ePartners4All: a personalized and blended care solution with virtual buddy for child health

In this project we develop and evaluate a platform called ePartners4All that offers blended and personalized child health (care) solution. The platform will be established in co-creation with end users and other relevant stakeholders.

Factsheet

Lead school School of Health Professions
Institute(s) Nutrition and Dietetics
Nursing
Academic-Practice-Partnership Insel Gruppe/ BFH
Research unit(s) Innovation in the Field of Digital Health
Strategic thematic field Thematic field "Humane Digital Transformation"
Funding organisation Innosuisse
Duration (planned) 08.12.2021 - 31.12.2024
Project management Prof. Dr. Kai-Uwe Schmitt
Head of project Prof. Dr. Kai-Uwe Schmitt
Project staff Prof. Dr. Klazine Van der Horst
Natalie Sara Bez
Prof. Dr. Friederike J.S. Thilo
Selina Burch
Keywords eHealth, children, child health, school, technology

Situation

It is a challenge to advance the physical and mental health and well-being of children. In this project we analysed digital solutions to support of health and well-being of school children. Focus was set on the use of interactive e-health solutions (so-called ePartners) such as robot buddies.

Course of action

This is an international project under the EUREKA scheme involving 11 partners from The Netherlands and Switzerland. The project is funded by Health Holland and Innosuisse. Two pilot studies were conducted in the Netherlands and Switzerland following a comparable protocol. The robot “NAO” was used in different school settings. It provided an intervention aimed at promoting child wellbeing. Feasibility, acceptability, and usability of the robot were evaluated based on observations and interviews taking into account the views of children and teachers.

Result

The results from the Dutch pilot study show that the intervention was in generally perceived as moderately feasible and acceptable according to both teachers and children, although several challenges were identified with the implementation and integration of the intervention into the school setting. More specifically, teachers were not always able to find the time to select the most suitable themes for the children, or to consult with the child about which sessions within these themes he/she would be best suited to attend. Furthermore, addressing children’s questions regarding the content of the intervention sessions, as well as the amount of learning required to determine suitable intervention themes for the children, required a substantial time investment by the teachers. The Swiss pilot study revealed that the children enjoyed working with the robot, they had the impression that they have learned something from the intervention, and they would like to use the robot in future. Teachers reported that children would have liked more interaction with the robot and that the tasks tended to be too easy. Major shortcomings were related to the technology. In summary, the Swiss pilot study showed that the acceptability of using a robot was clearly given, but feasibility and usability need to be improved to allow routine application in school.