Accessible Games for Health and K-12 Education: Lessons from the Classroom


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This is an overview of game accessibility and K-12 issues related to health education and the use of games. The slides contain links to resources, often in the notes section. If you download these slides, please mention me as your source, and keep the links and citations.

Published in: Technology, Education
  • nice health games very nice!
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  • This is really one of the informative health slide show.
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  • Nice information and good slide share. Its very informative.
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  • hi, this is really very nice pesentation.
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  • Description of images on Slide One:

    The science screen is an interactive 'gizmo' from Explore Learning. Something like this could be incorporated into an educational game.

    I'm pretty sure that the picture of the ancient building was from the VAST project, described in the article 'Reviving the past: Cultural Heritage meets Virtual Reality' by Anthanasios Gaitatzes, Dimitrious Cristopoulos, and Maria Roussou. (2002, ACM) The Foundation of the Hellenic World was involved with this project.

    Maria Roussou has been involved with a variety of interesting immersive projects:

    The people from the Institute for Advanced Technologies in the Humanities at the University of Virginia are doing similar work through the Rome Reborn project:

    I thought that it would be cool to have a game for health that integrated with history, so that students could learn about how people from the past handled health and diseases, and learn how scientists from the past came up with solutions that help us today.

    The picture of the dragons on the space station was from a game called 'Relax to Win', created by Phil (gary?) McDarby and the MindGames team when he was at MediaLab Europe, which disbanded in 2005. Here is an article about Relax to Win, from 2002:

    McDarby now works as the creative officer of Vyro Games, which focus on stress management.
    Rationale: Stress management games are good for health!
    Media Lab Europe and MindGames:
    Vyro Games:

    The cool geometric image was from a project from the Interactive Media Group, Vienna University of Technology:
    Educating Spatial Intelligence with Augmented Reality .

    The project targeted high school geometry students, with a goal of increasing spatial ability and improving transfer of learning. The program is consistent with Universal Design for Learning principles.

    I think that some of the applications involved in this application could be useful in games designed for cognitive rehabilitation or habilitation.

    'An Application and Framework for Using Augmented Reality in Mathematics and Geometry Education':

    Hannes Kaufmann's Dissertation: Geometry Education with Augmented Reality:

    The remainder of the pictures:
    The Cloud Game:

    The picture with the two people is from Kar2ouche, from Immersive Education. Kar2ouche is a creative role-play, picture making, story-boarding and animation software. It is enabled for use on interactive whiteboards:

    Hazmat HotZone is a multi-player simulation game used to train first responder teams:

    The underwater scene is from FreeDive, from FreeDive, that is used as a pain distractor. I also think it could be used for stress reduction for children.

    The game pad is a DanceDance Revolution pad, used as an 'exergame' in many schools to combat the increase in numbers of students who are overweight or obese.

    'Dance Dance Revolution: Healthy for Kids'

    The classroom scene is is from a virtual reality application:
    Rizzo, A., Bowerly, T., Buckwalter, J., Klimchuk, D., Mitura, R., Parsons, T.D. (2006). A Virtual Reality Scenario for All Seasons: The Virtual Classroom. CNS Spectrums, 11, 1, 35-44.
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  • This screen is a collage I used for slides on a presentation about games, simulations, and virtual worlds.
  • Accessible Games for Health and K-12 Education: Lessons from the Classroom

