt the user to evaluate one or more errors made by the other user.
  • the system is configured to modify the user's awareness score in response to the user correctly identifying a type of a particular error.
  • the system is configured to modify the user's score if the user is able to evaluate a correct reason for the error.
  • the system is configured to enable the user to evaluate their own performance (e.g., without informing the user that it is their own performance that they are evaluating). Some individuals may, for example, be unable to recognize their own shortcomings, but are better able to point out mistakes and reasons for mistakes in others. By presenting the user with their own performance for their review, the system may be configured to enable the user to evaluate their own performance more accurately or openly.
  • the system is configured to provide feedback to the user during a particular evaluation session. For example, by having the user identify one or more errors in replays of games previously played by themselves or others, the system may teach the user to identify errors in execution when playing a game and reasons for those errors. In particular embodiments, this teaching may enable the user to identify potential errors in the future when the user is playing other iterations of various games.
  • the system is further configured to modify a user's awareness score based at least in part on the user's recognition of the benefit of the evaluation sessions. For example, the system may be configured to increase the user's awareness score in response to the user providing feedback that the evaluations and feedback that the user received was helpful and that the user will incorporate that feedback into their life.
  • the system is configured to create an electronic record for each individual user, which may, for example, include a user profile.
  • the system may populate the user profile with information regarding the user's strengths and weaknesses relating to the user's executive function.
  • the system may identify these strengths and weaknesses based at least in part on data related to the user's performance and self- awareness determined during the user's completion of the various iterations of games and other electronic activities discussed above.
  • the system is configured to calculate a self-awareness score, performance score, etc. for a user based on the user's performance on one or more particular activities such as one or more self-awareness assessments, one or more games, etc.
  • the system may then generate and/or store goals for the user and associate those goals with the user profile.
  • the system is adapted to implement a training process for improving the user's executive function (e.g., such as the executive function skills discussed above).
  • the system may provide a plurality of training games that are tailored to the user and based at least in part on the user's goals.
  • the system may, for example, as part of the training process, track the user's progress by analyzing one or more connections between the user's strategy in playing particular games, the user's goals, and real-life skills that the user is attempting to develop.
  • the system may measure the user's ability to connect strategies for performing in particular games to real life skills and the user's goals.
  • the system may, for example, calculate a score for the user that relates to the user's ability to evaluate the usefulness of particular strategies that reflect a connection between new things the user has learned while evaluating errors and real -life skills that are reflected in the user's goals.
  • the system in various embodiments, may be configured to modify such a score based on a user's ability to: (1) identify one or more effective habits to take away from evaluating another user's performance in particular games; (2) pick a strategy aid that actually helps the user's performance in a particular game (e.g., results in improved performance); (3) match one or more strategies or habits to particular life goals; (4) rate the usefulness of provided strategies; and/or (5) etc.
  • the present invention may be, for example, embodied as a computer system, a method, or a computer program product. Accordingly, various embodiments may take the form of an entirely hardware embodiment, an entirely software embodiment, or an embodiment combining software and hardware aspects. Furthermore, particular embodiments may take the form of a computer program product stored on a computer-readable storage medium having computer-readable instructions (e.g., software) embodied in the storage medium. Various embodiments may take the form of web-implemented computer software. Any suitable computer-readable storage medium may be utilized including, for example, hard disks, compact disks, DVDs, optical storage devices, and/or magnetic storage devices.
  • These computer program instructions may also be stored in a computer-readable memory that can direct a computer or other programmable data processing apparatus to function in a particular manner such that the instructions stored in the computer-readable memory produce an article of manufacture that is configured for implementing the function specified in the flowchart block or blocks.
  • the computer program instructions may also be loaded onto a computer or other programmable data processing apparatus to cause a series of operational Steps to be performed on the computer or other programmable apparatus to produce a computer implemented process such that the instructions that execute on the computer or other programmable apparatus provide Steps for implementing the functions specified in the flowchart block or blocks.
  • blocks of the block diagrams and flowchart illustrations support combinations of mechanisms for performing the specified functions, combinations of Steps for performing the specified functions, and program instructions for performing the specified functions. It should also be understood that each block of the block diagrams and flowchart illustrations, and combinations of blocks in the block diagrams and flowchart illustrations, can be implemented by special purpose hardware-based computer systems that perform the specified functions or Steps, or combinations of special purpose hardware and other hardware executing appropriate computer instructions.
  • FIG. 1 is a block diagram of a Self-Awareness Assessment System 100 according to a particular embodiment.
  • the Self- Awareness Assessment System 100 may be implemented in any suitable context, such as in the diagnosis and/or treatment of one or more issues related to an individual's executive function.
  • the Self- Awareness Assessment System 100 is configured to calculate and measure a user's self- awareness, provide feedback and coaching related to improving that self-awareness, predict the user's future performance in self-awareness assessments, etc.
  • the Self- Awareness Assessment System 100 includes one or more computer networks 115, a Self-Awareness Assessment Server 110, one or more remote computing devices 130 (e.g., a desktop computer, laptop computer, tablet computer, smartphone, etc.), and One or More Databases 140.
  • the one or more computer networks 115 facilitate communication between the Self- Awareness Assessment Server 110, one or more remote computing devices 130 (e.g., a desktop computer, laptop computer, tablet computer, etc.), and one or more databases 140.
  • the one or more computer networks 115 may include any of a variety of types of wired or wireless computer networks such as the Internet, a private intranet, a public switch telephone network (PSTN), or any other type of network.
  • the communication link between Self- Awareness Assessment Server 110 and Database 140 may be, for example, implemented via a Local Area Network (LAN) or via the Internet.
  • the Database 140 may be stored on any suitable server described herein.
  • FIG. 2 illustrates a diagrammatic representation of a computer 200 that can be used within the Self- Awareness Assessment System 100, for example, as a client computer (e.g., one or more remote computing devices 130 shown in Figure 1), or as a server computer (e.g., Self- Awareness Assessment Server 110 shown in Figure 1).
  • the computer 200 may be suitable for use as a computer within the context of the Self-Awareness Assessment System 100 that is calculate a self-awareness score for a user, evaluate a user's self-awareness assessment performance data, etc.
  • the computer 200 may be connected (e.g., networked) to other computers in a LAN, an intranet, an extranet, and/or the Internet.
  • the computer 200 may operate in the capacity of a server or a client computer in a client-server network environment, or as a peer computer in a peer-to-peer (or distributed) network environment.
  • the Computer 200 may be a personal computer (PC), a tablet PC, a set-top box (STB), a Personal Digital Assistant (PDA), a cellular telephone, a web appliance, a server, a network router, a switch or bridge, or any other computer capable of executing a set of instructions (sequential or otherwise) that specify actions to be taken by that computer.
  • PC personal computer
  • PDA Personal Digital Assistant
  • STB set-top box
  • a cellular telephone a web appliance
  • server a server
  • network router a network router
  • switch or bridge any other computer capable of executing a set of instructions (sequential or otherwise) that specify actions to be taken by that computer.
  • computer shall also be taken to include any collection of computers that individually or jointly execute a set (or multiple sets) of instructions to perform any one or more of the methodologies discussed herein.
  • An exemplary computer 200 includes a processing device 202, a main memory 204 (e.g., read-only memory (ROM), flash memory, dynamic random access memory (DRAM) such as synchronous DRAM (SDRAM) or Rambus DRAM (RDRAM), etc.), static memory 206 (e.g., flash memory, static random access memory (SRAM), etc.), and a data storage device 218, which communicate with each other via a bus 232.
  • main memory 204 e.g., read-only memory (ROM), flash memory, dynamic random access memory (DRAM) such as synchronous DRAM (SDRAM) or Rambus DRAM (RDRAM), etc.
  • static memory 206 e.g., flash memory, static random access memory (SRAM), etc.
  • SRAM static random access memory
  • the processing device 202 represents one or more general-purpose processing devices such as a microprocessor, a central processing unit, or the like. More particularly, the processing device 202 may be a complex instruction set computing (CISC) microprocessor, reduced instruction set computing (RISC) microprocessor, very long instruction word (VLTvV) microprocessor, or processor implementing other instruction sets, or processors implementing a combination of instruction sets.
  • the processing device 202 may also be one or more special- purpose processing devices such as an application specific integrated circuit (ASIC), a field programmable gate array (FPGA), a digital signal processor (DSP), network processor, or the like.
  • the processing device 202 may be configured to execute processing logic 226 for performing various operations and Steps discussed herein.
