Presentation on theme: "ISRG 1 Serious Games for People with Physical and Cognitive Impairments David Brown, Lindsay Evett, Steven Battersby, Allan Ridley ISRG, Computing and."— Presentation transcript:
ISRG 1 Serious Games for People with Physical and Cognitive Impairments David Brown, Lindsay Evett, Steven Battersby, Allan Ridley ISRG, Computing and Technology, Nottingham Trent University
ISRG 2 Serious Games Games with main purpose other than entertainment Final year module for HCI, DMT and Comp & Cyb progs – optional for many others ISRG has long history of Serious Games R&D Research projects provide resources and material for the module – and the students contribute to the projects – a symbiotic relationship that works well
ISRG 3 Accessibility of the Module? Blind student doing an MRes took the module last year – main interest Universal Design Assessment for all students – report, review and design for an identified application MRes project now focussed on Accessible Games
ISRG 4 Accessible Games Accessible Games – there are now some games the student can play with sighted people: –Access Invaders universally accessible multiplayer/multiplatform Space Invaders – Unified Design for UA-Games (Grammenos and Savidis, 2006) –Terraformers accessible for blind and low vision gamers as well as full sighted gamers (Westin, 2004)
ISRG 5 Targeted Accessible Games Audio-based games for the blind and visually impaired Single-switch games for people with motor impairment BUT exclusive UA-Games and games like Terraformer allow playing together WiiMote as adaptive assistive device will facilitate such developments
ISRG 6 Wiimote Driver Nintendo Wii remote controller (Wiimote) investigated as platform for development for assistive technology Interfaced to Windows, to Serious Games developed by ISRG (virtual environments) Applications to make the games and VEs accessible (Battersby, 2007, this workshop) User-centred design methodology Cheap and easily available mainstream device with lots of technology
ISRG 7 Wiimote Application developed using the Wiimote enables the student to interact with virtual environments Allows increased participation on the module Allows better integration with the other students Current iteration of the driver (using Wii Connect) better integrated and easier to use as a development tool than that described in Battersby (2007).
ISRG 8 Virtual Cane/Guide Dog WiiMote can be used as a pointing device, and can give auditory, visual and haptic (it rumbles) feedback Virtual cane – uses auditory and haptic feedback Support with an intelligent agent which gives spoken warnings and advice Combine to create a virtual guide dog
ISRG 9 Applications for the Blind To build experience and confidence: Navigation training Road crossing Transport (e.g., railway stations) Other skills could be developed, as with many of the Serious Games projects e.g., employment skills, life skills, technical skills and confidence
ISRG 10 Benefits As well as driving the development of the Wii Cane/Guide Dog, having the student on the module has led to –Teaching being modified, facilitating future visually impaired students who might take the module –Improved accessibility for the module (as well as the SGs) Having blind and visually impaired students has –changed attitudes (e.g., Games Dev Tech; GGDM) –Informed advice on accessible content
ISRG 11 Enhance Accessible Games? Wii Cane/Dog could enhance interaction for accessible games Provides technology for making Wii games accessible? Access Invaders –VideosVideos Terraformers
ISRG 12 Other Applications Wii Cane and other functionality will be demonstrated Can simulate generic mice and keyboard interactions, can be used as Windows OS mouse Tremor compensation Surface free interface to allow movement, gesture and sign recognition
ISRG 14 Summary Accessibility of Serious Games module improved Inclusive UA Games approach for participation and integration Wiimote technology has great potential for enhancing accessibility Wii Cane/Guide Dog Wii applications for motor impairment and gesture and sign recognition
ISRG 15 Sources Battersby, S. (2007) Serious Games and the Wii – a technical report, BCS SGAI AI-2007 Serious Games Workshop, Cambridge, 10-12 December 2007 Grammenos, D. and Savidis, A. (2006) Unified design of universally accessible games (say what?), Gamasutra, http://www.gamasutra,com/features/20061207/gramm enos_01.shtml, accessed 1/2/08 http://www.gamasutra,com/features/20061207/gramm enos_01.shtml Westin, T. (2004) Game accessibility case study: Terraformers – a real-time 3D graphic game, Proc. 5 th ICDVRAT
ISRG 16 Serious Games for People with Special Educational Needs David Brown, Lindsay Evett, Steven Battersby and Allan Ridley
