SAVITRIBAI PHULE PUNE UNIVERSITY

A FINAL PROJECT REPORT ON

“ CogniHome:Enhancing Children’s Cognitive skills ”

SUBMITTED TOWARDS THE

PARTIAL FULFILMENT OF THE REQUIREMENTS OF
BACHELOR OF ENGINEERING
(INFORMATION TECHNOLOGY ENGINEERING)
by
Mr. Manas Yeole [B190298577]
Ms. Nandini Wani [B190298575]
Mr. Rounak Sahni [B190298564]
Ms. Rudra Mahajan [B190298534]
Under The Guidance Of
Mr. D.A.Birari

DEPARTMENT OF INFORMATION TECHNOLOGY

Maratha Vidya Prasarak Samaj’s

Karmaveer Adv. Baburao Ganpatrao Thakare
College of Engineering, Nashik-13

Academic Year: 2023-24

i
 Department of Information Technology

This is to certify that the Project Entitled

“CogniHome:Enhancing Children’s Cognitive skills”

Submitted by

Mr. Manas Yeole [B190298577]

Ms. Nandini Wani [B190298575]
Mr. Rounak Sahni [B190298564]
Ms. Rudra Mahajan [B190298534]
These students have satisfactorily carried out B.E. project work entitled “CogniHome:Enhancing
Children’s Cognitive skills”.This work is being submitted for the award of degree of Bachelor of
Information Technology. It is submitted in the fulfilment of the prescribed syllabus of Savitribai
Phule Pune University, Pune for the academic year 2023-24

Mr. D.A.Birari Dr. S.A.Talekar

Project Guide HOD(IT)

Dr. S. R. Devane External Examiner

Principal

MVPS’s KBT College of Engineering

ACKNOWLEDGEMENT

It gives us great pleasure in presenting the project report on ““CogniHome:Enhancing

Children’s Cognitive Skills””.
We would like to take this opportunity to thank our internal guide Mr.D.A.Birari for
giving us all the help and guidance we needed. We are really grateful to them for their
kind support. Their valuable suggestions were very helpful.
We are grateful to Dr. S. A. Talekar, Head of Information Technology Engineer-
ing Department, Maratha Vidya Prasarak Samaj’s Karmaveer Adv. Baburao Ganpatrao
Thakare College of Engineering, Nashik-13 for his indispensable support and suggestions.
We are also grateful to Management of Maratha Vidya Prasarak Samaj, Nashik
and Respected Principal Dr. S. R. Devane for providing all necessary facilities and
supports to complete our project within stipulated period. We are also grateful to Vice-
Principal, Project Coordinator, all teaching and non-teaching staff for their valuable
suggestions and support.

Mr. Manas Yeole [B190298577]

Ms. Nandini Wani [B190298575]
Mr. Rounak Sahni [B190298564]
Ms. Rudra Mahajan [B190298534]
(B.E. IT Engg.)

iii
ABSTRACT

”The future mental health of person is depend on their childhood. To develop their
cognitive skills in their childhood we are developing web application based on different
technologies. CogniHome is also helpful to develop and increase their Intelligence Quo-
tient (IQ). The abstract deals with the significance of cognitive skills. The IQ test in
website is helpful for user to check their mental stage. User able to increase their cogni-
tive skills using different Games, Therapies and Puzzles. Therapies include meditation,
yoga, etc. which help user to stable mind. Puzzles and Quizzes are helpful to increase
their IQ. The main purpose of CogniHome is to engage child in enjoyable and productive
home learning experiences. Ultimately, the CogniHome is to enhance cognitive skills of
child for their betterment future.

Keywords: IQ Test, Cognitive Skills, Mind Games, Therapies

iv
Contents

CERTIFICATE ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

LIST OF FIGURES viii

1 INTRODUCTION 1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Aim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.4 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 LITERATURE REVIEW 5
2.1 Overview of Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3 PROBLEM STATEMENT DEFINATION 12

4 SOFTWARE REQUIREMENT SPECIFICATION 14

4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.1.1 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.1.2 Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.1.3 Definition,Acronyms,Abbreviation . . . . . . . . . . . . . . . . . . 15
4.2 Overall Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4.2.1 Project perspective . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4.2.2 Assumptions and Dependencies . . . . . . . . . . . . . . . . . . . 17
4.3 System features and requirements . . . . . . . . . . . . . . . . . . . . . . 17
4.3.1 functional requirement . . . . . . . . . . . . . . . . . . . . . . . . 17

v
 4.3.2 External interface requirement . . . . . . . . . . . . . . . . . . . . 18
4.3.3 System features . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.3.4 Nonfunctional requirements . . . . . . . . . . . . . . . . . . . . . 20

5 PROJECT REQUIREMENT 22
5.1 Software Requirement Specifications . . . . . . . . . . . . . . . . . . . . . 22
5.1.1 Software Requirement . . . . . . . . . . . . . . . . . . . . . . . . 22
5.2 Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

6 PROJECT REQUIREMENT SPECIFICATION 27

6.1 DJANGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
6.2 Machine Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
6.3 Purposed System Architecture . . . . . . . . . . . . . . . . . . . . . . . 32
6.4 High Level Design Of Project . . . . . . . . . . . . . . . . . . . . . . . . 34
6.4.1 DFD Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
6.4.2 DFD Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
6.5 UML Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
6.5.1 Used Case Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . 41
6.5.2 Class Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
6.5.3 State Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6.5.4 Component Diagram . . . . . . . . . . . . . . . . . . . . . . . . . 46
6.5.5 Activity Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

7 SYSTEM IMPLEMENTATION 50
7.1 Algorithm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
7.2 Methodology/Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
7.2.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
7.2.2 Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
7.3 Test Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

8 WORKING MODULE WITH EXPERIMENTAL RESULTS 59

8.1 Experimental Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

9 PROJECT PLAN 63

10 RESULT ANALYSIS 64

vi
11 CONCLUSION WITH FUTURE SCOPE 68

vii
List of Figures

5.1 Flow chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

6.1 Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
6.2 DFD-0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
6.3 DFD-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
6.4 DFD-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6.5 DFD-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
6.6 Used Case Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
6.7 Class Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
6.8 State Chart Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6.9 Component Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
6.10 Activity Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

viii
List of Tables

2.1 Research Papers and Summaries . . . . . . . . . . . . . . . . . . . . . . . 7

7.1 Test Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

9.1 Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

ix
Chapter 1

INTRODUCTION

1.1 Introduction
The development of cognitive talents is a vital path in human development that
supports our capacity for perception, learning, thought, and environment navigation. It
is the process by which people, especially kids and teens between the ages of 4 and 16,
develop and hone their mental abilities so they can solve issues, make choices, commu-
nicate clearly, and adjust to changing situations. Fundamentally, cognitive growth is
a complex process that includes a variety of interconnected abilities and proficiencies.
Memory, focus, critical thinking, problem-solving, language and communication, creativ-
ity, spatial reasoning, concept generation, and metacognition are some of these abilities.
The foundation of intellectual development is the development and refining of certain
cognitive abilities, which enable people to achieve not just academic success but also
prosper in a variety of spheres of life. The development of cognitive skills permeates all
aspect of our life and is not limited to the classroom. It affects our ability to compre-
hend and engage with the environment, from solving intricate puzzles to grasping basic
mathematical ideas, from expressing our thoughts and feelings clearly to taking part in
innovative and creative activities. In this thorough investigation of the development of
cognitive skills, we will examine the essential elements that make up this exciting trip.
We’ll talk about how critical it is to develop these abilities for both academic and per-
sonal development. We will reveal the complex processes of cognitive development along
the way, illuminating how people grow from infancy to adolescence and providing them
with the mental resources they require to prosper in a world that is always changing.
We will investigate how combining cutting-edge technology with conventional teaching

1
approaches might provide new avenues for cognitive enrichment and ready young brains
for a world full of possibilities and challenges.
Come along with us as we set out on an exploration of the field of cognitive skills
development, learning about the approaches, techniques, and breakthroughs that might
equip the future generation with the mental agility required to succeed in the twenty-first
century.

