ViPi desktop and mobile games to develop ICT skills for people with disabilities

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ViPi desktop and mobile games to develop ICT skills for people with disabilities by Andy Burton and Vilma Butkute.

ViPi desktop and mobile games to develop ICT skills for people with disabilities by Andy Burton and Vilma Butkute.

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ViPi desktop and mobile games to develop ICT skills for people with disabilities ViPi desktop and mobile games to develop ICT skills for people with disabilities Presentation Transcript

  • facebook.com/vipiproject twitter.com/ViPi_project VIPI - VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE WITH DISABILITIES1 ITAG EHD - 23/10/2012, NTU Nottingham UK. www.vipi-project.eu 511792-LLP-1-2010-1-GR-KA3-KA3NW
  • facebook.com/vipiproject twitter.com/ViPi_project THE VIPI DESKTOP GAMES ANDY BURTON NOTTINGHAM TRENT UNIVERSITY, UK2 ITAG EHD - 23/10/2012, NTU Nottingham UK. www.vipi-project.eu 511792-LLP-1-2010-1-GR-KA3-KA3NW
  • ABOUT VIPI – (VIRTUAL PORTAL FORINTERACTION AND ICT TRAINING FORPEOPLE WITH DISABILITIES) a three year project launched in January 2011. It involves partners from Belgium, Cyprus, Greece, Lithuania, and the UK. The project aims at creating accessible and flexible basic ICT skills training, designed to meet the specific needs of people with disabilities by encompassing:  An interactive online portal with a semantically enriched repository hosting learning objects (Web 3.0 approach),  A social networking and community building area, both online and mobile (Web 2.0 approach),  An online learning environment hosting SCORM (Sharable Content Object Reference Model) compliant training courses,  WCAG 2.0 (Web Content Accessibility Guidelines) compliant accessibility  Embedded rich internet applications (Desktop and Mobile Games)  Multi-language support. 3 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • EDUCATIONAL AND PEDAGOGICALFRAMEWORK  Research has shown that in people with intellectual disability games-based learning can:  Improve memory (Brown et al, 2008)  Improve functional skills (Brown et al, 2011)  Improve decision making (Standen et al, 2009i)  Improve choice reaction time (Standen et al, 2009ii)  If games are to become mainstream classroom tools, teachers (who are often not gamers) need support to:  Identify games that meet their learning objectives  Work out how games can be incorporated in lessons  Work out how learning can be assessed. (Ulicsac and Wright, 2010)  Games based learning is just a part of the educational and pedagogical framework being employed in ViPi  Curriculum, training documents, exercises and trainer’s handbook are also provided – all supported by the games 4 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • VIPI DESKTOP AND MOBILE GAMES  Adapted Games  True/False Quiz  Escapology ICT  Rob the Mob ICT  New Games  Memobile for Android  Stay Safe! (under development)  Fly Swat (pending student project) 5 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAMES – TRUE FALSE QUIZ 4 rounds of 7 questions each.  Subject areas:  Using your computer  Using the internet  Using email  Staying safe  Questions consist of a True of false statement.  Answers are marked correct or wrong immediately (using smiley faces and buzzer sounds) and more information is fed back on the question’s subject.  Results can be exported as a pdf 6 RUN GAME Document ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • TRUE FALSE QUIZ SAVEABLE REPORT 7 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAMES – ESCAPOLOGY Gameplay  Hangman style game  Choose a subject area around which the words will be based.  Each word has a clue  3 playing levels to make the game easier or more difficult.  Explanation or description given when the word is revealed which explains a little more about the word. 8 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAMES – ESCAPOLOGY Subjects  Computers  Computer parts (11 words)  Using the computer (35 words)  Assistive technology (14 words)  Going Online  Web browsing (22 words)  Safety (17 words)  Email (17 words)  Communication software (13 words)  Mobile phones (18 words)  Software  Presentations (10 words)  Spreadsheets (15 words)  Windows (30 words)  Word processing (19 words) 9 RUN GAME ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • ESCAPOLOGY (EXAMPLES) URL  PASSWORD  MALWARE A web address  NAVIGATE  Secret login  Disruptive software Or Universal Resource Locator  Move through pages means a web address.  Keep passwords secret and do  Malicious software which NOT save them on public  We navigate through pages ADDRESS BAR can break your computer machines. by clicking hyperlinks. or steal your data. Where the URL goes  CACHE  HYPERLINK  SPYWARE Type a URL into the address  Saved pages  Click it to navigate bar, and hit enter to load a web  A type of malware  Pages are cached locally to page. your computer to speed up re-  Spyware collects and  This is text or images you downloads. sends information about click to perform an action, FORWARD usually navigation. you without your  HISTORY Go to next page knowledge.  GOOGLE  Where youve been? Moves you on to the next page  DOWNLOAD  A search engine after a back action (Right  The browser stores a history of pointing arrow) the pages you visit.  Get a file?  Currently the most popular  TABS  You can download files search engine at BACK www.google.com from the web to your  Windows in windows. Return to previous page computer.  BING  Multiple tabs at the top of the Hit the back button (arrow browser can hold a web-page  FORMS  A search engine pointing left) to go back to the each. previous page.  Input your data?  