  • the computer 200 may further include a network interface device 208.
  • the computer 200 may further include a network interface device 208.
  • the computer 200 may further include a network interface device 208.
  • the computer 200 may further include a network interface device 208.
  • a video display unit 210 e.g., a liquid crystal display (LCD) or a cathode ray tube (CRT)
  • an alphanumeric input device 212 e.g., a keyboard
  • a cursor control device 214 e.g., a mouse
  • a signal generation device 216 e.g., a speaker
  • the data storage device 218 may include a non-transitory computer-accessible storage medium 230 (also known as a non-transitory computer-readable storage medium or a non- transitory computer-readable medium) on which is stored one or more sets of instructions (e.g., software instructions 222) embodying any one or more of the methodologies or functions described herein.
  • the software instructions 222 may also reside, completely or at least partially, within main memory 204 and/or within processing device 202 during execution thereof by computer 200 - main memory 204 and processing device 202 also constituting computer- accessible storage media.
  • the software instructions 222 may further be transmitted or received over a network 1 15 via network interface device 208.
  • the term "computer-accessible storage medium” should be understood to include a single medium or multiple media (e.g., a centralized or distributed database, and/or associated caches and servers) that store the one or more sets of instructions.
  • the term "computer-accessible storage medium” should also be understood to include any medium that is capable of storing, encoding or carrying a set of instructions for execution by the computer and that cause the computer to perform any one or more of the methodologies of the present invention.
  • the term “computer-accessible storage medium” should accordingly be understood to include, but not be limited to, solid-state memories, optical and magnetic media, etc.
  • a Self-Awareness Assessment System 100 may be implemented in the context of any suitable system (e.g., a mobile computing system).
  • the Self- Awareness Assessment System 100 may be implemented to evaluate performance and self- awareness data related to a user's performance during a self-awareness assessment (e.g., or an iterative series of electronic activities).
  • the system may, for example, calculate a self-awareness score for the user based at least in part on inputs provided by the user during the completion of one or more particular self-awareness assessments.
  • the system may further be configured to, for example: (1) provide training to improve an individual's executive function; and (2) modify a particular self-awareness assessment to aid a user in identifying their own executive function limitations, etc.
  • Various aspects of the system's functionality may be executed by certain system modules, including: (1) a Self-Awareness Determination Module 300; (2) a Self-Awareness and Memory Module 600; (3) a Self-Awareness and Error Evaluation Module 1400; and (4) an Executive Function Training Module 1500.
  • These modules are discussed in greater detail below. Although these modules are presented as a series of steps, it should be understood in light of this disclosure that various embodiments of the modules described herein may perform the steps described below in an order other than in which they are presented. In still other embodiments, the modules may omit certain steps described below. In various other embodiments, any of the modules described herein may perform steps in addition to those described, and/or may include steps described with respect to one or more of the other modules described.
  • FIG. 3 illustrates an exemplary process for operationalizing a determination of a user's self-awareness (e.g., by calculating a self-awareness score for the user).
  • the Self-Awareness Determination Module 300 which may be executed by the one or more computing devices of the system 100, may perform this process.
  • a client-computing device such as one or more remote computing devices 130, can execute the Self- Awareness Determination Module 300 and access a database (e.g., the one or more databases 140 shown in Figure 1) through a suitable network (e.g., one or more networks 115).
  • the Self-Awareness Determination Module 300 may call upon other modules (e.g., such as any suitable module described herein) to perform certain functions.
  • the software may also be organized as a single module to perform various computer-executable routines.
  • the system when executing the Self- Awareness Determination Module 300, is configured to: (1) assess the self-awareness of a user in performing one or more iterations of a particular activity (e.g., an electronic game or other activity).
  • a particular activity e.g., an electronic game or other activity.
  • the system may do this by: (1) generating multiple iterations of a particular electronic activity; (2) having the user complete the multiple iterations of the particular electronic activity; (3) in the context of the user executing the multiple iterations of the particular electronic activity, prompting the user for feedback regarding the user's past or future performance in performing one or more of the particular iterations of the particular electronic activity; (4) as the user executes each iteration of the particular electronic activity, collecting data regarding the user's actual performance while executing the particular electronic activity; (5) comparing the user's assessment of their performance with the data regarding the user's actual performance; (6) based on the comparison, determining whether the user was accurate in assessing their performance in executing the one or more iterations of the particular electronic activity; (7) adjusting a self-awareness score for the user based at least partially on the user's determined accuracy level in assessing their performance in executing the one or more iterations of the particular electronic activity; and (8) saving the user's adjusted self-awareness score to computer memory.
  • the system when executing the Self- Awareness Determination Module 300 begins by initiating Step 310, by receiving a command to execute an electronic game to be played by a user.
  • the electronic game as described below, may be presented on any suitable display, such as a video display 210 (e.g., see Figure 2).
  • the electronic game can include many different types of games such as matching pictures or patterns, correlating pictures or patterns, selecting particular items presented to the user in the display, or identifying pathways between two or more points, among others.
  • the electronic games are designed to enable the system, when executing the Self-Awareness Determination Module 300, or any other module of the system 100, to assess, modify, and/or otherwise adjust the user's self-awareness and track the user's performance on the electronic game and over the course of a plurality of iterations of one or more games. Additionally, in some embodiments, one or more of the electronic games (e.g., one or more iterations of the electronic games) may be adjusted based on length, difficulty, and/or complexity.
  • the system is configured to gather performance data indicating how well the user is performing at the electronic game as the user is playing the electronic game.
  • the performance data may include a performance score for a particular electronic activity or for each iterations of a particular electronic activity.
  • the performance score may include a score that reflects the user's actual performance on a particular activity (e.g., how many correct answers the user provides, how accurately the user responded to one or more questions in the electronic activity, how many incorrect answers the user provides or mistakes the user makes on the electronic activity, etc.).
  • the system may, in addition to gathering performance data for the user, evaluate the user's self-awareness in performing various iterations of a particular electronic activity.
  • the system is configured to calculate a self-awareness score to identify a level of self-awareness of the user as well as a performance score to identify a level of how well the user is performing on a current iteration of the electronic game, as well as the user's awareness surrounding that performance.
  • the self-awareness score may be calculated based on one or more algorithms that are used to indicate the user's self-awareness.
  • the self-awareness score may incorporate one or more weighting factors and may be based upon, for example: (1) whether the user selected a learning aid while playing a particular game; (2) how accurately the user predicted how well they performed on a particular game or how well the user predicted how well they would perform on a particular iterations of an electronic game; (3) how accurately the user perceived the difficulty of a particular game to be, etc.
  • weighting factors may be based upon, for example: (1) whether the user selected a learning aid while playing a particular game; (2) how accurately the user predicted how well they performed on a particular game or how well the user predicted how well they would perform on a particular iterations of an electronic game; (3) how accurately the user perceived the difficulty of a particular game to be, etc.
  • the system while the user is playing a particular game, presents the user with the option to select a learning aid that will assist the user in playing the game (e.g., is designed to assist the user).
  • the one or more performance aids may include, for example: (1) a demonstration of how the particular electronic activity should be performed (e.g., a demonstration of the successful play of a particular electronic game); (2) one or more hints as to how to improve their performance at the particular electronic activity; (3) one or more dry runs at the particular electronic activity; and/or (4) an opportunity to redo their performance of a particular iteration of the particular electronic activity.
  • the system in response to the user selecting the learning aid or performance aid, is configured to modify the user's self-awareness score and/or the user's performance score.
  • the system may increase the user's self-awareness score and/or decrease the user's performance score.
  • the system may increase the self- awareness score in response to the user selecting the learning aid.
  • the increase in the self-awareness score may reflect, for example, the user's recognition that: (1) the user requires aid in a particular game or electronic activity; (2) the user is not not performing well on the activity; (3) the user is confused by the activity; and/or (4) etc.
  • the system may decrease the user's performance score in response to the user selecting the performance aid, because, as the user receives assistance from the learning aid, their performance at the electronic game may be falsely inflated above their present abilities.
  • the user's selection of the learning aid may reflect well on their awareness of their abilities (e.g., resulting in an increase in awareness score), but may reflect poorly on their ability to perform in the game or activity (e.g., resulting in a decrease of the user's performance score).