2
1.2 Aim
The aim of developing cognitive skills is to maximise a person’s mental and intellec-
tual capacities. This entails developing abilities in a variety of areas, including language,
creativity, critical thinking, memory, and problem-solving. Promoting cognitive compe-
tency and growth is the main objective since it results in improved learning, efficient
problem-solving, and general mental development at all life stages.

1.3 Motivation
The development of cognitive skills is crucial for the general growth of children
between the ages of 4 and 16. A number of issues are present in the current scenario,
such as more screen time, less physical activity, and the COVID-19 pandemic’s effect
on distant learning. Enjoy learning if you can. Give them puzzles, interactive games,
and creative tasks to keep their minds occupied. Encourage kids to set realistic goals
and acknowledge their accomplishments. Encourage curiosity Encourage them to look
into fascinating topics and ask questions. Provide a variety of experiences: Exposure to
diverse topics and activities might enhance an individual’s cognitive ability. Demonstrate
to others your enjoyment of learning and problem-solving. Minimize the excessive use of
devices and encourage play outside. Adapt to their preferred learning style.

3
1.4 Objectives
The Objectives of our project are as follows:

• To provide a platform for children to enhance their cognitive skills, including

problem-solving, critical thinking, memory, and decision-making.

• To tailor cognitive training programs to the specific needs and abilities of each child,
ensuring that the curriculum aligns with their developmental stage and disability
type.

• To create an engaging and interactive learning environment that motivates children

to participate in cognitive development activities willingly.

• To enable caregivers to monitor and track the cognitive progress of children, allow-
ing for data- driven decision-making and intervention when necessary.

• To collect feedback from children and caregivers and use this feedback to adapt
and optimize the cognitive training program over time.

• To provide caregivers and children with resources, guidance, and support in the
cognitive development journey.

4
Chapter 2

LITERATURE REVIEW

Research Pa- Author Summary

per
Development Panya Makasorn The purposes of the Game Application for
of Game Ap- enhancement of Children’s Cognitive Skills
plication for are to design and develop the Game Appli-
Enhancement cation.
of Children’s
Cognitive Skills
The Effects of Elham Kabiri The present study was conducted to inves-
Neuroland Dig- tigate the effectiveness of cognitive mobile
ital Cognitive games on strengthening children’s cognitive
Game On Chil- skills.
dren’s Cognitive
Skills
Intelligent Se- Ghada A.El This paper contributes an intelligent web-
rious Games Khayat Tamer based adaptive serious games system that
System for F.Mabrouk helps children with learning disabilities at
Children with , Adel the early stages of primary education.
Learning Dis- S.Elmaghraby
abilities

5
Research Pa- Author Summary
per
Difficulties in Donatella Rita This article discusses the historical evolution
reading and Petretto, Paola of intelligence tests, emphasizing the shift to-
neuropsycho- Piras, Ilenia wards detailed psychometric analysis and the
logic al profile Pistis, Elena CHC (Carroll-Horn-Cattell) model for as-
on WISC-IV in Tradori, Maria sessing cognitive abilities. It explores the ap-
Italian childrens Valeria Cam- plication of the Wechsler Intelligence Scales,
boni, particularly the WISC-IV, in evaluating cog-
nitive profiles in Italian children with per-
sistent academic difficulties, including those
related to reading.
Gamification in Marzan Tasnim particularly a balloon-shooting game, in the
Children Edu- Oyshi Mohd. context of children’s education. It dis-
cation: Balloon Saifuzzama n cusses how gamified educational tools, like
Shooter the Balloon Shooter, can enhance engage-
ment, learning, and cognitive development in
young learners through interactive and play-
ful experiences.
Cognitive Train- Agisilaos Chal- Studies have shown that computer-assisted
ing Supported dogeridis cognitive training can improve cognitive
by Information tasks, academic problems, and social situa-
and Com- tions in elderly individuals without demen-
munication tia. However, longer follow-up is needed to
Technologies observe effects on everyday functioning. In
older adults with mild cognitive impairment
and Alzheimer’s disease, computer-assisted
cognitive training programs have shown im-
provements in working memory, information
processing speed, learning, and interference
tendency.

6
 Research Pa- Author Summary
per
Cognitive com- Styliani Siouli, The research paper examines the impact of
puter training Stylianos Makris cognitive computer training on children with
in children with cognitive and learning disabilities through
cognitive and two case studies. It demonstrates how such
learning dis- training can enhance cognitive functions like
abilities: Two attention and memory, potentially improv-
interesting case ing academic performance. The findings sug-
studies gest that cognitive computer training holds
promise as an intervention tool for children
facing these challenges.

Table 2.1: Research Papers and Summaries

2.1 Overview of Survey

1. Cognitive computer training in children with cognitive and

learning disabilities: Two interesting case studies
The studies discussed in the passage explore the impact of computer-based cognitive
training programs on individuals with cognitive and learning disabilities, schizophrenia,
and cognitive impairment. These studies generally show positive results in improving
cognitive function and overall well-being. The effectiveness of an online cognitive inter-
vention program called BrainHQ is highlighted, with findings suggesting improvements in
memory, attention, speed, skills, navigation, and intelligence. However, further research
is needed to evaluate the long-term efficacy of these programs and their implications for
the education sector[7]

2. Cognitive Training Supported by Information and Communi-

cation Technologies
Cognitive training has gained interest due to its potential to improve cognitive skills
and brain function. Recent studies suggest that the brain has plasticity and can be

7
changed through repeated actions and exercises. Electronic cognitive exercises, such as
computerbased training, offer personalized interventions that simulate real-life scenar-
ios. While there is limited scientific support for electronic forms of exercises, they show
promise in improving cognitive abilities and providing immediate feedback.
Studies have shown that computer-assisted cognitive training can improve cognitive
tasks, academic problems, and social situations in elderly individuals without demen-
tia. However, longer follow-up is needed to observe effects on everyday functioning. In
older adults with mild cognitive impairment and Alzheimer’s disease, computer-assisted
cognitive training programs have shown improvements in working memory, information
processing speed, learning, and interference tendency. There is a need for more exercises,
attractive content, and an integrated evaluation system to support personalized inter-
vention programs.
Evaluation questions are important for pre-test evaluation and software applications.
Criteria for evaluating software include cognitive skills practiced, age group, and types
of exercises included. Software such as Braintrain and Lumosity allow psychologists to
monitor individual progress and make adjustments.[6]

3.Gamification in Children Education: Balloon Shooter

The article discusses the intersection of the digital era with education and the devel-
opment of innovative platforms aimed at enhancing cognitive skills through interactive
technology. One such platform called ”congnihome” is tailored for children with average
IQ and recommends personalized therapeutic games based on reliable diagnostic tests.
This system also facilitates parental progress tracking through email updates. Another
game application developed by Thaweesak Yingthawornsuk and his colleagues focuses
on enhancing children’s cognitive skills through four puzzle games. This application in-
corporates early development theories and aims to assess knowledge retention, memory,
problem-solving, and observational abilities. The researchers also explore game develop-
ment techniques and strategies for educational games catering to children, ranging from
traditional to contemporary approaches. Overall, these developments aim to improve
cognitive skills in an engaging and educational manner.[5]

