An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities

Standen, Penny; Anderton, Nicola; Karsandas, Raj; Battersby, Steve; Brown, David J.

doi:10.1108/17549450200900029

Cited by 16 publications

(14 citation statements)

References 14 publications

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“…For students with special learning needs, teachers are encouraged to avoid “complex” games that may overload a student with both the rules of the game and the content presented (Murray et al , 2007). Especially important is an individualized support and the “prompting” from a mentor at the initial sessions, which promotes the student's subsequent “self‐directed interaction with the computer” (Standen, Anderton, Karsandas, Battersby & Brown, 2009, p. 5).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Games for engaged learning of middle school children with special learning needs

Abras²

2012

Brit J Educational Tech

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In this paper, we describe an in situ study that examined the diverse design features and effects of three pre‐algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in‐field observation, artifact analysis, school performance report and knowledge test during 15 one‐hour gaming sessions over a period of 3 weeks. A list of key design features related to creating engagement and learning for students with special learning needs emerged from the data. The findings and discussions will inform educational designers and practitioners on successful educational game design and implementation for learners with diverse characteristics and needs. Practitioner notes What is already known about this topic Computer games can act as rich primers for engaged learning of academic content. What this paper adds The potential for computer games to promote engaged learning for school children with learning difficulty or different language/cultural backgrounds. The common and unique game design features that promote engaged learning for school children with special learning needs. Game‐based learner support for school children with special learning needs. Implications for practice and/or policy Educational game designers should make purposeful design efforts (eg, a simple fantasy, open‐ended game challenges and scaffolding with visual cue/feedback) to create learner‐adaptive engagement. Content processing should be a core and active part of the game‐play to promote game‐based learning. Adaptive and nonintrusive support should be provided to student players to reinforce game‐based learning.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Games for engaged learning of middle school children with special learning needs

Abras²

2012

Brit J Educational Tech

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“…It is now acknowledged that more than just usability is needed in the design and evaluation of e‐Systems, and there has been an apparent shift in research on human‐computer interaction from cognitive‐task performance to user experience (Standen, Karsandas, Anderton, Battersby, & Brown, ).…”

Section: Related Work and Discussionmentioning

confidence: 99%

Web mining for navigation problem detection and diagnosis in Discapnet: A website aimed at disabled people

Arbelaitz

Lojo

Muguerza

et al. 2015

Asso for Info Science & Tech

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The dramatic increase in the amount of information stored on the web makes it more important to familiarize people with disabilities and elderly people with digital devices and applications and to adapt websites to enable their use by these users. Discapnet is a website mainly aimed at visually disabled people, and navigation is a challenging task for its users. In this context, system evaluation and problem detection become crucial aspects for enhancing user experience and may contribute greatly to diminishing the existing technological gap. This study proposes a system based on webmining techniques that collects in-use information while the user is accessing the web (thus, being a noninvasive system). The proposed system models users in the wild and discovers navigation problems appearing in Discapnet and can also be used for problem detection when new users are navigating the site. The system was tested and its efficiency demonstrated in an experiment involving navigation under supervision, in which 82.6% of a set of disabled people were automatically labeled as having problems with the website.

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“…Similarly, Standen, Anderton, Karsandas, Battersby & Brown (2009) found performance benefits for people with intellectual disabilities. Standen, Rees & Brown (2009) investigated whether computer games may give people with intellectual disabilities the opportunity to practice the underlying components of decision making, a skill in which they can experience difficulties.…”

Section: Introductionmentioning

confidence: 88%

“…Virtual environments have been shown to be effective in facilitating the acquisition of living skills for example shopping (Standen, Cromby & Brown, 1998) and navigating new environments and preparing, in children with severe intellectual disabilities for the potentially distressing experience of giving evidence in court (Laczny, Brown, Francik and Cooke, 2001). In virtual environments, their three-dimensional nature allows the creation of ecologically valid settings to promote activities like choice making (Standen & Ip, 2002) which people with intellectual disabilities have limited opportunity to practice. Finally, these computer packages can provide an engaging activity for people who are frequently underoccupied and denied real world opportunities (Standen, Lannen & Brown, 2002).…”

Section: Introductionmentioning

confidence: 99%

An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software

Standen

Camm

Battersby

et al. 2011

Computers & Education

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Many people with intellectual disabilities also have physical difficulties which prevent them from using standard computer control devices. Custom made alternative devices for those with special needs can be expensive and the low unit turnover makes the prospect unattractive to potential manufacturers. One solution is to explore the potential of devices used in contemporary gaming technology, such as the Nintendo Wii. The Wii Nunchuk has the potential to replace joystick functions with the advantages of not being surface bound and easier for some individuals to grasp.This study evaluated the feasibility of using the Nunchuk by comparing its performance as a switch with the participant's usual switch. Twenty three volunteers aged between 17 and 21 with intellectual and physical disabilities completed a Single Switch Performance Test using the new device and their familiar device. For most functions of the switch, there was no significant difference between the participants' performance using the Nunchuck and their familiar device.Additional analysis found that some participants' performance did improve whilst using the Nunchuck, but this was not significantly related to physical or cognitive ability. Those whose performance was better with the Nunchuk were more likely to hold it in the conventional way than were those who had better performance with their familiar device. This merits it being offered as a possible alternative to currently available switches for those with physical difficulties affecting their grip-

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An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities

Cited by 16 publications

References 14 publications

Games for engaged learning of middle school children with special learning needs

Games for engaged learning of middle school children with special learning needs

Web mining for navigation problem detection and diagnosis in Discapnet: A website aimed at disabled people

An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software

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