  • the system in response to the user not selecting a presented learning aid while playing the electronic game, may be configured to modify the self-awareness score for the user (e.g., by increasing or decreasing the score). For example, if the user is not performing well (e.g., the user has a low performance score) on the electronic game and the user does not select the learning aid, then the system may decrease the self-awareness score (e.g., to indicate a lower level of self-awareness because the user did not realize that they could have used some aid), but if the user is performing well (e.g., the user has a high performance score) on the electronic game and the user does not select the learning aid, then the system may increase the self-awareness score (e.g., to indicate a higher level of self -awareness because the user realized that they were performing well and didn't require aid).
  • the self-awareness score e.g., by increasing or decreasing the score. For example, if the user is not performing well (e.g.
  • the system prompts the user to indicate a perceived difficulty level of the game and/or a perceived level of how well they performed while playing the electronic game.
  • the perceived difficultly level may be selected from a list of available selections that are presented to the user in the display, or the user may be prompted to input a difficulty level.
  • the difficulty level may be a numerical value or letter indication, which can be within a range (e.g., 1 to 10 or A to F).
  • the difficultly level may be provided to indicate how difficult the user perceived the iteration of the electronic game that was just completed by the user.
  • the system may prompt the user to indicate how well they performed on the iteration of the electronic game just completed by the user.
  • this may include an indication by the user of how well they met one or more objective of the electronic game, how well they scored on the electronic game, etc.
  • the indication provided by the user of how well they performed at the electronic game may be selected from a list of available selections that are presented to the user in the display, or the user may be prompted to input syntax in a text box to indicate how well they believe they performed.
  • the system may further prompt the user to indicate how well the user thinks they will perform on a particular game prior to the user playing the game. For example, the system may prompt the user to provide a prediction of how well the user will perform in the game (e.g., how many correct answers the user will provide during the game, how accurately the user will play the game, etc.).
  • the system is configured to compare the perceived level of difficulty provided by the user with an actual difficulty level for the electronic game, the user's performance relative to the perceived difficulty, etc. In particular embodiments, the system may use this comparison to determine a user's self-awareness related to how difficult a user perceives a game to be relative to how difficult the game was designed to be or actually was for the user.
  • Step 360 in response to the comparison of the perceived level of difficulty provided by the user with an actual difficulty level, is configured to adjust and/or modify the self-awareness score for the user. For example, if the user accurately indicates the difficulty level of the electronic game, the system may increase the user's self-awareness score. However, if the user does not accurately assess the game's difficulty level, the system may decrease the user's self-awareness score. The system may then be configured to save the adjusted self- awareness score to memory.
  • a number of methods may be used to determine whether the user accurately assessed the game's difficulty level.
  • the game's difficulty level may be indicated as a numerical value, and the system may provide a range (e.g., one number higher and one number lower than the actual difficulty level) of numerical values that the system may compare the perceived difficulty to. The system may then determine whether the user accurately assessed the difficulty level based on the comparison. For example, if the game has an actual difficulty level of 4 in a range between 1- and 10, then the system may indicate that the user accurately indicated the actual level of difficulty for the electronic game if the user indicated that the perceived level of difficulty was between 3 and 5 (i.e., the range).
  • the range associated with an accurate indication may be smaller or larger.
  • the difficulty level may not be provided in numerical values, and for example, may include levels of “Easy,” “Medium,” “Hard,” or “Very Difficult,” among others.
  • the system may provide one or more difficulty levels that may include selectable levels of difficulty, such as “Piece of cake,” “Just Right,” “Made me Sweat,” or “Way too hard,” among others.
  • the user may be required to indicate the exact difficulty level in order for the system to determine that the user accurately indicated the actual difficulty level of the electronic game.
  • multiple iterations of the electronic game are provided for the user to play, and each iteration of the multiple iterations may include a different difficulty level.
  • the system may prompt the user to indicate a perceived difficulty level for each iteration of the electronic game, and the system may then determine whether the user accurately indicated the actual difficulty level for one or more of the iterations of the electronic game, as discussed above.
  • the system may modify the difficulty level in the iterations of the electronic game by making the patterns or pathways of the electronic game more or less inconspicuous or difficult/easier to complete.
  • the system may determine that the user accurately indicated a difficulty level based on the user's performance score. For example, if the user indicates that a particular game was relatively easy (e.g., by assigning a low difficulty rating), the system may decrease the user's self-awareness score if the user performed poorly on the game (e.g., received a poor performance score). This may reflect, for example, a lack of awareness on the part of the user relating to the difficulty of the game because the user felt the game was easy but did not perform well. Similarly, the system may be configured to decrease the user's self-awareness score if the user indicated that a game was relatively difficult but the user performed well in the game.
  • the system may be configured to increase a user's self-awareness score where the user's perceived difficulty level provided to the system substantially aligns with (e.g., matches) their actual performance. For example, if the user indicates that a game was difficult and the user performed poorly on the game, the system may increase the user's awareness score. Similarly if the user indicates that a game was easy and the user performed well, the system may increase the user's awareness score.
  • the system is configured to adjust the user's self-awareness score based at least in part on how accurately a user predicts that they will perform on a future game (e.g., a future iteration of an electronic game) or how well the user just performed on a particular electronic game).
  • a future game e.g., a future iteration of an electronic game
  • two or more iterations of the electronic game are provided for the user to play.
  • the system may prompt the user to input the user's prediction of their future performance on the at least one additional iteration of the game.
  • the user is prompted to input the user's prediction of their future performance prior to initiating the first iteration of the electronic game.
  • the prompt provided by may be embodied as a list of potential choices (e.g., numerical values between 1 andlO and/or syntax indicating how well the user will perform such as "Excellent,” “Good,” or “Poor,” among others).
  • the system may be configured to compare the user's prediction of their future performance with the user's actual performance on that iteration of the electronic game.
  • the system in particular embodiments, is configured to adjust the user's self- awareness score. For example, if the user accurately indicates how well they will perform on the electronic game, the system may increase the user's self-awareness score.
  • the system may decrease the user's self-awareness score.
  • the system may then be configured to save the adjusted self-awareness score to memory associated with the Self-Awareness Determination Module 300.
  • a number of methods may be used to determine whether the user accurately assessed how well they performed on the game or will perform on a future came.
  • a performance threshold may be used to determine if the user accurately assessed how well they performed on the electronic game.
  • the performance threshold can be a numerical value in the range of numerical values. For example, if the user's predicted performance and actual performance are in a numerical range between 1 and 10, the performance threshold may be a number in this range, such as 5.
  • the performance may be classified based on syntax indicating the predicted and actual performance level, such as "Excellent,” “Good,” or "Poor,” among others.
  • the performance threshold may be one of the performance classifications, such as "Good.”
  • the system is configured to can compare the user's predicted performance (e.g., predicted performance of how the user just performed on a game or how the user will perform on a future game) and actual performance to the performance threshold. If the user's predicted performance and actual performance are both either above the threshold or below the threshold, then the system may be configured indicate that the user accurately predicted how well they will perform on the electronic game. The system may then increase the user's self-awareness score.
  • the system may indicate that the user did not accurately predict how well they will perform on the electronic game. The system may then decrease the user's self-awareness score.
  • the system may prompt the user to input a reason why the user performed at least a portion of the game accurately. For example, in an electronic game where the objective is to select matching items, the user may input the reason as being that the user matched an item provided on a first display with an item provided in a second display.
  • the prompt for the user to input the reason may be a list of input reasons provided for the user to select from or a section of the display for the user to input text indicating the one or more reasons.
  • the system may determine whether the one or more reasons are correct, and in response, adjust the user's self-awareness score.
  • the system may increase the user's self-awareness score; however, if the one or more reasons are incorrect, then the system may decrease the user's self-awareness score. For example, in the matching electronic game described above, if the user provides the reason of the user matching two items presented on different displays, the system may determine this is a correct answer; however, if the user provides input indicating the reason that the user played the game accurately is that they completed the game quickly, the system may determine this is an incorrect answer.
  • the system is configured to provide a performance aid or learning aid in the electronic game, as discussed above.
  • the user may indicate that using the performance aid or learning aid is a reason why the user performed at least a portion of the game accurately.
  • the system may determine whether the user actually used the performance aid or learning aid while performing the at least one iteration of the game, and adjust the user's self-awareness score accordingly. For example, where the user indicated that using the performance aid or learning aid aided the user's performance, and the user actually used the performance aid or learning aid while performing the at least one iteration of the game, the system may increase a self-awareness score of the user.