Microsofts search engine  SECURE at www.bing.com REFRESH  Web based forms are  Are you safe? sometimes used to collect  SEARCH ENGINE Re load the page your data.  HTTPS secure web browsing  Seek a webpage? Refresh reloads the page. You should be used when sensitive  USERNAME can use the shortcut key F5 for data is sent.  A search engine retrieves this.  Your log in results based on your  BOOKMARK  Some sites and search criteria. FAVOURITE  Save for later? computers ask for a Bookmarks  You can bookmark a web page username to personalise 10 to make it easy to find again your experience. Favourite pages may be later. bookmarks, or pages that you visit most regularly. ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAMES – ROB THE MOB Gameplay  Card game  Try to win the money from the gangster by picking the right answer card  4 possible answers to each question  Winning wins you your stake from the gangster. Losing pays the gangster your stake.  Get all of the gangster’s money to win 11 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAMES – ROB THE MOB Subjects  communication software  using email  manipulating windows  keyboard shortcuts  web browsing and security  using the computer  assistive technology  the computer and its parts  interacting with 12 RUN GAME touchscreens ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAME CONTENT EDITOR – ROB THE MOB  Free  Enables easy creation of new game content.  Currently for Escapology and rob the mob  Creates new xml that immediately runs with the games  future edit will include editors for true false quiz and stay safe 13 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • GAME CONTENT EDITOR - ESCAPOLOGY  Freely available  Enables easy creation of new game content.  Currently for Escapology and rob the mob  Creates new xml that immediately runs within the games  future edit will include editors for true false quiz and stay safe RUN Editor 14 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • MEMOBILEMemobile for Android (developed byViPi partners Hiteco in Lithuania) Matching pairs (match the similar computer parts) Starter kit (press the start buttons accurately) Press and Action (multi choice quiz) 15 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • USER TESTING SESSIONS – OCTOBER 2012 About the Test Sessions  Held at Oak Field School, Nottingham  The Oak Field School is a City co- educational day school for children aged 3-19 years with special educational needs, in particular severe and profound learning difficulties and/or physical difficulties.  2 sessions 1. NICER group – specialised testing with approx 15 current and past Oak Field students with a range of disabilities and needs 2. ViPi Multinational Workshop – bringing together 15 users and trainers from the partner countries with a range of interests and disabilities  In both cases  Both ran with brief descriptive demonstrations of the games followed  Users were asked to try out the by hands on sessions: games 1. Game sessions were run on a large screen as a  A think aloud protocol was complete group. 16 employed and notes were 2. Game sessions were carried out in breakout groups of 2 to 5 users made by researchers ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • USER TESTING SESSIONS – OCTOBER 2012 Initial Findings A number of bugs were revealed For intellectual disability  In True or False quiz – use the terms Yes and No instead  Rephrase questions to offer single word answers to questions where possible  Fonts should use simple characters i.e. with letters such as a and g formed as taught in the school  A simplified version of the content would be better – adjusted curriculum required for  For visual impairment target group.  Make text size be bigger in Rob the Mob  Adding key presses for letter guessing in game –or use with a magnifier. Escapology would be more intuitive  Contrast could be better in Escapology  Relevant images may help with the for the word being guessed (currently understanding of some questions dark grey on light grey)  Add symbol sets with written words where  The voice used in the true false quiz possible game was clear and helpful 17  Use images with feedback where appropriate ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • PILOTING – DURING 2013 Initial Findings Initial feedback will be used to:  Address and fix all bugs found  Improve accessibility of the games  Tailor the games to specific target audiences by:  Content adjustment  Use of appropriate fonts  Possible use of symbol sets  Rephrasing of questions to make them easier to understand  Enhancement with images where possible  Full piloting and enhancement of  Improvement of playability of the the games will take place games throughout 2013 in all four  Adding letter key input in escapology partner languages. 18 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • CONCLUSIONS  By using:  User led games development  Customisable game content  Enhanced semantic search portal  ViPi hopes that the many identified benefits of a games- based learning approach can be introduced into classrooms by providing:  Games that meet learning objectives  A structure to allow their incorporation in the curriculum  Means to assess the learning achieved 19 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • THANK YOU. Andy Burton andy.burton@ntu.ac.uk www.vipi-project.eu facebook.com/vipiproject twitter.com/vipi_project Brown DJ, McIver E, Standen PJ and Dixon P (2008). Can Serious Games Improve Memory Skills in People with ID? Journal of Intellectual Disability Research. Vol. 52, Parts 8&9, p.678. August 2008. ISSN 0964-2633. Brown, D. J, James Ley, Lindsay Evett, Penny Standen, (2011) Can participating in games based learning improve mathematic skills in students with intellectual disabilities? Proceedings of IEEE SeGAH 2011; http://doi.ieeecomputersociety.org/10.1109/SeGAH.2011.6165461 