    1. 1. ACCESSIBLE GAMES FOR HEALTH AND K-12 EDUCATION Lynn Marentette, Sp.A. NCSP School Psychologist Union County Public Schools May 7, 2008
    2. 2. Background <ul><li>School psychologist in Union County Public Schools, North Carolina </li></ul><ul><li>Certified in school psychology and guidance counseling </li></ul><ul><li>Discovered Universal Design for Learning in 2002when researching multimedia applications and educational games for secondary students with mild disabilities who were struggling in school and becoming disengaged. </li></ul><ul><ul><li>Students were strong visual learners; most were avid gamers </li></ul></ul><ul><ul><li>Some students had more complex disabilities </li></ul></ul><ul><li>Returned to school in 2003 initially to learn how to make multimedia games for hand held devices and interactive whiteboards, took first game class at Central Piedmont Community College, later studied VR for education and training. </li></ul><ul><li>Graduate Student, UNC-Charlotte </li></ul><ul><ul><li>HCI, Games, ubiquitous computing, etc </li></ul></ul><ul><ul><ul><li>Universal Usability and Pervasive Computing </li></ul></ul></ul>
    3. 3. My Interests
    4. 5. Accessible Games for Health and K-12 Education <ul><li>“ Technology can positively influence the method in which healthful living courses are taught in the public schools today” </li></ul><ul><li>-N.C. Healthful Living Curriculum </li></ul><ul><li> </li></ul>
    5. 6. Child and Youth Health Risks <ul><li>Number of obese children age 6-17 has more than doubled over the past 30 years or so. </li></ul><ul><li>Risk carry over to adult hood and can increase with age. </li></ul><ul><li>Related physical inactivity and low fruit and vegetable consumption </li></ul><ul><li>Result is an increase in health care costs. </li></ul><ul><li>Other risks: suicide, water safety, riding a bike without a helmet, aggression/violence </li></ul>-NC Healthful Living
    6. 7. Health Education Skills <ul><li>Comprehend concepts related to health promotion and disease </li></ul><ul><li>Access health information and promotion products and services </li></ul><ul><li>Self-management of behaviors related to reducing health problems and promoting positive health </li></ul><ul><li>Analyze external and internal influences on health and behaviors </li></ul><ul><li>Interpersonal communication to enhance health </li></ul><ul><li>Decision-making to enhance health </li></ul><ul><li>Goal setting to enhance health </li></ul>-NC Healthful Living
    7. 8. Existing Games <ul><li>Not immersive; ok for casual mini-games </li></ul><ul><li>Food Fury: Grades 3-5 </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Student can choose level of difficulty </li></ul></ul><ul><ul><li>University of Texas School of Public Health, School of Health Information Science, and Archimage, Inc. </li></ul></ul><ul><li>Amazing Food Detective </li></ul><ul><li>Kaiser Permanente </li></ul><ul><li> </li></ul><ul><li>English and Spanish, includes a guide for teachers and health tips for families Kaiser Permanente </li></ul>
    8. 9. Examples of Content
    9. 10. Problem: How do we provide access? <ul><li>Input devices, communication devices </li></ul><ul><li>Accessible, adaptable content that supports a wide range of learning strengths and needs </li></ul><ul><li>Adapted activities designed to promote engagement, cooperation, and transfer of learning of skills and behaviors to daily life. </li></ul><ul><li>Move from providing access to implementing universal design </li></ul>
    10. 11. Implementation In the Schools <ul><li>Interactive Whiteboards and Displays </li></ul><ul><li>PC’s, laptops </li></ul><ul><li>Handheld devices </li></ul><ul><li>Cell phones? </li></ul><ul><li>Stand-alone, network, or internet: </li></ul><ul><ul><li>Many schools block access to any website that relates to games, including sites about federally-funded simulation or game projects, BBC’s CBeebies switch-enabled game site, etc. </li></ul></ul>
    13. 14. Barriers <ul><li>Some education administrators frown on the term “games”. </li></ul><ul><li>Traditional instructional technology has not been adopted well in many classrooms </li></ul><ul><li>Content of applications marketed to the schools has been at the level of the “electronic workbook”. </li></ul><ul><li>Many on-line educational applications lack quality, depth. </li></ul><ul><li>Research: Transfer of learning, generalization of behaviors is important, but doesn’t always happen </li></ul><ul><li>Accessibility continues to be a problem within the physical world. </li></ul>
    14. 15. Universal Design for Learning Center for Applied Special Technology CAST Center for Implementing Technology in Education CITEd Universal Design for Gaming?
    15. 16. Why Universal Design for Learning? <ul><li> </li></ul><ul><li>Rationale: </li></ul><ul><li>13.8% of students ages 3-21 receive special education services for various disabilities: </li></ul><ul><ul><li>Specific Learning Disabilities 5.6% </li></ul></ul><ul><ul><li>Speech or language impairments 3.0% </li></ul></ul><ul><ul><li>Mental retardation 1.1% </li></ul></ul><ul><ul><li>Emotional disturbance 1.0% </li></ul></ul><ul><ul><li>Hearing impairments 0.2% </li></ul></ul><ul><ul><li>Orthopedic impairments 0.2% </li></ul></ul><ul><ul><li>Other health impairments 1.2% </li></ul></ul><ul><ul><li>Visual impairments 0.1% </li></ul></ul><ul><ul><li>Multiple disabilities 0.3% </li></ul></ul><ul><ul><li>Deaf-blindness -- </li></ul></ul><ul><ul><li>Autism 0.5 Now 1 in 150 students! </li></ul></ul><ul><ul><li>Traumatic brain injury 0.1 </li></ul></ul><ul><ul><li>National Center on Education Statistics (2006) </li></ul></ul>
    16. 17. Universal Design for Learning <ul><li>Universal Design for Learning calls for ... </li></ul><ul><li>Multiple means of representation , to give learners various ways of acquiring information and knowledge, </li></ul><ul><li>Multiple means of action and expression, to provide learners alternatives for demonstrating what they know, </li></ul><ul><li>Multiple means of engagement , to tap into learners' interests, offer appropriate challenges, and increase motivation. </li></ul>
    17. 18. - -CAST
    18. 19. Why? Games and Virtual Worlds, Therapeutic Games, MMO’s
    19. 20. EASE GAMES EASe Games were developed from a listening therapy program for use with children who have autism spectrum disorders or those who have sensory or auditory processing problems. /
    20. 21. EduSim <ul><li>Based on Croquet </li></ul><ul><li> </li></ul><ul><li>Greenbush EduSim </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    21. 22. Suggestions <ul><li>Provide feedback: immediate and ongoing </li></ul><ul><li>Provide multiple methods of input and output </li></ul><ul><li>Make it intuitive- easy to understand and play with minimal assistance, or with assistance from a peer </li></ul><ul><li>Guide the guider approach- documentation materials and directions should be understood by everyone who spends time with the student, including teachers, siblings, and grandparents </li></ul>
    22. 23. Suggestions for Applications <ul><li>Provide multiple examples </li></ul><ul><li>Highlight critical features </li></ul><ul><li>Use digital tour guides to provide support </li></ul><ul><li>Provide multiple media and formats </li></ul><ul><li>Provide background information </li></ul><ul><li>Support strategic learning, use UDL principles, multiple means of expression </li></ul>
    23. 24. What Next?