  • the system may decrease the self-awareness score of the user. Further, where the user indicated that the user did not use the performance aid or learning aid in the user's performance, and the user actually used the performance aid or learning aid while performing the at least one iteration of the game, the system may decrease the self-awareness score of the user.
  • the system is configured to modify the user's self-awareness score as the user completes additional iterations of the one or more electronic activities.
  • the system is configured to store the self-awareness score in memory and associate the self-awareness score with the user.
  • the system is configured to track one or more changes to the user's self-awareness score over time.
  • the system is configured to generate a visual or graphical representation (e.g., graph, chart, etc.) of the change in the user's self-awareness score and display the visual or graphical representation to any suitable individual upon request.
  • the system when executing the Self-Awareness Determination Module 300, or any other module of the system 100, may facilitate the playing of an electronic game or the completion of a self- awareness assessment by the user.
  • the user may play one or more different electronic games, and the electronic games can include many different types of games, such as matching pictures or patterns, correlating pictures or patterns, selecting particular items presented to the user in the display, or identifying pathways between two or more points, among others.
  • the user may further play multiple iterations of the same electronic game.
  • One or more directions or objectives for the electronic game may be provided when the user initiates the electronic game; however, in different iterations of a particular electronic game, more or fewer directions or objectives may be provided.
  • the electronic games are designed to enable the system executing the Self-Awareness Determination Module 300, or any other module of the system 100, to assess the user's self-awareness and track the user's performance on the electronic game.
  • Figure 5 illustrates an example user interface of an electronic game 500 that the user may play.
  • the display e.g., video display 110
  • the display provides a grid of selectable blocks.
  • the game is a four row by four column grid 505; however, such a configuration is not required and a different number of rows and/or columns may be provided in the grid.
  • the electronic game 500 includes a particular pattern or shape within two or more of the selectable blocks (510, 515, 520, 525), which in the present embodiment is a four circle pattern, and a unique indicator is a distinguishing aspect of the particular pattern or shape presented in the different selectable blocks.
  • the unique indicator is a number of vertical lines provided in the bottom portion of one or more of the four circle pattern.
  • the first selectable block 510 does not include a vertical line in the bottom portion of any of the circles of the pattern;
  • the second selectable block 515 includes a vertical line as part of one of the circles of the pattern;
  • the third selectable block 520 includes a vertical line as part of two of the circles of the pattern;
  • the fourth selectable block 525 includes a vertical line as part of three of the circles of the pattern.
  • the unique indicator associated with each instance of the pattern may indicate a sequential order of the pattern for the electronic game.
  • the objective of the electronic game 500 is to select (e.g., by using a pointing device, such as a mouse, or using the user's finger in a touch screen display), within the user interface, as many selectable blocks as possible, without reselecting any selectable blocks, in traversing between each selectable block that includes the pattern. Additionally, in traversing between the selectable blocks, the objective is to select the selectable blocks that include the pattern in the sequential order as identified by the unique identifier of each instance of the pattern.
  • the objective is to traverse from the first selectable block 510 to the second selectable block 515 to the third selectable block 520, and finally, to the fourth selectable block 525 while selecting as many selectable blocks in the grid 505 without reselecting (i.e., selecting a block more than once) any of the selectable blocks.
  • the electronic game 500 includes a menu 530 that includes a timer 532, and a hint button 534.
  • the electronic game 500 provides a hint regarding the electronic game 500.
  • the hint may initiate the first selectable block 510 to be identified in a highlighted presentation, as shown in the first selectable block 510, which is the first instance of the pattern in the sequential order for which the selectable blocks that include the pattern are to be selected.
  • the electronic game 500 may indicate that this is the first instance of the pattern, but in other implementations, only the highlighted presentation in the user interface is provided and the user is required to identify the significance of the highlighted presentation.
  • a learning aid or performance aid such as hint button 534, the user's self-awareness score and performance score may be adjusted.
  • Figure 5 provides a second user interface of the electronic game 500.
  • Figure 5 shows an occurrence of the user, with the pointer 540, selecting the hint button 534 for a second time.
  • the hint initiates the fourth selectable block 525 to be identified in a highlighted presentation, as shown in the fourth selectable block 525, which is the final instance of the pattern in the sequential order for which the selectable blocks that include the pattern are to be selected.
  • the electronic game 500 may indicate that this is the final instance of the pattern, but in other implementations, only the highlighted presentation in the user interface is provided and the user is required to identify the significance of the highlighted presentation. Additionally, in other implementations, more or different hints may be provided. As described above, the user's self-awareness score and/or performance score may be adjusted based on the user selecting the hint button 734 for a second occurrence (or any other occurrence).
  • the system may allow, or require a user to execute, a dry run of a particular electronic activity (e.g., a game) before executing the electronic activity for evaluation purposes (e.g., to earn points that would be used to evaluate the user's performance).
  • Figure 23 A shows a system user interface displaying instructions where the user must execute a dry run of a particular game before executing the game for evaluation purposes.
  • Figure 23C shows a system user interface displaying instructions where the user has the option of executing a dry run of a particular game before executing the game for evaluation purposes.
  • the system may allow a user to optionally display a visual representation of their performance during a dry run (e.g., a path followed by a user during a dry run of a particular game). This may be useful in helping the user learn from their performance during the dry run.
  • Figure 24A shows a game board before the user plays the game.
  • Figure 24B shows the path taken by the user during a dry run, where the user's path is represented by dashed lines beginning with the lower right triangle and ending with the upper right triangle.
  • Figure 23B shows that the user may selectively cause the system to display the path taken by a user during a dry run by selecting a "dry run" icon, such as the "dry run” icon shown in Figure 24A.
  • a Self-Awareness and Memory Module 600 is configured to:
  • an existing awareness score e.g., self- awareness score
  • Step 610 by initiating a self-awareness assessment (e.g., one or more electronic activities or games) for a user.
  • a self-awareness assessment e.g., one or more electronic activities or games
  • initiating the self- awareness assessment comprises executing computer code on a suitable computing device such as a smartphone or tablet computer (e.g., or any of the one or more remote computing devices 130 shown in Figure 1).
  • initiating the self-awareness assessment comprises displaying, via a suitable computing display, a graphical user interface comprising the self-awareness assessment.
  • initiating the self-awareness assessment further comprises creating an electronic record for the self-awareness assessment, digitally storing the record in memory, and electronically associating the record with a user that is to complete the self-awareness assessment.
  • the self-awareness assessment is embodied as an electronic game comprising a plurality of inputs through which the user can provide input to the system, respond to one or more prompts from the system, and otherwise interact with the system during the self-awareness assessment.
  • the system is configured to display a set of instructions associated with the self-awareness assessment.
  • the system is configured to display the set of instructions on a graphical user interface (e.g., on a suitable video display screen associated with a computing device).
  • the set of instructions is associated with the self-awareness assessment and includes one or more tasks related to the self-awareness assessment, one or more goals related to the self-awareness assessment, one or more instructions related to the self-awareness assessment, etc.
  • the set of instructions includes one or more activities that the user must (e.g., or should) perform during the self-awareness assessment.
  • a self- awareness assessment may include: (1) a main task (e.g., a primary task); (2) one or more sub- tasks (e.g., one or more targeted tasks); (3) one or more conditional tasks; (4) one or more time conditional tasks, and/or (5) any other suitable task or activity that the self-awareness assessment is tasking the user with doing or completing for the purpose of measuring the user's awareness (e.g., and/or performance).
  • the set of instructions comprise a main task (e.g., a primary task).
  • the primary task may include any suitable primary task such as entering data via the graphical user interface (e.g., via one or more keyboard inputs).
  • the main task may include, for example, completing one or more math problems, reading, data entry, selecting a sequence of inputs, matching, or any other task that includes the provision, by the user, of one or more inputs to the system.
  • the set of instructions includes one or more sub-tasks (e.g., one or more targeted tasks).
  • the one or more sub-tasks may include, for example: (1) an instruction to select a particular indicia on the graphical user interface when a particular image appears on the display; (2) an instruction to select a particular indicia on the graphical user interface if the user provides a particular input as part of the main task (e.g., enters a number within a particular range, selects a particular object, etc.); and/or (3) any other suitable instruction to select a particular indicia on the graphical user interface or perform any other suitable action as part of the self-awareness assessment for any suitable reason.
  • the one or more conditional tasks may include an instruction to perform a suitable action or select a suitable indicia in response to the occurrence of a particular condition.
  • a particular condition may occur (e.g., one or more images may change on the display, one or more portions of the main task may be completed, etc.).