ISRG 17 Overview University outreach to other communities for learners with disabilities: Quest – 3D role play game to develop personal development and work sustainability skills in young people at risk of exclusion Game On – 2D games to develop basic skills in offenders and those at risk of offending GOAL.NET – 2D games to develop basic and work skills in young adults with learning disabilities
ISRG 18 Quest Commissioned by the National Learning and Skills Council To design, implement and evaluate a serious game to address the development needs of young people at risk of social exclusion Characterised as having low self esteem, poor levels of confidence, aggressive tendencies, and lacking basic and employment related skills With Greenhat Interactive, South Notts College, Bestco and Acorn Learning
ISRG 19 Target Audience Target audience Priority 1 young people - amongst the most disaffected and disillusioned in society - one or more of the following: –Permanently excluded from school –Long term ill –Drug or alcohol dependant –Young offenders –Referred by social services –Have severe behavioural difficulties –Have severe literacy and numeracy difficulties –In care –At risk of harm –Refugees
ISRG 20 Overview of Learning Objects QuestQuest: suite of e2e materials, seven forty-five minute learning objects (LOs) LOs concerning personal development and work sustainability skills dealing with: –Improving self esteem –Managing aggression –Response to problems and stress –Self development and your support network –What an employer looks for in an employee –First days at work –Rights and responsibilities
ISRG 21 Results - Engagement For students with engagement and/or concentration problems, and who had unlimited time to play, average time spent on the game was 55.4 minutes Often far exceeded tutor expectations
ISRG 22 Results - Learning Students all had either the same scores as at pre-test (2) or improved scores (11) Learning Object:Average increase in correct answers: Self Esteem +1 Managing Aggression +4 Problems and Stress +4
ISRG 23 GAME ON- 229542-CP-1-2006-1- UK-GRUNDTVIG-G1 AIMS: To create highly engaging and motivating e-learning materials in small, accessible units, to promote the development of personal development and work sustainability skills in the prisoners, ex-offenders, young offenders and young people at risk of offending. To embed the learning preferences of our target audience into the conceptual and presentational design of our e-learning materials to drive the most effective acquisition of these employment-related skills and knowledge To reduce the multiple educational disadvantage, isolation, inequality of opportunity and poor mental health experienced by deaf prisoners. To ensure that at all stages the target audience is engaged in the design, implementation and evaluation of the new e-learning materials To continuously evaluate the effectiveness and usability of the materials at all stages of production, and to incorporate these results into their ongoing design and development.
ISRG 24 GOAL.NET- UK/07/LLP-LdV/TOI- 009 Aims: To develop a suite of accessible, interactive computer games with embedded learning objectives in Basic Skills, Personal Development and Employment Preparation. To improve innovation and quality in delivering Vocational Enhanced Training (VET) by pulling together a group of expert organisations and user groups across Europe To enhance the attractiveness of VET by the use of engaging, innovative, culturally appropriate curriculum and learning materials in a blended learning approach to match the needs of individual learners.
ISRG 25 Underlying Research to Support these Projects RQ: Can computer games improve memory skills in people with learning disabilities? Method – two matched groups (control and intervention). 16 participants in key stages 3 and 4. Intervention = pairs memory game; Control = observation games. Looking for an overall pattern of behaviour (improvement) is inappropriate as there is a large within-group variation. Results - After 4/10 sessions (therefore no comparison to control yet available) participants are showing different rates of improvement, some consistently and others more variably. Weighting the number of incorrect guesses by the probability of scoring no incorrect pairs allows the improvement to be more clearly tracked. Conclusion: Results at nearly mid stage are encouraging and new methods to visually analyse results are being developed.
ISRG 26 Aiding Memory Participant C Showing good improvement though week 4 was better than week 5 Participant D Improving slowly but only achieving 3 games a session
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