Information Technology Reference
In-Depth Information
Feedback
: When in draw mode, the system responds to a child stepping on the outline
of the shape by changing the dashed line to a solid line section and emitting a “click”
sound effect (F1). During paint and detail mode, only one selection can be chosen at a
time (e.g., a color blob from the paint palette, or a body part from the details menu)
(F1). Upon selection of the color or body part in the system responds with visual and
aural feedback and the chosen object remains highlighted when active (F3). A subtle
glow effect is used to indicate the selection that is currently active (F2). During color
mode, one foot step on the mat is represented as one individual paint splat (F1). Once
a participant steps on any area within the shape outline, a paint splat effect is created
(F3). To guide children towards shape selection in detail mode, an initial shape
outline (e.g. eye) is highlighted on the animal's body (F1). When a shape piece has
been correctly placed, feedback is given via a visual and audio cue (F3). Once this has
occurred a new missing shape piece will be highlighted (F1). All visual and aural
effects are designed to clearly depict an outcome, while at the same time being subtle
in color and format so as not to over stimulate or distract children (F2). All system
feedback is immediate (F3).
5
Anim-action Evaluation
Thirteen children, aged 5 and 6, participated in the evaluation of the Anim-action.
Twelve boys and one girl from four different classes were involved. The study took
place on six days during a two week period and study findings are based on
observations of participants' engagement in the Anim-action experience. Each
session lasted approximately 45 minutes and the observation method was based on
existing teacher assessment schemes. The use of teachers to make assessments has
been found to be highly effective in assessing the behavior of children with
developmental disabilities [7].
Teaching staff observed each child and recorded the child's displayed behaviors on an
observational checklist sheet. Observation items were divided into four categories:
cognitive (five items); social divided into two sub-categories: communication (four
items) and social interaction (four items); and gross motor physical skills (three items).
Observed behaviors were scored based on the level of assistance required during
interaction for each checklist item. For a particular skill, such as color matching
(cognitive), a child would be given a score between zero and five. The scoring system is
as follows: 0 - no behavior exhibited; 1 - child did not initiate activity and at least two
types of prompts were provided (e.g., verbal and physical); 2 - child did not initiate
activity and one type of prompt was provided; 3 - child initiated activity and at least two
types of prompts were provided; 4 - child initiated activity and one type of prompt was
provided; 5 - child completed activity independent of support.