  • the set of instructions may include an instruction for the user to perform a particular action (e.g., or complete a particular task) in response to the occurrence of the one or more conditional tasks.
  • the set of instructions include one or more instructions related to one or more time conditional tasks.
  • the one or more time conditional tasks may include an instruction to perform a particular task at a particular time during the self- awareness assessment.
  • a particular self- awareness assessment may include a particular time limit.
  • the self- awareness assessment may include, on the display, a time indicator that indicates, for example, an elapsed time, an amount of time remaining, etc.
  • the one or more time conditional tasks may include an instruction to perform a particular task (e.g., select a particular indicia) at a particular time during the self-awareness assessment. This may, for example, test whether the user can keep track of time as the user completes the main task.
  • the systems electronically receives, from the user, input data during completion of the self-awareness assessment.
  • the system is configured to receive the input data via selection, by the user, of one or more on-screen indicia (e.g., via a touchscreen device).
  • the system is configured to receive the input data via one or more input devices (e.g., a keyboard and/or mouse).
  • the input data comprises timing data for each particular input received from the user during the self-awareness assessment (e.g., a time at which each particular input was received).
  • the input data may include one or more of the following: (1) first input data received at a first time associated with a main task; (2) second input data received at a second time associated with a sub-task; (3) third input data received at a third time associated with a conditional task; and/or (4) fourth input data received at a fourth time associated with a time conditional task.
  • the system may be configured to receive a plurality of input data at a plurality of different times for each of the particular tasks described above.
  • the system is configured to store the input data and associated timing data in memory.
  • the system processes the input data by calculating an awareness score for the user (e.g., or modify an existing awareness score associated with the user) based at least in part on the input data.
  • each particular task described above may include a plurality of target inputs for the user, each having a particular target time.
  • the system is configured to modify the awareness score for the user based at least in part on a proximity of a completion time of each of the plurality of target inputs to its respective target time.
  • the target time may, for example, be based on the set of instructions.
  • the system may, for example, electronically adjust the awareness score based at least in part on a first input, a first input time associated with the first input, and one or more instructions associated with a task for which the first input was provided (e.g., the main task).
  • the system may, for example: (1) determine whether the first input time is the first target time; (2) in response to determining that the first time is the first target time, increasing the awareness score by a first particular amount; (3) in response to determining that the first time is not the first target time, determining a delay time between the first input time and the first target time; and (4) increasing the awareness score by a second particular amount based at least in part on the delay time.
  • the delay time is longer than a threshold amount (e.g., or if the system never receives a target input)
  • the system may be configured to decrease the awareness score. As may be understood in light of this disclosure, the longer it takes a user to provide the input after the first target time, their awareness score will increase by a lesser amount or even decrease as more time elapses (e.g., because this may indicate a lack of awareness).
  • the system may display a targeted task (e.g., by displaying a particular image on the display screen).
  • the system is configured to increase the awareness score.
  • the system in response to the user selecting the associated indicia after a delay, the system is configured to increase the awareness score (e.g., by an amount less than the system increases the score if the user notices the targeted task right away).
  • the system is configured to decrease the awareness score.
  • the system is configured to cause one or more conditions to occur that may trigger a conditional task (e.g., by displaying one or more images or videos, by modifying one or more images or videos in the graphical user interface, etc.).
  • a conditional task e.g., by displaying one or more images or videos, by modifying one or more images or videos in the graphical user interface, etc.
  • the system is configured to increase the awareness score.
  • the system in response to the user selecting the associated indicia after a delay, the system is configured to increase the awareness score (e.g., by an amount less than the system increases the score if the user notices the conditional task right away).
  • the system is configured to decrease the awareness score.
  • the system is configured to indicate to the user, via the interface, that one or more time conditions have occurred (e.g., via a clock, etc.), triggering a time conditional task.
  • the system is configured to increase the awareness score.
  • the system in response to the user selecting the associated indicia after a delay, the system is configured to increase the awareness score (e.g., by an amount less than the system increases the score if the user notices the time conditional task right away).
  • the system is configured to decrease the awareness score.
  • the system is configured to modify, increase, or decrease the awareness score based on an analysis of each input provided by the user during the self- awareness assessment in addition to a time of each input and its related target time.
  • the system is configured to modify, increase or decrease the score in an amount based on one or more weighting factors related to an importance of a task associated with the particular input. For example, missing or completing one or more inputs related to a main task may cause a greater decrease or increase in the awareness score than missing or completing one or more less important inputs (e.g., such as one related to a time conditional or other task).
  • the system is configured to receive one or more weighting factors for each particular task that makes up the set of instructions.
  • the system is configured to use the one or more weighting factors to calculate the awareness score.
  • the one or more weighting factors may, for example, be specific to the user. For example, a particular user may desire to improve particular skills related to executive function (e.g., based on the user's one or more goals discussed herein).
  • the system may be configured to automatically weight particular input types higher for scoring purposes for such users.
  • the system may weigh time conditional tasks higher (e.g., than other tasks) for awareness score calculation purposes (e.g., 1% higher, 2% higher, 5% higher, 10% higher, and so on).
  • the awareness score may be on a scale, as a percentage, as a letter grade, or in any other suitable configuration.
  • the system digitally stores the awareness score in memory.
  • the system is configured to associate the awareness score with the electronic record for the self-awareness assessment.
  • the system is configured to associate the awareness score with the user.
  • the system is configured to track a change in awareness score for a particular user over time (e.g., based on a change in awareness score determined and/or calculated from different self-awareness assessments that the user takes over time).
  • the system is further configured to generate a visual representation of the change in awareness score (e.g., a graph) and display the visual representation to any suitable individual upon request.
  • Figure 7 depicts an exemplary screen display with which a user may complete a self- awareness assessment.
  • the screen display 700 depicts a set of instructions 905 for the user to follow during the completion of the self-awareness assessment.
  • the set of instructions 705 may include any suitable set of instructions, such as those described above with respect to the Self-Awareness and Memory Module 600.
  • the set of instructions 705 includes an instruction to click on a medal indicia 710 if: (1) the user sees a pineapple indicia 715 displayed on the screen; and/or (2) the user types in the number " 100" 720.
  • the screen display also includes a Begin button 730, which the user may select to initiate or otherwise begin the self-awareness assessment.
  • these instructions may include one or more instructions related to a targeted task or sub-task of a main task that the user is completing during the self- awareness assessment.
  • Figure 8 depicts an exemplary screen display 800 and user interface with which a user may complete a self-awareness assessment according to a particular embodiment.
  • the main task of the self-awareness assessment may include the user entering, using a text entry box 805 and associated number inputs 810, a plurality of numbers from a listing of numbers 815.
  • the user may, for example, be tasked with systematically entering all of the numbers from the listing of numbers 815 into the text entry box 805 during the self-awareness assessment.
  • the assessment may, for example, be timed, and the system may track the time and display time elapsed and/or remaining to the user using a clock 820 or other suitable time display. This may, for example, test a user's ability to accurately reproduce entries (e.g., pay attention to what they are doing), maintain awareness that they are making entries correctly, etc.
  • the embodiment of the self-awareness assessment displayed may implement the set of instructions 705 described above with respect to Figure 7.
  • the appearance of the pineapple indicia 715 should trigger the user to select the medal indicia 710 (e.g., when the pineapple indicia 715 appears while the user is completing the main task).
  • the number "100" 720 does not appear in the current listing of numbers 815, the user should also select the medal indicia 710 if the number "100" 720 did appear on the list, when the user was entering the number "100" 720 into the text entry box 805.
  • the system would increase the awareness score (e.g., based on an amount of time elapsed between the appearance of the pineapple indicia 715 and selection, by the user, of the medal indicia 710.
  • Figure 8 incorporates the set of instructions 705 from Figure 7 in the example described above, other embodiments may utilize any other suitable set of instructions.
  • the self-awareness assessment shown in Figure 8 may utilize one or more time conditional tasks using, for example, the clock 820 (e.g., the instructions may instruct the user to select the medal indicia 710 if the clock reads a particular time while the user is playing a game).
  • Figure 9 depicts another exemplary screen display 900 with which a user may complete another exemplary self-awareness assessment. As may be understood in this figure, the screen display 900 depicts a set of instructions 905 for the user to follow during the completion of the self-awareness assessment.
  • the set of instructions 905 may include any suitable set of instructions, such as those described above with respect to the Self-Awareness and Memory Module 600.