8
4.Intelligent Serious Games System for Children with Learning
Disabilities
This paper discusses the development of an intelligent web-based adaptive serious
games system for children with learning disabilities. The system targets children between
the ages of 3 to 7 and aims to improve their learning capabilities through adaptive,
intelligent, and informative games. The system uses valid tests for IQ and diagnosis
purposes and relies on a rule-based inference engine for knowledge engineering.
The research focuses on serious games for children with learning disabilities, which
are computer games with specific rules and objectives. The researchers have developed
a web-based intelligent system that offers serious games for therapeutic purposes. The
system relies on valid IQ and developmental disabilities tests and is available in multiple
languages with cultural adaptations.
The system, called IWASGS, is a three-tiered system that includes an IQ test for
children, therapeutic games for learning disabilities, and data storage for participant
scores. It uses an inference engine and knowledge base to diagnose disabilities and rec-
ommend games for improvement. Parents receive emails with their child’s progress and
are encouraged to continue playing the recommended games. The system is designed to
replicate the experience of working with specialists and allows for better tracking and
follow-up for children.
The article discusses the development of a technology-based solution for reducing the
effects of learning disabilities in children. The solution includes a serious games system
that provides educational material and resources for parents, as well as a safe virtual space
for children. The system has been tested with parents and children in the Alexandria
community and has garnered interest. However, there are still challenges in implementing
the system on a larger scale due to organizational and technical constraints.
The article also mentions the need for qualified resources to support children with
learning disabilities in Egypt. Future work includes developing innovative games and
addressing academic disabilities.[3]

9
5.Difficulties in reading and neuropsychological profile on WISC-
IV in Italian children
This study investigates reading difficulties and neuropsychological profiles among
Italian children using the WISC-IV. Analyzing data from 168 children with persistent
academic challenges, specifically focusing on 90 with reading difficulties, the study ex-
plores cognitive profiles based on the CHC model. The article aims to provide insights
into the challenges faced by Italian children in reading and offers a deeper understanding
of their neuropsychological profiles using the WISC-IV, contributing to the development
of targeted interventions.
Since the inception of intelligence tests, ongoing debates surround their practical use
and criticism of the data they yield. Intelligence testing has evolved through different his-
torical steps, with recent emphasis on detailed psychometrics and tailored interventions.
Wechsler Intelligence Scales, widely used for assessing children’s reasoning abilities, align
with the Cattell-Horn-Carrol (CHC) Model, a prevalent theoretical framework. This
study focuses on WISC-IV scores in Italian children, analyzing cognitive profiles based
on the CHC model. The article aims to describe performance, especially in children with
reading difficulties, and proposes clinical considerations for personalized interventions,
including in educational settings.[4]

6.Development of Game Application for Enhancement of Chil-

dren’s Cognitive Skills
This paper focuses on the development of a game application designed to enhance
children’s cognitive skills. Recognizing the importance of cognitive development in early
childhood, the application aims to provide an engaging and educational platform. The
game will be tailored to target specific cognitive abilities, incorporating interactive and
adaptive features. The project’s goal is to contribute to children’s cognitive growth
through an enjoyable and effective digital learning experience. This study outlines the
objectives of designing and developing a Game Application for the enhancement of Chil-
dren’s Cognitive Skills. The primary goals include creating a quality game applica-
tion and evaluating user satisfaction. The proposed game comprises four puzzle games,
each strategically designed to enhance various cognitive skills such as memory, problem-
solving, acuteness, and observational abilities in children. The study aims to contribute
to the cognitive development of children through an engaging and effective digital gaming

10
experience.[1]

11
Chapter 3

PROBLEM STATEMENT
DEFINATION

Children’s cognitive development is a crucial aspect of their overall growth and fu-
ture success. However, in today’s digital age, there is a need for engaging and effective
educational tools that specifically target and enhance children’s cognitive skills. Existing
platforms may lack adaptability, personalization, and collaboration features necessary to
create a holistic and tailored learning experience. Parents and educators face challenges
in finding a comprehensive solution that not only provides interactive learning activities
but also ensures the safety and privacy of children online

Based on this survey the major goal of the thesis is formulated as follows:
“To design and develop efficient, lightweight and user friendly website which is Cog-
niHome: Enhancing Children’s Cognitive Skills” that aims to Designing a Machine
Learning-Based Cognitive Skills Development Program for Children Aged 4-16 Years”

12
 So the various objectives of the research which are in accordance with the goal of the
thesis are listed below.
To create an engaging and interactive learning environment that motivates children to
participate in cognitive development activities willingly.
To tailor cognitive training programs to the specific needs and abilities of each child,
ensuring that the curriculum aligns with their developmental stage
To provide a platform for children to enhance their cognitive skills, including problem-
solving, critical thinking, memory, and decision-making.

13
Chapter 4

SOFTWARE REQUIREMENT
SPECIFICATION

4.1 Introduction
The development of cognitive talents is a vital path in human development that
supports our capacity for perception, learning, thought, and environment navigation. It
is the process by which people, especially kids and teens between the ages of 4 and 16,
develop and hone their mental abilities so they can solve issues, make choices, commu-
nicate clearly, and adjust to changing situations. Fundamentally, cognitive growth is
a complex process that includes a variety of interconnected abilities and proficiencies.
Memory, focus, critical thinking, problem-solving, language and communication, creativ-
ity, spatial reasoning, concept generation, and metacognition are some of these abilities.
The foundation of intellectual development is the development and refining of certain
cognitive abilities, which enable people to achieve not just academic success but also
prosper in a variety of spheres of life. The development of cognitive skills permeates all
aspect of our life and is not limited to the classroom. It affects our ability to compre-
hend and engage with the environment, from solving intricate puzzles to grasping basic
mathematical ideas, from expressing our thoughts and feelings clearly to taking part in
innovative and creative activities. In this thorough investigation of the development of
cognitive skills, we will examine the essential elements that make up this exciting trip.
We’ll talk about how critical it is to develop these abilities for both academic and per-
sonal development. We will reveal the complex processes of cognitive development along
the way, illuminating how people grow from infancy to adolescence and providing them

14
with the mental resources they require to prosper in a world that is always changing.
We will investigate how combining cutting-edge technology with conventional teaching
approaches might provide new avenues for cognitive enrichment and ready young brains
for a world full of possibilities and challenges.
Come along with us as we set out on an exploration of the field of cognitive skills
development, learning about the approaches, techniques, and breakthroughs that might
equip the future generation with the mental agility required to succeed in the twenty-first
century.

4.1.1 Purpose
The main purpose of the project is to highlight the diverse cognitive skills that children
aged 4 to 16 develop, emphasizing their importance in preparing for academic success,
social interactions, and future challenges, ultimately laying a foundation for lifelong learn-
ing and success.

4.1.2 Scope
Cognitive skills between ages 4 to 16 significantly impact a child’s academic achievement,
problem-solving abilities, communication skills, and social interactions. These skills also
foster adaptability, creativity, self-regulation, and logical reasoning. The foundation laid
during this period not only enhances learning and memory but also contributes to effective
time management and prepares children for future career challenges. In essence, these
cognitive skills play a crucial role in shaping a child’s overall ability to navigate life
successfully.

4.1.3 Definition,Acronyms,Abbreviation
Implement an IQ test and games targeting cognitive skills development in children aged
4 to 16. Incorporate engaging puzzles to enhance critical thinking. Track and display
individual progress to assess the impact of the program on each child’s cognitive abilities.

15
4.2 Overall Description

4.2.1 Project perspective

”CogniHome is a ground-breaking concept that uses a web-based platform to improve
children’s cognitive development by providing individualized and gamified activities for
at-home training. With an emphasis on improving learning results, CogniHome is made
to support children’ overall developmental progress.”

Project Functions

1. User Registration and Authentication: Allow users to register and authenticate to

access personalized cognitive training programs.

2. Cognitive Training Modules: Implement gamified cognitive exercises targeting var-

ious skills such as memory, attention, problem-solving, and logic.

3. User Profile Management: Enable users to create and manage profiles, tracking
their progress and customizing training plans.

4. Progress Tracking and Analytics: Provide tools for users and caregivers to monitor
and analyze cognitive development progress over time.

General Constraints

1. Age Appropriateness: Ensure that cognitive exercises are age-appropriate, consid-

ering the diverse age range of children.

2. Device Compatibility: Address compatibility issues to make the platform accessible

across various devices, including computers, tablets, and smartphones.

3. Internet Accessibility: Acknowledge the reliance on internet connectivity for ac-

cessing and updating the platform.

