Designing and Evaluating HEaring and LIstening eXperience (HELIX): A co-designed auditory-cognitive training application
File(s)
Author(s)
Frost, Emily Jean
Type
Thesis
Abstract
The true nature of the relationship between age-related hearing loss and cognitive impairment outside of the expected ageing process is still undetermined. Whilst it is understood that the two functional abilities of peripheral hearing loss and cognitive performance are linked, the focus has been on supportive technologies such as hearing aids and how this may dampen or prevent additional cognitive decline; with recent research findings discouraging a link between cognition and hearing aid use. This focus on exploring supportive, rather than empowering technologies, ignores a potential window of opportunity in mid-life whereby hearing and cognitive health can be targeted via auditory-cognitive training.
Traditional computerised auditory-cognitive training programs have been laboratory-based and criticised for lacking stimulation and interest. There is scope to utilise another approach to auditory-cognitive training via serious games. Using this approach has potential to ensure programs are stimulating, fun to play and maintain interest over an extended period of time. Ensuring compliance with an auditory-training programme that is relevant to the user has scope to generate high compliance.
This PhD work aims to explore how a serious game could house an auditory-cognitive training program targeting speech-in-noise recognition, working memory and attention. In the first stage, a participatory design process was used to elicit the facilitators and barriers of a new training programme and the specific user design elements required to make it a success. After piloting a beta-version, a second stage utilised a randomised-controlled trial with an additional qualitative component to evaluate whether using the application over a 4-week period resulted in improved speech-in-noise perception, cognitive performance, communication confidence and quality of life.
This thesis is focussed on the design and evaluation of the HEaring and LIstening eXperience (HELIX) application. The lessons learned across both stages provide insight into the future development of auditory-cognitive training programmes.
Traditional computerised auditory-cognitive training programs have been laboratory-based and criticised for lacking stimulation and interest. There is scope to utilise another approach to auditory-cognitive training via serious games. Using this approach has potential to ensure programs are stimulating, fun to play and maintain interest over an extended period of time. Ensuring compliance with an auditory-training programme that is relevant to the user has scope to generate high compliance.
This PhD work aims to explore how a serious game could house an auditory-cognitive training program targeting speech-in-noise recognition, working memory and attention. In the first stage, a participatory design process was used to elicit the facilitators and barriers of a new training programme and the specific user design elements required to make it a success. After piloting a beta-version, a second stage utilised a randomised-controlled trial with an additional qualitative component to evaluate whether using the application over a 4-week period resulted in improved speech-in-noise perception, cognitive performance, communication confidence and quality of life.
This thesis is focussed on the design and evaluation of the HEaring and LIstening eXperience (HELIX) application. The lessons learned across both stages provide insight into the future development of auditory-cognitive training programmes.
Version
Open Access
Date Issued
2025-01-26
Date Awarded
2025-11-01
Copyright Statement
Attribution-NonCommercial 4.0 International Licence (CC BY-NC)
License URL
Advisor
Picinali, Lorenzo
Publisher Department
Dyson School of Design Engineering
Publisher Institution
Imperial College London
Qualification Level
Doctoral
Qualification Name
Doctor of Philosophy (PhD)