  • the set of instructions 905 include an instruction to click on a medal indicia 910 if: (1) the user sees a face indicia 915 displayed on the screen; (2) the receipt is a toy store receipt 920; and/or (3) the receipt is a receipt between "$50 and $60" 925.
  • the screen display also includes a Begin button 930, which the user may select to initiate or otherwise begin the self-awareness assessment.
  • these instructions may include one or more instructions related to a targeted task or sub-task of a main task that the user is completing during the self-awareness assessment.
  • Figure 10 depicts an exemplary screen display 1000 and user interface with which a user may complete a self-awareness assessment according to a particular embodiment.
  • the main task of the self-awareness assessment may include the user entering, using a receipt entry field 1005 and associated number inputs 1010, information regarding a plurality of receipts from a stack of receipts 1015.
  • the user may, for example, be tasked with systematically entering data such as a store name, amount, and category for all of the receipts from the stack of receipts 1015 during the self-awareness assessment.
  • the assessment may, for example, be timed, and the system may track the time and display time elapsed and/or remaining to the user using a clock 1020 or other suitable time display.
  • the embodiment of the self-awareness assessment displayed may implement the set of instructions 905 described above with respect to Figure 9.
  • the receipt 920 at the top of the stack of receipts is a toy store receipt 920 (e.g., a Toys R-Us receipt)
  • the user is selecting the medal indicia 910 as instructed.
  • the system would increase the awareness score (e.g., based on a weighting factor associated with the receipt recognizing task).
  • Figure 11 depicts an exemplary screen display 1100 showing an exemplary new task
  • the new task 1105 interrupting a main task that the user is performing (e.g., the main task described above with respect to Figure 10).
  • the new task 1105 includes a To Do List 1110 of actions to perform.
  • the To Do List 1110 may include, for example, a list of tasks to perform in the representation of a kitchen 1115 shown in this figure.
  • the list of tasks may include, for example, putting away dishes (e.g., by selecting the dishes and then selecting a cabinet), cleaning particular items in the kitchen (e.g., by selecting them), etc.
  • the user must perform the list of tasks in order.
  • the system may return the user to the main task (e.g., in Figure 10) once the user has completed the list of tasks in the new task 1105.
  • the system may increase a performance or awareness score for the user. If the user tries to perform an erroneous task or chore as part of the new task 1105 or performs a task out of order, the system may decrease the performance and/ or awareness score. If the user omits a task, the system may decrease the awareness and/or performance score.
  • the system is configured to provide an interface with which the user can review and evaluate the user's own or another user's performance on a particular game.
  • the system may, for example, display a replay of another user's performance of a particular game (e.g., a visual representation of the user's actions).
  • the system may be configured to prompt the user to evaluate one or more errors made by the other user.
  • the system is configured to modify the user's awareness score in response to the user correctly identifying a type of a particular error.
  • the system is configured to modify the user's score if the user is able to evaluate a correct reason for the error.
  • the system is configured to enable the user to evaluate their own performance (e.g., without informing the user that it is their own performance that they are evaluating). Some individuals may, for example, be unable to recognize their own shortcomings, but are better able to point out mistakes and reasons for mistakes in others. By presenting the user with their own performance for their review, the system may be configured to enable the user to evaluate their own performance more accurately or openly.
  • the system is configured to provide feedback to the user during a particular evaluation session. For example, by having the user identify one or more errors in replays of games previously played by themselves or others, the system may teach the user to identify errors in execution when playing a game and reasons for those errors.
  • this teaching may enable the user to identify potential errors in the future when the user is playing other iterations of various games.
  • the system is further configured to modify a user's awareness score based at least in part on the user's recognition of the benefit of the evaluation sessions. For example, the system may be configured to increase the user's awareness score in response to the user providing feedback that the evaluations and feedback that the user received was helpful and that the user will incorporate that feedback into their life.
  • the Self-Awareness and Error Evaluation Module 1200 may facilitate coaching of the user using techniques to improve their executive function skills though review.
  • the system begins, at Step 1210 by facilitating an evaluation, by a first user, of an electronic activity completed by a second user.
  • the second user is any suitable user that has completed any suitable electronic activity (e.g., electronic game, self- awareness assessment, etc.).
  • the second user is a user that has completed a game that the first user has also completed.
  • the first user is the second user.
  • the system is configured to enable the user to evaluate their own performance (e.g., without informing the user that it is their own performance that they are evaluating). Some individuals may, for example, be unable to recognize their own shortcomings, but are better able to point out mistakes and reasons for mistakes in others. By presenting the user with their own performance for their review, the system may be configured to enable the user to evaluate their own performance more accurately or openly.
  • Step 1220 the system displays, via a suitable graphical user interface
  • GUI a visual representation of a second user completing the electronic activity.
  • the system is configured to display the GUI via a suitable computing device (e.g., the one or more remote computing devices 130 shown in Figure 1).
  • the visual representation of the second user completing the electronic activity comprises a video replay of the second user completing the electronic activity.
  • the visual representation comprises one or more images of the second user completing the electronic activity.
  • the visual representation comprises a visual indication of the second user's input device (e.g., finger, mouse, etc.) while the user is (e.g., was) completing the electronic activity.
  • the system may also include an audio representation of the second user's completion of the activity. This may include, for example, audio of one or more ambient noises that the second user heard as the second user completed the activity, or any other suitable sound.
  • the system while displaying the visual representation of the second user completing the electronic activity, gathers feedback from the first user indicating the second user's performance on the electronic activity.
  • gathering feedback comprises gathering feedback regarding the second user's performance in completing the electronic activity.
  • the feedback may include, for example: (1) that the second user should have used a learning aid; (2) that the second user should have utilized a different learning aid than they utilized; (3) that the second user seemed to struggle with a particular type of task; (4) that the second user committed a particular error; (5) that the second user committed a particular type of error; (6) one or more reasons for an identified error; (7) one or more distractions identified by the first user; (8) one or more obvious consequences of the one or more distractions; (9) one or more unseen consequences of the one or more distractions; and/or (10) etc.
  • the system is configured to assign the first user to an additional user that is evaluating the second user.
  • the system may then be configured to enable the first user to evaluate the additional user's evaluation of the second user.
  • the system is configured to collect additional feedback data from the first user regarding the additional user's evaluation of the second user such as, for example: (1) the additional user has misidentified an error; (2) the additional user has misidentified a cause of an error or reason for the error; (3) the additional user has missed one or more errors; and/or (4) the additional use made any other suitable mistake in their evaluation.
  • the additional user is a third user.
  • the additional user is the first user.
  • the system may display, to the first user, a visual representation of the first user evaluating the second user at a prior time.
  • the additional user is a virtual user, (e.g., the additional user may not include a real person, but a simulated person).
  • the feedback data comprises feedback data associated with one or more correct actions taken by the second user.
  • the system may provide a learning opportunity to the first user even if the first user is not merely identifying mistakes (e.g., even if there are no mistakes to identify).
  • the system is configured to automatically evaluate the feedback data to determine a learning score for the first user, wherein evaluating the feedback data comprises modifying the learning score based at least in part on the feedback data.
  • the system may, for example, identify a type of error identified from the feedback data gathered at Step 1230 above. The system may then determine whether the identified type of error is relevant to one or more errors actually committed by the second user. The system may then, in response to determining whether the identified type of error is relevant to the one or more errors, modify the learning score by: (1) increasing the learning score if the identified type of error is relevant; and (2) decreasing (e.g., not increasing) the learning score if the identified type of error is not relevant.
  • the system is further configured for: (1) in response to determining that the identified type of error is not relevant to the one or more errors, prompting the user to identify a second type of error; (2) determining whether the identified second type of error is relevant to the one or more errors; and (3) in response to determining that the identified second type of error is relevant to the one or more errors, increasing the learning score.
  • the system may provide the first user with an additional opportunity to identify the error.
  • the feedback data may comprise one or more distractions identified by the first user.
  • the system may prompt the first user to identify one or more errors caused by the one or more distractions (e.g., audio or visual distractions).
  • the system may be configured to: (1) identify a type of glitch regarding the third user's evaluation; (2) prompt the first user to evaluate one or more consequences of the glitch; and (3) in response to the first user evaluating the one or more consequences, modifying the first user's learning score (e.g., based on the first user's evaluation of the one or more consequences).
  • the system may be configured to teach the user to identify obvious and unseen consequences in errors in both performing and evaluating a particular electronic activity. The user may then use these skills of identification when completing future activities to avoid potential pitfalls and mistakes that could affect their performance and/or awareness.