4. Ethical Considerations: Adhere to ethical guidelines in designing and implementing

cognitive exercises, considering the well-being and safety of children.

5. User Engagement: Address the challenge of maintaining consistent user engagement

over an extended period, keeping the training program interesting and motivating.

16
 6. Accessibility Features: Incorporate accessibility features to ensure inclusivity for
children with different abilities and needs.

7. User Feedback and Iterative Improvement: Establish mechanisms for collecting

user feedback and regularly iterate on the platform to enhance effectiveness and
user satisfaction.

4.2.2 Assumptions and Dependencies

CogniHome works on the assumption that:
The cognitive training exercises offered by CogniHome are designed to be engaging
and capture the interest and engagement of its users, particularly children. CogniHome
assumes that users have a computer, tablet, or smartphone with reliable internet connec-
tivity that allows them to interact with CogniHome seamlessly. The cognitive exercises
are designed to be age appropriate, meeting the development needs of the defined age
group. The platform assumes that parents or guardians are actively involved and support
the cognitive training program, recognizing their key role in encouraging and supervising
their children’s participation in the program.
Dependencies :
The foundation of CogniHome’s success lies in a strong technology stack providing seam-
less hosting and delivery of content. The continuous development of top-notch cognitive
exercises is essential, responding to the changing needs of the target demographic. Cog-
niHome is heavily dependent on machine-learning models, allowing it to tailor training
programs according to user performance. CogniHome depends on efficient data manage-
ment, strong security, and users’ feedback for continuous improvement.

4.3 System features and requirements

4.3.1 functional requirement

1. User Registration and Profiles:

• The system shall allow users to create individual profiles for each child.
• Each profile shall include the child’s age, grade level, and any relevant prefer-
ences.

2. Educational Games and Activities:

17
 • The system shall provide a variety of interactive games targeting different
cognitive skills.
• Games shall cover areas such as memory, problem-solving, attention, and cre-
ativity.

3. Adaptive Learning Path:

• The system shall employ adaptive algorithms to adjust the difficulty level of
games based on the child’s performance.
• Learning paths shall be personalized for each child, taking into account their
strengths and weaknesses

4. Progress Tracking:

• The system shall track and record the child’s performance in each educational
game
• Parents and teachers shall have access to detailed reports showing the child’s
progress over time.

4.3.2 External interface requirement

External Interface Requirements define how a system named ”CogniHome” interacts with
external entities, including users, hardware, software, and other systems. Here are some
external interface requirements for CogniHome:

1. User Interfaces:

• The system shall provide a user-friendly interface accessible via web browsers
and mobile devices.
• User interfaces shall be designed with consideration for child-friendly aesthet-
ics, ease of navigation, and interactive elements.

2. Software Interfaces:

• CogniHome shall integrate with common operating systems, including iOS

and Android.
• The system shall be compatible with standard web browsers and their respec-
tive versions.

18
 3. Database Interfaces:

• CogniHome shall interact with a secure and scalable database system for stor-
ing user profiles, game progress, and other relevant data
• Database interactions shall follow industry-standard protocols and security
measures.

4. Communication Interfaces:

• The website shall use secure communication protocols (HTTPS) to protect

data during transmission.

4.3.3 System features

1. Interactive Learning Games:

• Provide a variety of games that engage children in activities targeting memory,

problem-solving, attention, and creativity
• Games should be interactive, visually appealing, and age-appropriate.

2. Adaptive Difficulty Levels:

• Implement adaptive algorithms that adjust the difficulty of games based on

the child’s performance.
• - Ensure a personalized learning experience that challenges and supports in-
dividual cognitive development.

3. Personalized Learning Paths:

• Create individual profiles for each child, including age, grade level, and specific
learning preferences.
• - Tailor learning paths to match the child’s cognitive strengths and weaknesses

4. Parental Engagement:

• Develop a dashboard for parents to monitor their child’s progress and receive
insights into cognitive development.

19
 • Include tips and recommendations for extending learning experiences beyond
the platform.

5. Multi-Sensory Learning Activities: :

• Incorporate activities that engage multiple senses (auditory, visual, tactile) to

enhance overall cognitive development.
• Design activities that cater to different learning styles and preferences.

6. Child Safety Measures:

• Implement robust safety features to ensure a secure online environment for

children.
• Comply with child privacy protection regulations, including parental consent
mechanisms.

4.3.4 Nonfunctional requirements

1. . Performance:

• Response Time: The system shall respond to user interactions within a max-
imum of 2 seconds.
• Throughput: The platform shall support a minimum of 500 simultaneous users
without performance degradation

2. Scalability:

• User Scalability: The system must scale to support a increase in user base per
year
• Content Scalability: It should seamlessly handle additional educational con-
tent and games.

3. . Reliability:

• Availability: The system should have an uptime of at least 99.5

• - Fault Tolerance: In the event of a server failure, the system should recover
within 5 minutes without data loss.

20
4. Security:

• Data Encryption: All sensitive data, including user profiles and progress,
should be encrypted during transmission and storage.
• Authentication: User authentication must use secure protocols, and unautho-
rized access attempts should be limited and monitored.

5. Usability: :

• User Interface Consistency: The interface should maintain consistency across

different devices and platforms.

21
Chapter 5

PROJECT REQUIREMENT

5.1 Software Requirement Specifications

5.1.1 Software Requirement

Functional Requirements
1. User Registration and Profiles:

• The system shall allow users to create individual profiles for each child.
• Each profile shall include the child’s age, grade level, and any relevant prefer-
ences.

2. Educational Games and Activities:

• The system shall provide a variety of interactive games targeting different

cognitive skills.
• Games shall cover areas such as memory, problem-solving, attention, and cre-
ativity.

3. Adaptive Learning Path:

• The system shall employ adaptive algorithms to adjust the difficulty level of
games based on the child’s performance.
• Learning paths shall be personalized for each child, taking into account their
strengths and weaknesses

22
 4. Progress Tracking:

• The system shall track and record the child’s performance in each educational
game
• Parents and teachers shall have access to detailed reports showing the child’s
progress over time.

5. User Feedback :

• The system shall provide immediate feedback on the child’s performance in

each game.

Non-Functional Requirements
1. . Performance:

• Response Time: The system shall respond to user interactions within a max-
imum of 2 seconds.
• Throughput: The platform shall support a minimum of 500 simultaneous users
without performance degradation

2. Scalability:

• User Scalability: The system must scale to support a increase in user base per
year
• Content Scalability: It should seamlessly handle additional educational con-
tent and games.

3. . Reliability:

• Availability: The system should have an uptime of at least 99.5

• - Fault Tolerance: In the event of a server failure, the system should recover
within 5 minutes without data loss.

4. Security:

• Data Encryption: All sensitive data, including user profiles and progress,
should be encrypted during transmission and storage.

23
 • Authentication: User authentication must use secure protocols, and unautho-
rized access attempts should be limited and monitored.

5. Usability: :

• User Interface Consistency: The interface should maintain consistency across

different devices and platforms.

24
5.2 Flow Chart

Figure 5.1: Flow chart

25
 A flowchart provides a high-level view of the sequential and parallel activities within
a system, offering a comprehensive understanding of the processes involved. It typically
consists of nodes representing activities or tasks, and directed edges indicating the flow
of control between them. Decision points, represented by diamonds, guide the flow based
on conditions or outcomes, enhancing the diagram’s ability to capture both linear and
conditional logic. Arrows connecting the nodes convey the sequence of actions, making
it easy to follow the logical progression of activities. This visual representation aids
project stakeholders in grasping the system’s workflow, facilitating effective communica-
tion among team members and stakeholders. Incorporating flowcharts into your project
report can enhance clarity and comprehension, ensuring that the intricate details of your
project’s processes are communicated effectively.

26
Chapter 6

PROJECT REQUIREMENT
SPECIFICATION

6.1 DJANGO
Django is an open-source, high-level web framework for creating web applications with
the Python programming language rather than a programming language. It was designed
to give developers an organized, reusable, and expandable framework, making web de-
velopment easier and faster.

