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

VIPI - VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE WITH DISABILITIES

ITAG EHD - 23/10/2012, NTU Nottingham UK.

www.vipi-project.eu

511792-LLP-1-2010-1-GR-KA3-KA3NW

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THE VIPI DESKTOP GAMESANDY BURTON NOTTINGHAM TRENT UNIVERSITY, UK


www.vipi-project.eu

511792-LLP-1-2010-1-GR-KA3-KA3NW

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facebook.com/vipiprojecttwitter.com/ViPi_project


ABOUT VIPI – (VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE 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.

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EDUCATIONAL AND PEDAGOGICAL FRAMEWORK

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

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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)

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GAMES – TRUE FALSE QUIZ4 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 Document

6RUN GAME


TRUE FALSE QUIZ SAVEABLE REPORT

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GAMES – ESCAPOLOGY

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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.


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)

9RUN GAME


ESCAPOLOGY (EXAMPLES) URL

A web address

Or Universal Resource Locator means a web address.

ADDRESS BAR

Where the URL goes

Type a URL into the address bar, and hit enter to load a web page.

FORWARD

Go to next page

Moves you on to the next page after a back action (Right pointing arrow)

BACK

Return to previous page

Hit the back button (arrow pointing left) to go back to the previous page.

REFRESH

Re load the page

Refresh reloads the page. You can use the shortcut key F5 for this.

FAVOURITE

Bookmarks

Favourite pages may be bookmarks, or pages that you visit most regularly.

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NAVIGATE

Move through pages

We navigate through pages by clicking hyperlinks.

HYPERLINK

Click it to navigate

This is text or images you click to perform an action, usually navigation.

GOOGLE

A search engine

Currently the most popular search engine at www.google.com

BING

A search engine

Microsoft's search engine at www.bing.com

SEARCH ENGINE

Seek a webpage?

A search engine retrieves results based on your search criteria.

MALWARE

Disruptive software

Malicious software which can break your computer or steal your data.

SPYWARE

A type of malware

Spyware collects and sends information about you without your knowledge.

DOWNLOAD

Get a file?

You can download files from the web to your computer.

FORMS

Input your data?

Web based forms are sometimes used to collect your data.

USERNAME

Your log in

Some sites and computers ask for a username to personalise your experience.

PASSWORD

Secret login

Keep passwords secret and do NOT save them on public machines.

CACHE

Saved pages

Pages are cached locally to your computer to speed up re-downloads.

HISTORY

Where you've been?

The browser stores a history of the pages you visit.

TABS

Windows in windows.

Multiple tabs at the top of the browser can hold a web-page each.

SECURE

Are you safe?

HTTPS secure web browsing should be used when sensitive data is sent.

BOOKMARK

Save for later?

You can bookmark a web page to make it easy to find again later.


GAMES – ROB THE MOB

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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


GAMES – ROB THE MOBSubjects communicatio

n software using email manipulating

windows keyboard

shortcuts web browsing

and security using the

computer assistive

technology the computer

and its parts interacting

with touchscreens

12RUN GAME


GAME CONTENT EDITOR – ROB THE MOB

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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


GAME CONTENT EDITOR - ESCAPOLOGY

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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


MEMOBILE

Memobile for Android (developed by ViPi partners Hiteco in Lithuania)

Matching pairs (match the similar computer parts)

Starter kit (press the start buttons accurately)

Press and Action (multi choice quiz)

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USER TESTING SESSIONS – OCTOBER 2012

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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 sessions1. 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

Both ran with brief descriptive demonstrations of the games followed by hands on sessions:

1. Game sessions were run on a large screen as a complete group.

2. Game sessions were carried out in breakout groups of 2 to 5 users

In both cases Users were asked to try out

the games A think aloud protocol was

employed and notes were made by researchers


USER TESTING SESSIONS – OCTOBER 2012

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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 target group.