  • the feedback data may be related to the one or more goals discussed below with respect to the Executive Function Training Module 1800 below.
  • the system may be configured to prompt a user to connect errors and other feedback derived from various electronic activities to real-life goals that the system has identified for the first user.
  • the system is configured to prompt the user to evaluate one or more benefits of the evaluation sessions discussed above.
  • the system may, in response to receiving positive feedback regarding the evaluation sessions, be configured to modify the user's learning score (e.g., by increasing it). This may, for example, encourage the user to see the benefit in evaluation and coaching as it pertains to an overall improvement in executive function and related skills.
  • the system digitally stores the learning score in an electronic record associated with the first user.
  • the electronic record associated with the first user is the electronic record for the self-awareness assessment discussed above with relation to Step 650 of the Self-Awareness and Memory Module 600.
  • the system is configured to associate the learning score with the first user in computer memory (e.g., the one or more databases 140 shown in Figure 1).
  • the system is configured to track a change in learning score for a particular user over time (e.g., based on a change in learning score determined and/or calculated as the user completes additional electronic activities and/or self-awareness assessments, provides feedback, provides strategy recommendations/selections, etc.).
  • the system is further configured to generate a visual representation of the change in learning score (e.g., a graph) and display the visual representation to any suitable individual upon request.
  • Figures 13-17 depict exemplary screen displays that a user may experience when evaluating one or more electronic activities performed by a second user (e.g., a virtual user).
  • a second user e.g., a virtual user
  • the system may display a virtual representation of a coach 1310, who may, for example, guide the user through the process of evaluating the second user.
  • the user may select to go over one or more glitches from a particular electronic activity (e.g., game).
  • Figure 1400 shows a user interface 1400 via which a user may review a second user's
  • the user interface 1400 includes a visual representation 1410 of the second user completing the electronic activity.
  • the visual representation 1410 includes a simulated display of a virtual user completing the electronic activity.
  • the system displays a user interface 1500 via which the user can provide feedback regarding the second user's completion of the electronic activity.
  • the interface 1500 comprises a plurality of selected mistake options 1510, from which a user may select an identified mistake or issue with the second user's completion of the activity.
  • the user interface 1600 provides feedback regarding the user's selection provided via the interface 1500 in Figure 15.
  • the coach 1310 in Figure 16 is providing feedback 1620 that the user provided an incorrect answer (e.g., identified a mistake that the second user did not make).
  • the interface 1700 comprises feedback 1720 from the coach 1310 indicating the correct mistake, and further depicts the correct selected mistake from the selected mistake options 1710.
  • the system when executing an Executive Function Training
  • the system when executing the Executive Function Training Module 1800, is configured to create an electronic record for each individual user, which may, for example, include a user profile.
  • the system may populate the user profile with information regarding the user's strengths and weaknesses relating to the user's executive function. The system may identify these strengths and weaknesses based at least in part on data related to the user's performance and self-awareness determined during the user's completion of the various iterations of games and other electronic activities discussed above.
  • the system is configured to calculate a self-awareness score, performance score, etc. for a user based on the user's performance on one or more particular activities such as one or more self-awareness assessments, one or more games, etc.
  • the system may then generate and/or store goals for the user and associate those goals with the user profile.
  • the system e.g., via the Executive Function Training Module
  • the 1800 comprises a training process for improving the user's executive function (e.g., such as the executive function skills discussed above).
  • the system may provide a plurality of training games that are tailored to the user and based at least in part on the user's goals.
  • the system may, for example, as part of the training process, track the user's progress by analyzing one or more connections between the user's strategy in playing particular games, the user's goals, and real-life skills that the user is attempting to develop.
  • the system may measure the user's ability to connect strategies for performing in particular games to real life skills and the user's goals.
  • the system may, for example, calculate a score for the user that relates to the user's ability to evaluate the usefulness of particular strategies that reflect a connection between new things the user has learned while evaluating errors and real -life skills that are reflected in the user's goals.
  • the system in various embodiments, may be configured to modify such a score based on a user's ability to: (1) identify one or more effective habits to take away from evaluating another user's performance in particular games; (2) pick a strategy aid that actually helps the user's performance in a particular game (e.g., results in improved performance); (3) match one or more strategies or habits to particular life goals; (4) rate the usefulness of provided strategies; and/or (5) etc.
  • the system when executing the Executive Function Training Module 1800, the system begins, at Step 1810, by identifying one or more goals for a user based at least in part on the user's performance data and self-awareness level.
  • the system may be configured to gather such performance and self-awareness data using any suitable technique described herein (e.g., via the Self-Awareness Determination Module 300 and/or the Self-Awareness and Memory Module 600 described above).
  • the one or more goals may include any suitable goal such as a goal to improve one or more skills related to executive function that the system identifies that the user may lacking in or be in need of improvement on.
  • These skills may include, for example: (1) keeping track of time; (2) making plans; (3) making sure work is finished on time; (4) multitasking; (5) applying previously learned information to solve a problem; (6) analyzing ideas; (7) looking for help or more information if they need it; and/or (8) any other suitable skill related to executive function and/or described herein.
  • the system may determine that the one or more goals for the user include a goal to improve multi-tasking ability.
  • the one or more goals comprise real-life goals for the user to aspire to.
  • the one or more goals include one or more goals related to the one or more electronic activities (e.g., complete a particular number of activities, make a particular amount of progress in a particular amount of time, improve an awareness or performance score by a particular amount, etc.).
  • the system is configured to gather strategy data for the user related to the identified one or more goals.
  • the system may, for example, require the user to select a particular strategy aid (e.g., for use in a particular electronic game or activity, such as any electronic activity described herein).
  • the strategy aid may include, for example, (1) a demo of the game; (2) a hint regarding how to play the game successfully; and/or (3) an opportunity to replay the game.
  • the strategy aid may include, for example: (1) enabling the user to review a video of themselves playing another iteration of the game; (2) enabling the user to view a video related to the importance of training; (3) enabling the user to review their one or more goals; and/or (4) etc.
  • the system is configured to collect strategy data by prompting the user to recommend the single most relevant strategy from one or more provided options (e.g., most relevant for a particular game).
  • the system may gather data by prompting the user to provide at least a particular number of effective smart habits for use in one or more future iterations of a game.
  • the system may prompt the user to math one or more of the user's goals to strategies identified by the user.
  • the system is configured to enable the user to rate the usefulness of one or more provided strategies.
  • the system may be configured to collect such strategy data in order to analyze a connection between strategies that the user is able to successfully or unsuccessfully apply to an electronic game to the user's real-life goals identified at Step 1810. [00137] Continuing to Step 1830, the system is configured to automatically evaluate and analyze the strategy data to assess an executive function progression score for the user.
  • the system may, for example: (1) modify the user's executive function progress score based at least in part on whether the user actually selects a strategy aid as instructed; (2) modify the user's executive function progress score based at least in part on whether the strategy aid actually assists the user in playing the game (e.g., increases the user's performance score for the game); (3) modify the user's executive function progress score based at least in part on a relevance of the selected strategy to the particular electronic activity; (4) modify the user's executive function progress score based at least in part on whether the user selects an appropriate number of smart habits or strategy aids for a particular activity; (5) modify the user's executive function progress score based at least in part on whether based on how highly the user rates a particular strategy aid; and/or (6) modifies the user's executive function progress score based on any other suitable factor related to one or more strategy aids selected, recommended, or otherwise employed (e.g., not employed)
  • the system is configured to: (1) present the user with an option to select a learning aid (e.g., strategy aid) to assist the user in playing a game; (2) determine whether the user opted to use the learning aid; (3) in response to determining that the user opted to use the learning aid, increasing the executive function progression score; and (4) in response to determining that the user opted not to use the learning aid, decreasing (e.g., or not increasing) the executive function progression score.
  • a learning aid e.g., strategy aid
  • the system is configured to: (1) determine whether the learning aid improved the user's performance while the user completed one or more electronic activities; (2) in response to determining that the learning aid improved the performance, increasing a progression score of the user; and (3) in response to determining that the learning aid did not improve the performance, decreasing (e.g., not increasing) a progression score of the user.
  • the learning aid may comprise reviewing, by the user, the one or more goals prior to completing a particular electronic activity.