Python is an adaptable and user-friendly programming language used to create Django.

It increases the effectiveness and fun factor of web development by utilizing Python’s sim-
plicity and strength. Given that Django is a full-stack framework, it provides an extensive
set of tools and libraries for both the server-side and front-end parts of a web applica-
tion.Django’s component-based architecture encourages reusability and modularity. The
”Don’t Repeat Yourself” (DRY) philosophy, which pushes programmers to create clear,
effective, and maintainable code, is taken into consideration throughout design. Django
has a ”batteries-included” approach, meaning that it has many pre-installed tools and
capabilities to make common web development chores easier. These consist of form han-
dling, database modeling, URL routing, user authentication, and more.

27
 Django emphasizes security, providing built-in tools to protect against common web
application vulnerabilities such as SQL injection, cross-site scripting (XSS), and cross-
site request forgery (CSRF). Django uses a URL routing system to map URLs to views
and controllers, making it easy to create clean and organized URL structures. It comes
with a robust template engine that allows for the separation of HTML from Python code,
making it easier to create dynamic web pages. Django’s middleware allows developers to
process requests and responses globally, enabling features like authentication, security,
and performance enhancements.

Django’s Key Components:

• Models: Django provides an Object-Relational Mapping (ORM) system, which

allows you to define your data models in Python classes, and it takes care of trans-
lating these into database tables. This simplifies database interaction and manage-
ment.

• Views: Views in Django are Python functions that handle incoming requests, pro-
cess data from models, and return HTML or other data to be displayed in the
browser.

• Templates: Django comes with a powerful templating engine that allows you to
create dynamic HTML content by mixing HTML with Python code.

• URL Routing: Django includes a URL dispatcher that lets you define URL patterns
and map them to specific views, making it easy to organize your application’s URLs.

• Admin Interface: Django generates an administrative interface automatically based

on your data models, providing an easy way to manage application data.

28
6.2 Machine Learning
Machine learning is a subfield of artificial intelligence (AI) that focuses on the develop-
ment of algorithms and models that enable computer systems to learn and make predic-
tions or decisions without being explicitly programmed. The primary goal of machine
learning is to enable computers to identify patterns, recognize trends, and extract valu-
able insights from data, ultimately improving their performance over time. Machine
learning algorithms are designed to learn from data. These algorithms can automatically
adjust their parameters and internal representations based on patterns and information
contained in the data they process.

Types of Machine Learning

• Supervised Learning: In supervised learning, the algorithm is trained on a labeled

dataset, where each input data point is associated with the correct output. The
goal is to learn a mapping from inputs to outputs.

• Unsupervised Learning: Unsupervised learning involves learning from unlabeled

data, and the algorithm’s objective is to find patterns or structures within the
data, such as clusters or associations.

• Reinforcement Learning: Reinforcement learning is used for training agents to make

a sequence of decisions in an environment to maximize a reward. It is commonly
used in
applications like game playing and autonomous robotics.

• Semi-Supervised Learning: A combination of supervised and unsupervised learning,

where algorithms are trained on a dataset that contains both labeled and unlabeled
data.

Supervised learning is a fundamental subfield of machine learning where algorithms

are trained on labeled datasets, meaning each input data point is associated with a cor-
responding target or output. The primary objective of supervised learning is to learn a
mapping from input data to output by identifying patterns and relationships within the
labeled data.

29
 Working of Supervised Learning:- Gather a dataset that contains labeled examples,
where each example consists of input features and corresponding target values.Clean, pre-
process, and normalize the data to ensure it’s suitable for training. This step may involve
handling missing values, scaling features, and encoding categorical variables.Choose an
appropriate supervised learning algorithm that matches the problem type (classification
or regression) and the charcteristics of the data.Feed the labeled data into the chosen
model, and the model learns the underlying patterns.
During training, the model updates its parameters to minimize the error.Split the dataset
into training and validation subsets to monitor the model’s performance. This helps in
detecting overfitting or underfitting.Fine-tune the model’s hyperparameters (e.g., learn-
ing rate, number of layers in a neural network) to optimize its performance.After training
and validation, test the model’s performance on a separate, unseen test dataset to eval-
uate its generalization ability.Once the model meets the desired performance criteria, it
can be deployed for making predictions on new, real-world data.
Types Of Supervised Learning:

• Classification : Classification is a fundamental task in supervised machine learning,

where the goal is to categorize or label input data into predefined classes or cate-
gories based on the patterns and features present in the data. This task involves
training a model to learn the relationships between input features and their corre-
sponding classes, allowing the model to make predictions about the class of new,
unseen data. Classification has numerous practical applications, including image
and text categorization, spam detection, sentiment analysis, and medical diagnosis.

• Regression : Regression is a supervised machine learning technique that focuses on

predicting a continuous numerical value or output based on the relationships and
patterns within input data. In regression, the goal is to create a model that can
establish a mathematical relationship between the input features and the output
variable, allowing the model to make predictions or estimations.
Regression analysis is widely used in various fields, including finance, economics,
science, and engineering.

30
 High-quality data is a critical component of successful machine learning. The perfor-
mance of machine learning models heavily depends on the quantity and quality of the
data used for training and testing. Training a machine learning model involves feeding it
data, adjusting its parameters, and fine-tuning it to minimize errors and make accurate
predictions. The model’s performance is typically evaluated using metrics like accuracy,
precision, recall, and F1 score, among others.The ultimate goal of machine learning is to
create models that generalize well. Generalization means that the model can make accu-
rate predictions on new, unseen data, not just the data it was trained on.Machine learning
also raises ethical questions related to bias, fairness, and transparency. It’s important to
ensure that machine learning systems are used responsibly and do not perpetuate biases
or harm individuals.

31
6.3 Purposed System Architecture

Figure 6.1: Architecture

32
 CogniHome’s architecture is structured to optimize the learning journey for children
by tailoring cognitive exercises to their individual needs. It combines a user-friendly
interface with advanced technologies to provide a secure, engaging, and personalized
cognitive training experience.
The User Profile component forms the foundational element of CogniHome’s archi-
tecture. It captures and stores user-specific information, enabling the platform to per-
sonalize cognitive exercises based on age, preferences, and individual learning patterns.
CogniHome incorporates a Therapy Data module to track and store relevant informa-
tion related to cognitive therapy sessions. A robust Feedback Mechanism is integrated
into the architecture to capture user responses and performance metrics during cognitive
exercises. This component provides real-time insights into a child’s progress, enabling
adaptive adjustments to the training program. Central to CogniHome’s architecture is
the Cognitive Exercises module, housing a diverse range of age-appropriate activities
targeting various cognitive skills. The architecture incorporates IQ Tests as a diagnostic
tool to assess cognitive abilities. IQ Test results contribute to refining the personalized
training program, allowing CogniHome to adjust exercises and challenges to meet the
evolving cognitive needs of each user.
The proposed architecture of CogniHome seamlessly integrates key components to
create an adaptive, secure, and engaging platform. User profiles, therapy data, feedback
mechanisms, cognitive exercises, IQ tests, and information regarding cognitive skills col-
lectively form a dynamic and holistic ecosystem, fostering enhanced cognitive develop-
ment for children.

33
6.4 High Level Design Of Project

6.4.1 DFD Diagram

Figure 6.2: DFD-0

A level 0 data flow diagram (DFD) is also known as a context diagram. It is the
highest level DFD and provides an overview of the entire system.A level 0 DFD provides
a broad view that is easily digestible but offers little detail. It shows the major processes,
data flows, and data stores in the system, without providing any details about the internal
workings of these processes

34
 Figure 6.3: DFD-1

A level 1 data flow diagram (DFD) is a general overview that breaks down the single
process node from the context diagram into sub-processes. It highlights the main func-
tions of a system, including incoming data flow, processes, and output data flows

35
 Figure 6.4: DFD-2

A level 2 data flow diagram (DFD) is a detailed view of a system that breaks down the
sub-processes identified in the level 1 DFD into further sub-processes. Each sub-process
is depicted as a separate process on the level 2 DFD. The data flows and data stores
associated with each sub-process are also shown.