November 16- November 18; ISBN: 978-1-4673-0433-7. Standen PJ, Rees F and Brown DJ. (2009i). Effect of playing computer games on The ViPi KA3 LLP project has been decision making in people with intellectual disabilities. Journal of Assistive Technologies, Vol 3, issue 2, pp.6-15. © Pavilion Journals (Brighton) Ltd. partially funded under the Lifelong Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. (2009ii). An Learning Programme, subprogramme evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities. Journal of Assistive Technologies, Vol3, issue 4, p.4- 11, © Pavilion Journals (Brighton) Ltd. KA3 ICT. 20 Ulicsac, M, Wright M (2010) Games in Education – Serious Games - A Futurelab Literature Review. Downloaded from www.futurelab.org.uk/projects/games-in- education on 11/10/2012 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • ADDITIONAL SLIDES IF REQUIRED… 21 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • STAY SAFE! (COMING SOON!) Gameplay  Role play game  Player is a computer user trying to keep himself and his computer safe  Screen shows the problems including user going through a set of new emails, friendship adds on a messenger program, scenarios on a social network and issues in a web browser.  Questions repeated and set out Subjects using an overlaid display.  Emails  Web use  A helper standing behind the user is watching over the user’s progress  Messenger programs and can offer help and advice when the player makes bad decisions.  Social networks 22 ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • FLY SWAT (FUTURE DEV) Support p-level targetsP-level Target Game ideaP2i Briefly tracks vertically moving object on screen Watch vertical moving fly • from showing awareness of the output technologies,P2i Briefly tracks horizontally moving object on Watch horizontal moving • to awareness that the user can interact with the screen flyP2ii Tracks vertically moving object on screen Watch vertical moving fly technology,P2ii Tracks horizontally moving object on screen Watch horizontal moving • through to practicing with interaction with the flyP3i Tracks predictable movements with changes Watch fly walk around technology. of direction of a moving stimulus across a perimeter of screen screenP3ii Tracks random movement on a screen Watch fly fly randomly around screen Stimulating visually and audibly.P5 Tracks movement across a screen showing Response when a reaction at appropriate point horizontally moving fly reaches food/target to Oak Field P-level curriculum analysed. swatP5 Tracks object horizontally across the screen Activate switch when a operating the switch at the correct time horizontally moving fly The primary areas where the curriculum could be best reaches food/target to swat supported by game technologies were identified asP5 Tracks object vertically across the screen Activate switch when a • reaction and interaction, operating the switch at the correct time vertically moving fly reaches food/target to • sequencing, swat • choosing andP6 Activate switch to randomly generated visual Activate switch when fly prompts appears • matching.P6 Activate switch to randomly generated audible Activate switch when fly prompts sound is heardP6 Understands in a two switch activity that each Activate 2 switches. one Of these, the area that would support the broadest part of switch triggers a separate action controls swat action one controls catch in jar the curriculum was that of reaction and interaction. action?P7 Activate switch to control horizontal Stop horizontally moving Supports certain p-level tasks from p2 to p8 movement – almost on target fly on outer targetP7 Activate switch to control horizontal Stop horizontally moving movement –on target fly on inner target Such a game would need to be adjustable with the abilityP7 Activate switch to control vertical movement – almost on target Stop vertically moving fly on outer target to set the speed of movement and with a variety ofP7 Activate switch to control vertical movement – Stop vertically moving fly colours and variations in contrast and resolution on target on inner target available to suit as many potential users as possible. 23P7 Use space bar as a switch -apply in any of the aboveP8 Press switch at appropriate moment e.g. to hit Stop randomly moving fly target on a target ITAG EHD - 23/10/2012, NTU Nottingham UK.
  • THANK YOU. Andy Burton andy.burton@ntu.ac.uk www.vipi-project.eu facebook.com/vipiproject twitter.com/vipi_project Brown DJ, McIver E, Standen PJ and Dixon P (2008). Can Serious Games Improve Memory Skills in People with ID? Journal of Intellectual Disability Research. Vol. 52, Parts 8&9, p.678. August 2008. ISSN 0964-2633. Brown, D. J, James Ley, Lindsay Evett, Penny Standen, (2011) Can participating in games based learning improve mathematic skills in students with intellectual disabilities? Proceedings of IEEE SeGAH 2011; http://doi.ieeecomputersociety.org/10.1109/SeGAH.2011.6165461 November 16- November 18; ISBN: 978-1-4673-0433-7. Standen PJ, Rees F and Brown DJ. (2009i). Effect of playing computer games on The ViPi KA3 LLP project has been decision making in people with intellectual disabilities. Journal of Assistive Technologies, Vol 3, issue 2, pp.6-15. © Pavilion Journals (Brighton) Ltd. partially funded under the Lifelong Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. (2009ii). An Learning Programme, subprogramme evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities. Journal of Assistive Technologies, Vol3, issue 4, p.4- 11, © Pavilion Journals (Brighton) Ltd. KA3 ICT. 24 Ulicsac, M, Wright M (2010) Games in Education – Serious Games - A Futurelab Literature Review. Downloaded from www.futurelab.org.uk/projects/games-in- education on 11/10/2012 ITAG EHD - 23/10/2012, NTU Nottingham UK.