​Low-Carbon Adaptive Onboarding for Child Executive Function Assessment

Low-Carbon Adaptive Onboarding for Child Executive Function Assessment

Lan Wei ¹Ren Yilin²

(1. Embodied Media Laboratory, Graduate School of Media Design, Keio University, Hiyoshi Campus, Yokohama,

Kanagawa, 223-8526, Japan: 2Jinan University Zhuhai Campus, 519070, Zhuhai, Guangdong Province, China)

Abstract: Computerized executive-function assessment improves standardization, timing control, and automated scoring in child cognitive assessment; however, task-entry difficulties before scored trials may be confounded with the target executive-function construct, while adaptive support that extendsinto scored trials may threaten measurement validity. This study proposes a measurement-preservingadaptive onboarding framework for low-resource and potentially low-carbon child psychologicalassessment. The framework confines support to task entry and practice, while locking formal stimuli,timing, response mappings, feedback policy, scoring rules, and summary metrics during scoredmeasurement. Using the Dimensional Change Card Sort and backward digit span as applicationscenarios, the system provides lightweight, withdrawable, and auditable support through briefprompts, rule-specific animated demonstrations, and scaffolded recovery practice triggered byrepeated errors, prolonged hesitation, and input-mapping difficulty. Based on 52 cleaned child sessionsand paired ratings from eight observers, the study compares standard and adaptive practice in terms oftask entry, support triggers, recovery, formal-block performance, and field deployability. Results showthat adaptive onboarding generated auditable practice-stage evidence and improved task-entrysmoothness, post-error recovery, coordinator burden, and process standardization. Formal-blockmetrics did not show a uniform adaptive score advantage; in the directly supported DCCS task, formalaccuracy was broadly comparable across conditions. These findings suggest that bounded adaptivityshould be understood as a validity-preserving interface strategy rather than an intervention for raisingtest scores. Because energy use, cloud-call cost, session-level carbon emissions, and invalid-testreduction were not directly measured, the low-carbon claim is limited to potential deployment valuerather than demonstrated carbon reduction.

Keywords: child executive function; computerized assessment; low-carbon Al; adaptive onboarding; measurementvalidity

[原文下載][Download PDF]