36
 Figure 6.5: DFD-3

Level 3 is the most detailed level of a Data Flow Diagram (DFD). It provides a
detailed view of a system’s processes, data flows, and data stores. This level is usually
used for complex systems that require a high level of detail to understand the system

37
6.4.2 DFD Diagram
A data flow diagram (DFD) is a graphical or visual representation using a standardized
set of symbols and notations to describe a business’s operations through data movement.
They are often elements of a formal methodology such as Structured Systems Analysis
and Design Method (SSADM). Superficially, DFDs can resemble flow charts or Unified
Modeling Language (UML), but they are not meant to represent details of software logic.
DFDs make it easy to depict the business requirements of applications by representing
the sequence of process steps and flow of information using a graphical representation
or visualrepresentation rather than a textual description. When used through an entire
development process, they first document the results of business analysis.
Then, they refinethe representation to show how information moves through, and is
changed by, application flows. Both automated and manual processes are represented.
Logical DFDs represent logical information flows in relatively abstract terms. This means
that they will identify general processes, systems and activities but not provide technology
detail. Physical DFDs show more physical information flow detail, particularly details
of information systems, applications and databases. They will also often have more
elements to better depict what information is flowing, what actions are taken on or with
the data and the resources associated with those actions. It’s important to note that there
are many interpretations of ”logical” and ”physical” with respect to DFDs. Enterprise
architects and line organizations will tend toward logical DFDs and will often show fewer
details on physical DFDs. Development teams have the opposite orientation and will
tend to use physical over logical DFDs.

38
6.5 UML Diagram
In UML, use-case diagrams model the behavior of a system and help to capture the
requirements of the system. Use-case diagrams describe the high-level functions and
scope of a system. These diagrams also identify the interactions between the system
and its actors. The use cases and actors in use-case diagrams describe what the system
does and how the actors use it, but not how the system operates internally. Use-case
diagrams illustrate and define the context and requirements of either an entire system
or the important parts of the system. You can model a complex system with a single
use-case diagram, or create many use-case diagrams to model the components of the
system. You would typically develop use-case diagrams in the early phases of a project
and refer to them throughout the development process.
Use-case diagrams are helpful in the following situations:

• Before starting a project, you can create use-case diagrams to model a business
so that all participants in the project share an understanding of the workers, cus-
tomers, and activities of the business.

• While gathering requirements, you can create use-case diagrams to capture the
system requirements and to present to others what the system should do.

• During the analysis and design phases, you can use the use cases and actors from
your use-case diagrams to identify the classes that the system requires.

• During the testing phase, you can use use-case diagrams to identify tests for the
system. The following topics describe model elements in use-case diagrams:

• Use cases A use case describes a function that a system performs to achieve the
user’s goal. A use case must yield an observable result that is of value to the user
of the system.

• Actors An actor represents a role of a user that interacts with the system that
you are modeling. The user can be a human user, an organization, a machine, or
another external system.

39
• Subsystems In UML models, subsystems are a type of stereotyped component that
represent independent, behavioral units in a system. Subsystems are used in class,
component, and use-case diagrams to represent large-scale components in the sys-
tem that you are model.

• Relationship In UML, a relationship is a connection between model elements. A

UML relationship is a type of model element that adds semantics to a model by
defining the structure and behavior between the model elements.

40
6.5.1 Used Case Diagram

Figure 6.6: Used Case Diagram

The use case diagram outlines the various functionalities or interactions available
to different actors within the system, delineating their roles and specific actions in a
concise visual representation. The use case diagram depicts functionalities or interac-
tions accessible to different actors within the CogniHome System. Children can register,
login, take IQ tests, engage in games, exercises, track progress, and provide feedback.
These functionalities aim to enhance cognitive skills and provide interactive experiences
for children. Admins, represented as actors, possess login and potentially registration
functionalities for accessing the system’s administrative controls or interface. Therapists
have access to functionalities such as administering tests, suggesting games, overseeing
exercises, monitoring progress, and providing feedback, possibly aiding in the cognitive
development and progress tracking of Child actors. This diagram provides an overview
of the functionalities available to different actors within the system, focusing on their
respective roles and interactions. Adjust or expand based on specific use cases or func-
tionalities existing within your system.

41
6.5.2 Class Diagram

Figure 6.7: Class Diagram

CogniHome System class diagram illustrates entities involved in cognitive enhance-

ment activities and interactions within the system. Children (represented by the Child
class) are associated with various activities and assessments. The IQTest class allows
children to take multiple tests, establishing a one-to-many relationship. Activities such
as Yoga, Puzzle sessions, and Interactive Games are directed associated with the Child
class, indicating their participation in these sessions. These activities could potentially
enhance cognitive skills or provide interactive learning experiences.

42
 The Game Module class encapsulates specific games (Composition relationship), of-
fering a platform for multiple games within the system. Therapists, depicted by the
Therapist class, are dependent on Game, Puzzle, and Yoga activities, suggesting their
involvement or reliance on these components for therapeutic purposes. The Parent class,
inheriting properties from a more generalized class, represents a broader category within
the system, potentially encompassing various roles or functionalities related to parental
involvement or oversight. This diagram provides an overview of the relationships and
associations between different classes in the CogniHome System, emphasizing the in-
volvement of children in activities, assessments, and therapeutic sessions facilitated by
therapists. Adjustments or expansions can be made based on specific functionalities or
additional details within your system architecture.

43
6.5.3 State Chart

Figure 6.8: State Chart Diagram

44
 The image features a systematic flowchart detailing the user process for Cognitive
Exercise. Starting at the top, the flowchart designates a user as ”Unregistered”; the
user is then intended to ”Enter Email”. Once the email is entered, it goes through a
”Validate” phase and if verified successfully they become ”Registered”. The following
stage is engaging in an ”Assessment in Cognitive Exercise”. Afterwards, there is ”IQ
Test in progress” Stage and once completed, the user undertakes a ”Cognitive Exercise”.
Then, there’s a stage termed as ”Personalized Curriculum” before the results of the
”Exercise” are compiled into an ”Exercise Result”. The flowchart concludes with asking
the user to ”Submit Feedback”. The flowchart is highlighted with arrows directing the
users from one point to another, illustrating the systematic and orderly process users of
this platform are intended to follow.

45
6.5.4 Component Diagram

Figure 6.9: Component Diagram

A component diagram is a type of UML (Unified Modeling Language) diagram that

visually represents the high-level organization and structure of a system in terms of its
components and their interactions. It provides a static view of the system, focusing on
the components and their relationships without detailing the dynamic behavior.
In a component diagram for CogniHome, components could include ”User Interface,”
”Cognitive Exercise Engine,” ”Database,” and ”Machine Learning Module.” Interfaces
would define the methods each component exposes or requires. Dependency relationships
would show which components depend on others, for example, how the ”User Interface”
depends on the ”Cognitive Exercise Engine” for content.

46
6.5.5 Activity Diagram
A process model is a formal way of representing how a business operates. An activity
diagram is one method of representing a process model. It describes the behavior of a
system by depicting the sequencing of events through workflow. They illustrate what
happens in workflow, what activities can be done in parallel and whether there arealter-
native paths through the workflow.
Before drawing an activity diagram, the following elements should be identified:

• Activities

• Association

• Conditions

• Constraints

The advantage of activity diagrams over some of the other diagram tools is that they
can be used to capture flow from one system to another and include capabilities such as
branding, parallel flow and guards (conditions that must be true). These diagrams are
high level and model the activities (business requirements) so they are beneficial towards
understanding the business but not necessarily implementation details.
The symbols used in an activity diagram include:

• Initial node:depicted by a solid black dot, this is the state before the activity begins.

