Downtown, a Subway Adventure: Using Learning Analytics to Improve the Development of a Learning Game for People with Intellectual Disabilities

Cano, Ana R.; Fernández‐Manjón, Baltasar; García‐Tejedor, Álvaro J.

doi:10.1109/icalt.2016.46

Cited by 14 publications

(15 citation statements)

References 11 publications

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“…However, this seems to be improving to some extent, see e.g. [41] where learning analytics were applied to understand how players learn by analysing how they were actually playing. Finally, there is research about design of accessible games.…”

Section: Inclusive Game Design Researchmentioning

confidence: 99%

Activities to Support Sustainable Inclusive Game Design Processes

Westin¹,

Brusk²,

Engström³

2019

EAI Endorsed Transactions on Creative Technologies

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INTRODUCTION: The problem addressed in this work is the lack of knowledge of what inclusive game design would mean in practice within existing design processes of game companies. A pilot project was devised to involve both the game industry and disabled people. OBJECTIVES: The goal in this study was to identify activities that constitute the biggest obstacles to realising sustainable design processes for inclusive game design. METHODS: The study is mainly based on two full-day workshops with the game industry and three game studios, three organisations of disabled youth and authorities. RESULTS: Five activities were identified in the analysis of the workshops: 1) Find opportunities for inclusive game design; 2) Raise awareness about inclusive game design; 3) Handle integrity and security; 4) Recruit the right competence; and 5) Adapt workplaces and tools. CONCLUSION: The five main activities should be considered to achieve sustainable inclusive game design processes.

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Section: Inclusive Game Design Researchmentioning

confidence: 99%

Activities to Support Sustainable Inclusive Game Design Processes

Westin¹,

Brusk²,

Engström³

2019

EAI Endorsed Transactions on Creative Technologies

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“…Cano et al . () embedded a learning analytics model within the game, Downtown: A Subway Adventure , designed for learners with ID. The learning analytics captured included total time spent playing, progression and time elapsed without attaining a goal, which were then translated into user requirements.…”

Section: Opportunities and Challenges: A Psychological Perspectivementioning

confidence: 99%

“…Recent reviews of the use of SG by people with ID, Autism Spectrum Disorders or other developmental disabilities identify various opportunities and challenges in using SG to deliver education and training to support health and well‐being, social skills, emotional skills, independent living and online safety (Grossard et al, ; Noor, Shahbodin, & Pee, ; Tsikinas, Xinogalos, & Satratzemi, ; Zakari, Ma, & Simmons, ). For example, Cano, Fernández‐Manjón, and García‐Tejedor () classified games via learning outcomes with the aim of developing an evidence base to inform games design. The classification is built not only upon the explicit recognition of user needs and preferences, but also comprehensive user testing and longer term evaluation to assess the capacity of SG to build skills and support behaviour change over the longer term.…”

Section: Introductionmentioning

confidence: 99%

The opportunities and challenges of serious games for people with an intellectual disability

Terras¹,

Boyle²,

Ramsay

et al. 2018

Brit J Educational Tech

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Serious Games (SG) are increasingly used to deliver education and training to support well‐being, social skills, independent living and online safety. This presents opportunities and challenges for users, developers and educational providers to ensure their benefits are available to all. People with intellectual disability (ID) experience high levels of digital exclusion. This article reviews and synthesises the literature on the use of SG with people with ID. Recent work indicates the importance of the psycho‐social profile of the gameplayer, mechanics and game context. We consider how these factors influence the inclusivity of SG and how they could be addressed. We demonstrate how a psychological perspective illuminates the impact of the user's psychological profile on game use and effectiveness, and explore how culture, personalisation and learning analytics can increase inclusivity of SG. We conclude by identifying wider challenges such as the need for multi‐disciplinary working and a more integrated, conceptual framework for games design which addresses diversity in learning needs.

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“…Some of the social aspects that are complex for them to master are also included (eg, interact with the subway operators if the transport pass does not work). Further information about the game design is available in a previous publication (Cano, Fern andez-Manj on, & Garc ıa-Tejedor, 2016).…”

Section: Practitioner Notesmentioning

confidence: 99%

“…However, more research is needed to sustain the suitability of these games to train users with cognitive impairments. Recent researches explored the effectiveness of the SG as learning mechanisms for users with intellectual disorders, obtaining positive outcomes in their investigations (Cano, Fern andez-Manj on, & Garc ıa-Tejedor, 2015;Chang, Kang, & Liu, 2014;Kwon & Lee, 2016) but most researches imply a very limited number of users and usually only feature in qualitative studies.…”

Section: Introductionmentioning

confidence: 99%

Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities

Cano¹,

Fernández‐Manjón²,

García‐Tejedor³

2018

Brit J Educational Tech

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Serious Games (SGs), defined as a game in which education (in its various forms) is the primary goal rather than entertainment, have been proven as an effective educational tool for engaging and motivating students. However, more research is needed to sustain the suitability of these games to train users with cognitive impairments. This empirical study addresses the use of a SG for training students with Intellectual Disabilities in traveling around the subway as a complement to traditional training. Fifty‐one adult people with Down Syndrome, mild cognitive disability or certain types of Autism Spectrum Disorder, all conditions classified as intellectual disabilities, played the learning game Downtown, a Subway Adventure which was designed ad‐hoc considering their needs and cognitive skills. We used standards‐based Game Learning Analytics techniques (ie, Experience API –xAPI), to collect and analyze learning data both off‐line and in near real‐time while the users were playing the videogame. This article analyzes and assesses the evidence data collected using analytics during the game sessions, like time completing tasks, inactivity times or the number of correct/incorrect stations while traveling. Based on a multiple baseline design, the results validated both the game design and the tasks and activities proposed in Downtown as a supplementary tool to train skills in transportation. Differences between high‐functioning and medium‐functioning users were found and explained in this paper, but the fact that almost all of the students completed at least one route without mistakes, the general improvement trough sessions and the low‐mistake ratio are good indicators about the appropriateness of the game design.

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Downtown, a Subway Adventure: Using Learning Analytics to Improve the Development of a Learning Game for People with Intellectual Disabilities

Cited by 14 publications

References 11 publications

Activities to Support Sustainable Inclusive Game Design Processes

Activities to Support Sustainable Inclusive Game Design Processes

The opportunities and challenges of serious games for people with an intellectual disability

Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities

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