Adding key presses for letter guessing in Escapology would be more intuitive

Relevant images may help with the understanding of some questions

Add symbol sets with written words where possible

Use images with feedback where appropriate

For visual impairment Make text size be bigger in Rob the

Mob game –or use with a magnifier. Contrast could be better in

Escapology for the word being guessed (currently dark grey on light grey)

The voice used in the true false quiz game was clear and helpful


PILOTING – DURING 2013

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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 Improvement of playability of

the games Adding letter key input in

escapology

Full piloting and enhancement of the games will take place throughout 2013 in all four partner languages.


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

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THANK YOU.

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Andy [email protected]

www.vipi-project.eufacebook.com/vipiprojecttwitter.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 decision making in people with intellectual disabilities. Journal of Assistive Technologies, Vol 3, issue 2, pp.6-15. © Pavilion Journals (Brighton) Ltd.

Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. (2009ii). An 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.

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

The ViPi KA3 LLP project has been partially funded under the Lifelong Learning Programme, subprogramme KA3 ICT.

http://www.futurelab.org.uk/projects/games-in-education


ADDITIONAL SLIDES IF REQUIRED…

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STAY SAFE! (COMING SOON!)

Subjects Emails Web use Messenger programs Social networks

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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 using an overlaid display.

A helper standing behind the user is watching over the user’s progress and can offer help and advice when the player makes bad decisions.


FLY SWAT (FUTURE DEV)

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P-level

Target Game idea

P2i Briefly tracks vertically moving object on screen

Watch vertical moving fly

P2i Briefly tracks horizontally moving object on screen

Watch horizontal moving fly

P2ii Tracks vertically moving object on screen

Watch vertical moving fly

P2ii Tracks horizontally moving object on screen

Watch horizontal moving fly

P3i Tracks predictable movements with changes of direction of a moving stimulus across a screen

Watch fly walk around perimeter of screen

P3ii Tracks random movement on a screen Watch fly fly randomly around screen

P5 Tracks movement across a screen showing reaction at appropriate point

Response when a horizontally moving fly reaches food/target to swat

P5 Tracks object horizontally across the screen operating the switch at the correct time

Activate switch when a horizontally moving fly reaches food/target to swat

P5 Tracks object vertically across the screen operating the switch at the correct time

Activate switch when a vertically moving fly reaches food/target to swat

P6 Activate switch to randomly generated visual prompts

Activate switch when fly appears

P6 Activate switch to randomly generated audible prompts

Activate switch when fly sound is heard

P6 Understands in a two switch activity that each switch triggers a separate action

Activate 2 switches. one controls swat action one controls catch in jar action?

P7 Activate switch to control horizontal movement – almost on target

Stop horizontally moving fly on outer target

P7 Activate switch to control horizontal movement –on target

Stop horizontally moving fly on inner target

P7 Activate switch to control vertical movement – almost on target

Stop vertically moving fly on outer target

P7 Activate switch to control vertical movement –on target

Stop vertically moving fly on inner target

P7 Use space bar as a switch -apply in any of the above

P8 Press switch at appropriate moment e.g. to hit target

Stop randomly moving fly on a target

Support p-level targets

• from showing awareness of the output technologies, • to awareness that the user can interact with the

technology, • through to practicing with interaction with the

technology.

Stimulating visually and audibly.

Oak Field P-level curriculum analysed.

The primary areas where the curriculum could be best supported by game technologies were identified as • reaction and interaction, • sequencing, • choosing and • matching.

Of these, the area that would support the broadest part of the curriculum was that of reaction and interaction.

Supports certain p-level tasks from p2 to p8

Such a game would need to be adjustable with the ability to set the speed of movement and with a variety of colours and variations in contrast and resolution available to suit as many potential users as possible.


THANK YOU.

24

Andy [email protected]

www.vipi-project.eufacebook.com/vipiprojecttwitter.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 decision making in people with intellectual disabilities. Journal of Assistive Technologies, Vol 3, issue 2, pp.6-15. © Pavilion Journals (Brighton) Ltd.

Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. (2009ii). An 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.

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

The ViPi KA3 LLP project has been partially funded under the Lifelong Learning Programme, subprogramme KA3 ICT.

http://www.futurelab.org.uk/projects/games-in-education

Documents

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