• Final node:an open circle with a smaller, solid black dot in the middle, this is the
end of the activity.

• Activity:a rectangle with rounded corners, activity symbols usually contain a short
description the activity they represent.

• Note:represented by a rectangle with a folded down corner, used to provide addi-

tional information.

• Decision: a diamond shape symbol with information flow coming in and at least
two option flows going out, used to show where a choice is made in the process.

47
• Merge :also represented by the diamond shape symbol with information flowing in
but only one option flowing out, used where a point in the process is reached where
all information needed for an activity is received.

• Guard:represented by information enclosed in square brackets, it indicates there

are conditions that must be met to continue the process.

• Fork:depicted by a solid rectangle with one flow coming in and at least two flows
going out, this symbol represents activities that split into multiple activities

• Join:depicted by a solid rectangle with multiple flows coming in and only one going
out, this symbol represents activities that were separate now continuing as one
activity

• Repeated activity:also referred to as a loop, is indicated by a frame that surrounds

the activities that repeat, there is a label within the frame that provides information
about the loop (minimum, maximum or set times the loop repeats and any condition
that must occur before moving to the next activity)

48
Figure 6.10: Activity Diagram

49
Chapter 7

SYSTEM IMPLEMENTATION

7.1 Algorithm
1. Libraries import for functionalities.

2. Read dataset from CSV file.

3. Separate features and target variable.

4. Divide dataset into training/testing.Create decision tree classifier instance.

5. Train model with training data.

6. Save trained model.

7. Check model performance.

8. Define function for making predictions.

50
7.2 Methodology/Protocols

7.2.1 Methodology
The methodology of CogniHome for enhancing cognitive skills in children likely involves a
combination of educational psychology principles, neuroscience research, and innovative
teaching techniques.

1. Understanding Child Development: The program likely begins with a deep under-
standing of child development, including how cognitive skills develop at different
ages and stages. This understanding helps in tailoring activities to each child’s
specific needs and abilities.

2. Assessment: Before starting the program, each child’s cognitive skills are assessed
to identify strengths and areas for improvement. This assessment might include
tests, observations, and discussions with parents and teachers.

3. Hands-On Learning: Children learn best through hands-on experiences, so the

program likely incorporates interactive activities, games, puzzles, and experiments
to promote cognitive development. These activities may be both digital and non-
digital, depending on the resources available.

4. Personalized Learning: Every child is unique, so the program likely incorporates

personalized learning pathways to accommodate individual differences in learning
styles, interests, and abilities. This might involve adjusting the difficulty level of
activities or providing additional support for children who need it.

5. Feedback and Progress Tracking: Regular feedback and progress tracking are essen-
tial for monitoring each child’s development and adjusting the program as needed.
Teachers, parents, and the children themselves may provide feedback on the effec-
tiveness of the activities and the child’s progress over time.

6. 6. Continuous Improvement: Finally, the program is likely to be continuously re-

fined and updated based on the latest research and feedback from participants.
This ensures that it remains effective and relevant in helping children develop es-
sential cognitive skills.

51
 7.2.2 Protocols

When you mention ”protocols” in the context of enhancing cognitive skills in chil-
dren through a program like CogniHome, you could be referring to several different
aspects. Here are some potential interpretations of ”protocols” in this context:

7. Assessment Protocols: These protocols would outline the procedures for assessing
children’s cognitive skills before, during, and after participation in the program.
This might include specific tests, observation methods, and criteria for evaluating
different cognitive abilities.

8. Activity Protocols: Activity protocols would detail the specific activities and ex-
ercises included in the program to enhance cognitive skills. This could include
instructions for conducting each activity, materials needed, recommended dura-
tion, and variations to accommodate different skill levels.

9. Feedback Protocols: Feedback protocols would establish guidelines for providing

feedback to children, parents, and teachers on performance and progress in the
program. This might include formats for reporting assessment results, methods for
giving constructive feedback, and mechanisms for ongoing communication between
stakeholders.

10. Safety Protocols: Safety protocols would address any potential risks associated with
program activities and ensure that appropriate measures are in place to protect
children’s well-being. This might include guidelines for supervision, handling of
materials, and emergency procedures.

11. Data Handling Protocols: If the program collects data on children’s cognitive per-
formance, there would be protocols for handling and storing this data in accordance
with privacy regulations and ethical standards. This could include procedures for
obtaining consent, anonymizing data, and protecting confidentiality.

12. Collaboration Protocols: Collaboration protocols would outline how different stake-
holders, such as program developers, educators and parents collaborate to support
children’s cognitive development. This might include communication channels,
roles and responsibilities, and mechanisms for sharing resources and insights.

52
13. Quality Assurance Protocols: Quality assurance protocols would ensure that the
program maintains high standards of effectiveness and integrity. This might involve
periodic evaluations, peer reviews and identify areas for improvement.

53
7.3 Test Cases

Test Module Test Case Actual Result Expected Result Result

Case Name
ID
TC01 Sign-Up Verify successful After registration After registration Pass
Page user registration confirmation mas- confirmation mas-
with valid infor- sage is displayed sage is displayed
mation. and indicating that and indicating that
the registration the registration
was successful and was successful and
account activation account activation
link sent through link sent through
registered email. registered email.
TC02 Login Page Verify if a user After login redirect After login redirect Pass
will be able to to Home Page and to Home Page and
login with a display message for display message for
valid username successful login successful login
and valid pass-
word.
TC03 Home Verify that the All links on the All links on the Pass
Page homepage loads homepage are homepage are
successfully. working, and working, and
they lead to the they lead to the
expected pages expected pages
without any 404 without any 404
errors or redirects. errors or redirects.

Table 7.1: Test Cases

54
Test Case 1: Verify successful user registration with
valid information.
1. Test Case ID: TC01

2. Module Name: Sign-Up Page

3. Test Case: Verify successful user registration with valid information.

4. Test Steps:

• Open the website using a supported web browser.

• Find and click on the ”Sign-Up” or equivalent link/button to access the reg-
istration page.
• Enter valid information in all required fields on the registration form. This
includes Username, First Name, Last Name, Age, City, Gender, Email, Pass-
word, Confirm Password.
• Verify that age field must contain numeric value between 4 to 16.
• Ensure that the password meets the specified criteria (minimum 6 characters).
• Verify that password and confirm password must be same.
• Click on the “Submit” button to submit the registration form.
• Verify that a confirmation message is displayed indicating that the registration
was successful and activate account using email-link.
• Check the registered email account for a confirmation email.
• Confirm that the email contains the necessary instructions and a link to con-
firm the registration.
• Click on the link and check it redirect to log-in page.
• Use the registered username and password to log in to the website.
• Check if the system logs in the user successfully.
• Verify that the user is redirected to the Home Page.
• Look for a welcome message on the Home Page to confirm a successful login.
• Check the user’s account information to ensure that all details provided during
registration are correctly saved

55
 • Close the browser.
• Reopen the website.
• Confirm that the user remains logged in and does not need to re-enter creden-
tials.
• If any issues are identified, work with the development team to address them,
and retest the user registration functionality.

5. Expected Result:After registration confirmation massage is displayed and indi-

cating that the registration was successful and account activation link sent through
registered email.

6. Actual Result:After registration confirmation massage is displayed and indicat-

ing that the registration was successful and account activation link sent through
registered email.

7. Result:Pass

Test Case 2: Verify if a user will be able to login with

a valid username and valid password.
1. Test Case ID:TC02

2. Module Name : Login Page

3. Test Case : Verify if a user will be able to login with a valid username and valid
password.

4. Test Steps:

• Open the website using a supported web browser.

• Find and click on the ”Login” link to access the login page.
• Input a valid username into the ”Username” field.
• Input a valid password into the ”Password” field.
• Confirm that the entered password is masked or hidden for security reasons.
• Click on the ”Login” button to submit the credentials.