  • the system is configured to: (1) present the user with an option to select a learning aid that is most relevant to one or more electronic activities; (2) determine a relevance level of the learning aid to the one or more electronic activities; and (3) in response to determining the relevance level, modifying the performance score for the user (e.g., based at least in part on the relevance level).
  • the system is configured to determine the relevance level based on, for example, an association between the learning aid and the activity.
  • the system may determine the relevance based on one or more pieces of feedback data received from the user (e.g., in the context of the Self- Awareness and Error Evaluation Module 1200 described above).
  • the system may determine that the learning aid selected by the user as relevant was, in fact, relevant based at least in part on such information (e.g., if the user selects the same type of learning aid as relevant in an instant game as compared to when the user provided feedback as part of an error evaluation).
  • the system may be further configured to: (1) determine that the learning aid has a high relevance; and (2) in response, increasing the progression score by a first amount. In other embodiments, the system is configured to: (1) determine that the learning aid has a medium relevance; and (2) in response, increasing the progression score by a second amount. In some embodiments, the second amount is less than the first amount. In still further embodiments, the system may be configured to: (1) determine that the selected learning aid has a low relevance; and (2) in response, decreasing (e.g., not increasing or otherwise not modifying) the progression score.
  • the system is configured to analyze the user's performance on a particular electronic activity (E.g., self-awareness assessment or game) to identify one or more errors committed during the electronic activity.
  • the system may present the user with an option to select a particular number of smart habits for avoiding those errors during future activities.
  • the system may present the user with the option to select two smart habits, three smart habits, four smart habits, or any other suitable number of smart habits.
  • the system may be further configured to modify the user's executive function progression score based at least in part on a number of smart habits selected by the user.
  • the system may, for example, increase the user's executive function progression score in response to determining that the user selected the indicated number of habits.
  • the system may decrease (e.g., not increase) the user's progression score in response to determining that the user selected fewer than the indicated number of habits.
  • the system is configured to: (1) present the user with an option to match the one or more goals to a particular smart habit; and (2) modify the executive function progression score in response to the user selecting a smart habit.
  • the system may increase the progression score to indicate that the user is successfully connecting lessons taken from the one or more activities to the user's real-life goals identified at Step 1810.
  • the system may further modify the progression score based at least in part on the selected goal and habit. For example, in response to the user selecting a habit of asking for help as a good habit for a goal of improving multi-tasking, the system may be configured to reduce the progression score because asking for help may not relate to a user's ability to multi-task.
  • the system may increase the progression score in response to the user selecting a habit of asking for help as a good habit for completing required tasks on time. For example, recognizing that the user needs help to complete the task on time and asking for the help have a strong causality toward the user recognizing ways they can work toward the goal of completing tasks on time (e.g., because the user may be unable to complete the task on time without help).
  • the system is configured to digitally store the executive function progression score in an electronic record associated with the user.
  • the electronic record associated with the user is the electronic record for the self-awareness assessment discussed above with relation to Step 650 of the Self-Awareness and Memory Module 600.
  • the system is configured to associate the executive function progression score in computer memory (e.g., the one or more databases 140 shown in Figure 1).
  • the system is configured to track a change in executive function progression score for a particular user over time (e.g., based on a change in executive function progression score determined and/or calculated as the user completes additional electronic activities and/or self-awareness assessments, provides feedback, provides strategy recommendations/selections, etc.).
  • the system is further configured to generate a visual representation of the change in executive function progression score (e.g., a graph) and display the visual representation to any suitable individual upon request.
  • the system may optionally modify the one or more goals based at least in part on the progression score.
  • the system may reduce an amount of training directed toward that particular goal or skill (e.g., the system may provide the user with fewer games catered toward improving that particular goal or skill to complete).
  • the system may, for example, increase a number of electronic activities that the user must/may complete for one or more other skills for which the user has made less progress (e.g., based on the user's progression score associated with that particular goal or skill decreasing, remaining the same, or increasing by a lower amount than a progress score for another skill).
  • the system may modify a training plan associated with the user to include more or fewer electronic activities related to a particular executive function skill.
  • the system may, in other embodiments, adjust a difficulty of one or more existing games in the training plan.
  • the training plan may, for example, comprise a plurality of electronic activities that the user is scheduled to complete.
  • the system may, in particular embodiments, automatically adjust the training plan (e.g., the one or more games and/or electronic activities that make up the plan) based at least in part on the user's determined progress.
  • Figures 19-22 depict exemplary screen displays that a user may experience related to executive function training.
  • Figure 19 depicts an interface 1900 via which a user can access their executive function profile 1905, their executive function goals 1910, one or more training games, 1925, one or more user created videos 1920 (e.g., for review, evaluation, etc.), and/or a coach selection 1925 (e.g., for use in user evaluation as discussed above).
  • Figures 20A-20B depict exemplary threshold questions which a user may answer, and which the system may use to determine one or more goals for the user.
  • the system may, for example generate score for different areas related to executive function based at least in part on the user's responses to the questions in Figures 20A-20B.
  • the system may determine a score for the user that the system uses to identify one or more goals based on, for example: complex attention, working memory, time management, prospective memory, organization and planning, flexibility and perspective taking, motivation, and meta-awareness, etc.
  • Figure 21 depicts an exemplary screen display 2100 showing a breakdown of one or more scores derived for a particular user based, for example, on the user's responses to one or more questionnaires, the user's performance on one or more electronic games, etc.
  • the screen display 2100 includes a breakdown 2105 of a particular skill, as well as breakdowns 2110 of a plurality of skills related to executive function.
  • the system may be configured to identify a goal to improve those skills (e.g., by directing the user to complete one or more electronic games related to those skills).
  • Figure 22 depicts a screen display 2200 with which a user may provide feedback regarding a helpfulness rating 2205 of particular strategies.
  • the user may, for example, rate a particular strategy on a star scale to provide the system with information regarding types of strategies that the user finds most helpful.

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  • Engineering & Computer Science (AREA)
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  • Physics & Mathematics (AREA)
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  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Electrically Operated Instructional Devices (AREA)

Abstract

Des systèmes de traitement de données selon divers modes de réalisation sont conçus pour traiter des données concernant l'auto-conscience d'un utilisateur pour une utilisation dans le développement de la fonction d'exécution de l'utilisateur. Selon divers modes de réalisation, le système de traitement de données : (1) exécute des instructions lisibles par ordinateur qui, lorsqu'elles sont exécutées par ledit processeur d'ordinateur, facilitent le jeu à l'utilisateur ; (2) collecte des données de performance indiquant la performance de l'utilisateur pendant que l'utilisateur joue au jeu ; et (3) évalue automatiquement les données de performance pour évaluer, pour l'utilisateur, la conscience des capacités de l'utilisateur par rapport à l'exécution d'une tâche passée ou future. Le système de traitement de données peut collecter et traiter des données associées par rapport à divers niveaux et faire ensuite appel à ces informations pour aider l'utilisateur à améliorer les compétences de fonction d'exécution de l'utilisateur.
PCT/US2018/041325 2017-07-07 2018-07-09 Systèmes de traitement de données pour traiter et analyser des données concernant une auto-conscience et fonction d'exécution WO2019010500A1 (fr)

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US201715644700A 2017-07-07 2017-07-07
US201715644703A 2017-07-07 2017-07-07
US15/644,703 2017-07-07
US15/644,695 2017-07-07
US15/644,700 2017-07-07
US15/644,697 US10191830B1 (en) 2017-07-07 2017-07-07 Data processing systems for processing and analyzing data regarding self-awareness and executive function
US15/644,697 2017-07-07
US15/644,695 US10065118B1 (en) 2017-07-07 2017-07-07 Data processing systems for processing and analyzing data regarding self-awareness and executive function

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Citations (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20160005320A1 (en) * 2014-07-02 2016-01-07 Christopher deCharms Technologies for brain exercise training
US20160147423A1 (en) * 2014-11-26 2016-05-26 International Business Machines Corporation Enumeration and modification of cognitive interface elements in an ambient computing environment
US20160293033A1 (en) * 2015-03-31 2016-10-06 Union College Interactive physical & cognitive exercise system and method

Patent Citations (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20160005320A1 (en) * 2014-07-02 2016-01-07 Christopher deCharms Technologies for brain exercise training
US20160147423A1 (en) * 2014-11-26 2016-05-26 International Business Machines Corporation Enumeration and modification of cognitive interface elements in an ambient computing environment
US20160293033A1 (en) * 2015-03-31 2016-10-06 Union College Interactive physical & cognitive exercise system and method

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