RT Journal Article
T1 Adapting Technology for Dementia Care: The Case of Emobook App in Reminiscence focused Music Therapy
A1 Gerbaudo González, Noelia
A1 Catalá Bolós, Alejandro
A1 Condori Fernández, Nelly
A1 Gandoy Crego, Manuel
K1 Life Story Books
K1 Reminiscence Interventions
K1 Music Therapy
K1 Dementia
K1 Emobook
AB INTRODUCTION: Life Story books are frequently employed to facilitate reminiscence interventions, but their use in Music Therapy remains limited in the scientific literature. There is a paucity of research detailing the design processes involved in this context.OBJECTIVES: This paper aims to report on the adaptation of the Emobook Life Story Book App for a Reminiscence Music Therapy Program for people living with dementia.METHODS: An interdisciplinary team comprising an interaction designer, a software engineer, a music therapist, and a research assistant engaged in a Participatory Design process. The study comprised two distinct phases: "Adaptation Phase," aimed to identify features requiring adjustment to integrate Emobook into MT effectively and the "Implementation Phase," focused on evaluating the adequacy of these changes for Emobook's use within the Music Therapy ProgramRESULTS: By merging the requirements identified during each phase, additional improvements were generated, leading to the decision to evolve Emobook Post-Prototype towards a version tailored specifically for Music Therapy.CONCLUSION: Collaborative, interdisciplinary efforts are essential in advancing the incorporation of technology into music therapy practice. This study demonstrates the value of a Participatory Design approach in this regard
PB European Alliance for Innovation (EAI)
YR 2024
FD 2024-03-19
LK https://hdl.handle.net/10347/47333
UL https://hdl.handle.net/10347/47333
LA eng
NO Gerbaudo-González, N., Catala, A., Condori-Fernández, N., & Gandoy-Crego (2024). Adapting Technology for Dementia Care: The Case of Emobook App in Reminiscence focused Music Therapy. EAI Endorsed Transactions on Creative Technologies, 10. https://doi.org/10.4108/eetct.5459
NO This work was supported by the Ministry of Science, Innovation and Universities of Spain (grant PID2021-123152OB-C21) funded by MCIN/AEI/ 10.13039/501100011033, by “ESF Investing in your future” and the Galician Ministry of Culture, Education, Professional Training and University (grants ED431G2019/04 and ED431C2022/19 co-funded by the European Regional Development Fund, ERDF/FEDER program. This paper is part of the NG Doctoral Program in Psychological Development, Learning, and Health of the Faculty of Psychology of the University of Santiago de Compostela.
DS Minerva
RD 4 jun 2026