56
 • Check if the system successfully logs in the user.
• Verify that the user is redirected to the Home Page.
• Look for a welcome message on the Home Page to confirm a successful login.
• Close the website
• Reopen the website
• Revisit the login page.
• Confirm that the user remains logged in and does not need to re-enter creden-
tials.
• Ensure the system displays appropriate error messages for invalid login at-
tempts.
• Close the website.

5. Expected Result : After login redirect to Home Page and display message for
successful login.

6. Actual Result : After login redirect to Home Page and display message for
successful login

7. Result : Pass

Test Case 3: Verify that the homepage loads success-

fully.
1. Test Case ID: TC03

2. Module Name : Home Page

3. Test Case : Verify that the homepage loads successfully.

4. Test Steps:

• Open the website using a supported web browser

• Click on a designated link to access the homepage.
• Confirm that the URL in the browser’s address bar corresponds to the home-
page

57
 • Ensure that the homepage loads correctly on different browsers (Chrome, Fire-
fox, Safari, etc.).
• Check that the main content of the homepage is displayed properly.
• Look for key elements such as images, text, navigation menus, and any other
essential components.
• Measure the time it takes for the homepage to load.
• Ensure that the loading time is within acceptable limits.
• Verify that all links on the homepage are working and lead to the expected
pages.
• Open the browser console and check for any error messages or warnings related
to the homepage.
• Close the website.

5. Expected Result : All links on the homepage are working, and they lead to the
expected pages without any 404 errors or redirects.

6. Actual Result : All links on the homepage are working, and they lead to the
expected pages without any 404 errors or redirects.

7. Result : Pass

58
Chapter 8

WORKING MODULE WITH

EXPERIMENTAL RESULTS

8.1 Experimental Results

After the registration and confirmation of email user can redirect to the login page
which contains username and password. The username should be unique otherwise it
will give pop-up message.

59
 After Login user can redirect to the home page of CogniHome. The home page
navebar contains games in which IQ test. The IQ test is divided in between two parts
of ages. According to the age the specific IQ Test will open. After submitting the IQ
Test the result will generate which contain the IQ Score, Mental age, IQ Level and the
Suggestions of the mind games according to that user can able to play the game after
clicking on continue button.

60
 After playing the games the score of games is stored. And user can see their score in
the form of table with the with the rank and play duration also. The above graph shows
the comparision with the topper child score.

61
 In the final dashboard shows that graph with the maximum score of all levels of
games. The visualisation of the maximum scores of levels are helps to understand the
user.

62
Chapter 9

PROJECT PLAN

Phase Descriprion StartDate End Date

1 Survey 19-7-2023 9-8-2023
2 Requirement Analysis 16-08-2023 20-09-2023
3 Requirement Gather- 27-09-2023 11-10-2023
ing
4 Documentation 18-10-2023 30-10-2023
5 Planning 31-10-2023 16-11-2023
6 Designing 17-11-2023 15-12-2023
7 Modeling 16-12-2023 5-01-2024
8 Implementation 6-01-2024 15-02-2024
9 Testing 16-02-2024 28-02-2024

Table 9.1: Project Plan

63
Chapter 10

RESULT ANALYSIS

1. Yoga for Mindfulness and Concentration

• Yoga exercises tailored to improve concentration and mindfulness, such as breathing
techniques (pranayama) and focus-enhancing poses.

• Incorporation of guided meditation sessions to help children develop the ability to

stay present and focused on the task at hand.

• Introduction of gentle movements and stretches aimed at promoting relaxation and

reducing stress, ultimately fostering an optimal state for learning.

2. Music Therapy for Cognitive Enhancement:

• Development of music-based activities targeting specific cognitive skills, such as
rhythm exercises for enhancing auditory processing and memory.

• Exploration of different genres and styles of music to stimulate various areas of the
brain and promote cognitive flexibility and creativity.

• Integration of interactive music-making tools and games to engage children in active

participation and hands-on learning experiences.

3. Customizable Music and Yoga Sessions

• Offering a variety of yoga routines and music playlists to cater to individual pref-
erences and needs, allowing users to create personalized sessions.

64
 • Providing options for adjusting the intensity and duration of yoga exercises and
music therapy activities to accommodate users of different skill levels and abilities.

• Implementing feedback mechanisms that allow users to rate and provide input
on their experience with specific sessions, enabling continuous improvement and
refinement.

4. Integration with Progress Tracking

• Incorporating features that enable users to track their participation and progress
in yoga, music therapy, and cognitive games over time.

• Providing visual representations of progress, such as charts and graphs, to help

users monitor their development and set achievable goals.

• Offering insights and recommendations based on progress data, guiding users to-
ward activities and strategies that align with their learning objectives and areas for
improvement.

5. Personalized Learning Paths:

• Utilizing adaptive learning algorithms to analyze users’ performance on IQ tests
and cognitive games and generate personalized learning recommendations.

• Customizing the sequence and difficulty level of activities based on each child’s
strengths, weaknesses, and learning style preferences.

• Providing ongoing assessment and feedback to adapt learning paths in real-time

and ensure optimal challenge and engagement for each user.

6. Incorporate Emerging Technologies:

• Experimenting with virtual reality (VR) and augmented reality (AR) to create
immersive learning experiences that enhance engagement and retention.

• Exploring the potential of artificial intelligence (AI) and machine learning algo-
rithms to optimize content delivery and personalize user interactions.

• Integrating voice recognition technology to enable hands-free navigation and inter-

action with the platform, making it more accessible and user-friendly.

65
7. Collaboration with Schools:
• Establishing partnerships with schools to integrate Congnihome into classroom ac-
tivities and curriculum planning, fostering continuity between home and school
learning environments.

• Providing training and support for educators to effectively incorporate Congnihome

into their teaching practices and leverage its resources to meet students’ cognitive
development needs.

• Facilitating communication and collaboration between parents, teachers, and stu-

dents through the platform, enabling stakeholders to track progress and share in-
sights on students’ learning journeys.

8.Parental Involvement Features:

• Offering features that allow parents to monitor their child’s activity and progress
within Congnihome, including access to performance reports and recommendations.

• Providing resources and guidance for parents to support their child’s cognitive
development outside of the platform, such as tips for creating a conducive learning
environment at home.

• Implementing communication tools that enable parents to communicate with edu-

cators and exchange feedback on their child’s learning experiences and needs.

9. Gamification Enhancements:
• Introducing elements of competition and collaboration, such as leaderboards and
multiplayer games, to motivate children and foster social interaction.

• Incorporating rewards and incentives, such as virtual badges or unlockable content,

to encourage continued engagement and persistence in completing cognitive chal-
lenges.

• Integrating storytelling and narrative elements into games to create immersive and
meaningful learning experiences that capture children’s interest and imagination.

66
10. Integration with Wearable Tech:
• Exploring the integration of wearable devices, such as smartwatches or fitness track-
ers, to monitor physiological indicators of cognitive performance, such as heart rate
and sleep patterns.

• Developing companion apps for wearable devices that provide real-time feedback
and suggestions based on users’ activity levels and cognitive engagement.

• Leveraging data collected from wearable tech to enhance the accuracy and effec-
tiveness of personalized learning recommendations and progress tracking within
CogniHome.

67
Chapter 11

CONCLUSION WITH FUTURE

SCOPE

In conclusion, our ”CogniHome: Enhancing Children’s Cognitive Skills” represents a pi-

oneering solution for the cognitive development of children between the age of 4 to 16.
This comprehensive system, designed with a user-centric approach, offers personalized
curricula, interactive exercises, progress tracking, and data-driven optimization. By cre-
ating an engaging and supportive home learning environment, ”CogniHome” seeks to
make a meaningful impact on the cognitive development and overall well-being of these
children, fostering their abilities and future prospects.
The Future Scope of the CogniHome includes the Music Therapy which can be help the
child for increase their concentration.Yoga, mindfulness exercises, and other holistic ap-
proaches known to enhance cognitive development and overall well-being in children.

68
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