designing educational tools, based on body interaction, for children with special needs who present...

Designing educational tools, based on body interaction, for children with special needs

who present different motor skills

Benoît Bossavit, Alfredo Pina

[email protected]

Public University of Navarre, Spain

Benoît Bossavit 17 /10/2014

General Motivation


Existing work

• Exergames – Hernandez H.A., Ye Z., Graham T.C.N., Fehlings D., Switzer L. (2013). Designing Action-based

Exergames for Children with Cerebral Palsy. In Proc. of international conference on Human Factors in Computing Systems, pp. 1261-1270


Existing work

• Rehabilitation – Luna-Oliva L., Ortiz-Gutiérrez R.M., Cano-De la Cuerda R., Piédrola R.M., Alquacil-Diego I.M.,

Sánchez-Camarero C., Martínez-Culebras M.C. (2013). Kinect Xbox 360 as a therapeutic modality for children with cerebral palsy in a school environment: a preliminary study. Journal of NeuroRehabilitation, 33(4), 513-521


Existing work

• Learning postures and gestures – Casas X., Herrera G., Coma I., Fernández M. (2012). A Kinect-based Augmented Reality System for

Individuals with Autism Spectrum Disorders. GRAPP/IVAPP, pp 440-446. ScieTePress


Issues

• Accessibility – motor disabilities may hinder the use of

applications beyond the physical interaction

• Impact – gap between research development and its

applicability in schools

• Adaptation – each child has specific, individual needs


Organization

Social skills

Family Education

Evaluation

Interactions +

Technology Adaptation


Organization

Social skills

Family Education

Evaluation

Interactions +

Technology Adaptation

Which technology? Which skill?


Specialized State school

• Educational program

Learning Areas

• Autonomy • Sensory integration • Participation within the environment • Motor skills • Language / Audition • Communication / Expressive language • Music • Health




Learning Areas


Body skills


Body skills

• Positions / Balance

• Sensation / Perception

• Proprioception

• Visual / Auditory stimulation


• Game device for Xbox

• Interaction with the body • Multi-player • Compact • Cheap

• Small resolution • Little precision

What is the Microsoft Kinect?




Learning Areas


Creativity


Creativity

• Music

• Painting

• Imagination

• Corporal expression


Objectives

• all children would be able to interact with activities regardless of their motor skills

• provoke interest and motivation for children working on educational aspects


To take into account

• Must work individually or in mini-group • To promote active participation

• Each child has his own challenges, needs • Need different kind of applications

• Each child has his own motor skills

• Need different ways of interaction


Objective 1: Make the application accessible to all

• User profile

• Adapt the Graphics User Interfaces (GUIs) – Use of WIMP to interact

• Windows • Icons • Menus • Pointers


How to adapt the GUIs?

• How to access all the part of the screen? – Windows & Pointers



• How to activate a button? – Icons



• How to activate a menu? – Menus



• How to navigate through a menu? – Menus



• How to activate a state?


Objective 2: How to motivate children

• “Painting” activity



• “Discover an image” activity



• “Creating music” activity


Case studies

• 6 Children (4 boys and 2 girls) • 3 sessions (1 per week) • Setup:


Case studies Name Age Cognitive

age Cognitive disability Motor disability

Mr. Brown 15 8-9 Intellectual disabilities Oppositional defiant disorder

-


Mr. Brown

• 20 min / session

• Drawing a house with the same colour • Drawing a house with different colours

• Choosing a musical instrument • Playing specific sequences of notes


Mr. Brown

• Personal objectives

– Regulation of his conduct

– Expression of emotions

– Interact with the body

– Understanding and execution of an order – Encouraging the use of technology

Session 1 Session 2 Session 3





-

Mr. White 15 7-8 Intellectual disabilities Cerebral palsy

Tetra-paresis (wheelchair)


Mr. White


• Clearing partially the screen • Discovering the content • Answering the questions


Mr. White


– Knowledge of the topic of the class



– Encouraging the use of technology






-



Mr. Orange 14 7-8 Intellectual disabilities

Degenerative muscular dystrophy


Mr. Orange


• Choosing a musical instrument • Playing specific sequences of notes


Mr. Orange




– Understanding and execution of an order







-





Ms. Blonde 18 4-5 Cognitive and intellectual disabilities

-


Ms. Blonde


• Drawing circles with one hand • Drawing circles with the other hand • Drawing circles with both hands

• Clearing partially the screen • Discovering the content

o classmate o event she had participated in


Ms. Blonde


– Knowledge in plastic art

– Show interest

– Show self esteem







-






-

Ms. Pink 20 6-7 Cognitive and intellectual disabilities Cerebral palsy

Difficulties to execute voluntary movement

(wheelchair)


Ms. Pink


• Clearing partially the screen • Discovering the content

o classmate o event she had participated in


Ms. Pink


– Show interest

– Show self esteem







-






-

Ms. Pink 20 6-7 Cognitive and intellectual disabilities Cerebral palsy

Difficulties to execute voluntary movement

(wheelchair)

Mr. Blue 8 6 months Intellectual disabilities Cerebral palsy

Partial control of the arms (wheelchair)


Mr. Blue


• Clearing partially the screen • Discovering a classmate


Mr. Blue


– Motivation in using arms

– Recognition of the person




Discussion

• Objective 1 • all children would be able to interact with

activities regardless their motor skills

– 5 out of 6 children interacted without difficulties – Interaction techniques fit the different needs – Mr. White was willing to improve the control of his

movements

– Kinect can be used as adaptive assistive technology


Discussion

• Objective 2 • provoke interest and motivation to children in

working educational aspects

– Simple interfaces to motivate – Almost all children were willing to participate – Teachers preferred the “discovering an image” activity

– The activity should be customizable by the teachers in order to adapt it to the children needs


Thank you!

Any questions?

Benoît Bossavit, Alfredo Pina

[email protected]

Public University of Navarre, Spain