Information Technology Reference
In-Depth Information
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Background
Developmental disabilities can be defined as “a set of abilities and characteristics that
vary from the norm in the limitations they impose on independent participation and
acceptance in society” [4].There are a number of studies that specifically examine the
use of educational games for children within developmental disabilities [1, 2, 6].
Research has demonstrated the effectiveness of computer games in supporting
engagement [5], facilitating social skills [1] and providing opportunities to role play
behaviors that are challenging in real social contexts [2]. However, a majority of the
research in the field is focused on children aged between 7 and 14.
Our own previous research focused on the development of game-based interactions
for adults with intellectual disability resulted in the development of the Stomp
platform [8]. The floor-based system allows users to interact with digital
environments by triggering pressure sensors embedded within a 2 × 3 meter floor mat.
Interactive applications are projected onto the mat using a short throw projector. The
platform effectively turns the floor into a large pressure sensitive computer screen.
The system is designed so that actions such as stomping, stepping and sliding in
Stomp are like stomping, stepping and sliding in the real world [8]. We use Stomp in
our research as a means through which young children may engage in inclusive digital
learning experiences.
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Designing a Stomp Application for Children with
Developmental Disabilities
In order to understand the requirements of an interactive experience for young
children with developmental disabilities we involved teachers and support staff from
an early childhood center that caters specifically for children with developmental
disabilities. Initially, four informal meetings were undertaken to gain information on
the types and nature of disabilities of the children who attended the school and to
explore attitudes to technology designed to support children with developmental
disabilities. From the initial meetings we established that the teachers felt it was
appropriate to use the Stomp platform to create a playful experience for children aged
between four and six years. Two individual semi-structured interviews and one focus
group involving three teaching staff followed these initial meetings. These discussions
lasted between 45 minutes and one hour and were designed to illicit specific
information with respect to the design of an interactive experience for the children
attending the centre. These discussions resulted in the development of the interactivity
design goals that were used to guide the design of the new application.
General Interaction Goals : Interviews with teachers established that the interactive
experience must not rely too heavily on a child's social skills, as this is often one of
the most impaired abilities of children attending the school. As concepts such as
teamwork are relatively new to this age group, any collaboration must be simple. For
the most part, interaction is between the teacher and student. Therefore methods that
enable greater communication between these two parties are just as important as
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