Advertisement

Interactive fruit panel (IFP): a tangible serious game for children with special needs to learn an alternative communication system

  • Iván Durango
  • Alicia Carrascosa
  • Jose A. Gallud
  • Victor M. R. Penichet
Long Paper

Abstract

After several months working with Mateo, a child with special needs, the therapist of the Early Childhood Treatment Center (ECTC) was astonished by how the child correctly associated the fruits with the corresponding pictograms. This was after only a few sessions using the interactive fruit panel presented in this article. The interactive application described in this article is a way to digitize a game commonly used by ECTC therapists to help children to associate real objects (fruits in this case) with their graphical representation (pictogram) in a therapeutic activity using real objects as the interactive basis. This article describes the proposed system and analyzes the results obtained from a pilot test with real participants in collaboration with professionals from ECTC. Moreover, an empirical research has been conducted to study the benefits of the alternative communication system. The experimental research results show how the interactive panel helps children with special needs to achieve learning goals more quickly and how it enhances their attention.

Keywords

Early childhood intervention Special needs Child–computer interaction Serious games Tangible computer interface 

Notes

Acknowledgments

Special thanks to the Asprodiq Childhood Development and Early Intervention Centre of Toledo (Spain). This project has been partially supported by the UCLM Grant ref. 01110G4003.

References

  1. 1.
    Read, J.C., Hourcade, J.P., Markopoulos, P., Antle, A.N., Parés, N.: Child computer interaction. In: CHI 2008, April 5–April 10. ACM 978-1-60558-012-8/08/04, Florence, Italy (2008)Google Scholar
  2. 2.
    (GAT), Federación Estatal de Asociaciones de Profesionales de Temprana, Libro Blanco de la Atención Temprana—55/2005, Madrid: Real Patronato sobre Discapacidad. (Ministerio de Trabajo y Asuntos Sociales) (2011)Google Scholar
  3. 3.
    Marshall, P.: Do tangible interfaces enhance. In: TEI’07 (2007)Google Scholar
  4. 4.
    Carreras, A., Parés, N.: Diseño de una instalación interactiva destinada a enseñar conceptos abstractos. In: AIPO (2007)Google Scholar
  5. 5.
    Hunter, S., Kalanithi, J., Merrill, D.: Make a Riddle and TeleStory: designing children’s applications for the siftables platform. In: Proceedings of the 9th International Conference on Interaction Design and Children (IDC’10), pp. 206–209. (2010) Doi: 10.1145/1810543.1810572. http://doi.acm.org/10.1145/1810543.1810572
  6. 6.
    Altema, ATELMA (ASOCIACIÓN TRASTORNO ESPECIFICO DEL LENGUAJE DE MADRID). http://www.atelma.es/. Accessed 2 Sept 2014
  7. 7.
    A. E. S. d. Down, “DOWN,”. http://www.sindromedown.net/. Accessed 3 Sept 2014
  8. 8.
    A. A. d. Psiquiatría: Guía de consulta de los criterios diagnósticos del DSM-V. American Psychiatric Publishing, Arlington (2014)Google Scholar
  9. 9.
    Benton, L., Jhonson, H., Ashwing, E., Brosnan, M., Grawemeyer, B.: Developing IDEAS: supporting children with autism within a participatory design team. In: CHI, Mayo (2012)Google Scholar
  10. 10.
    Hourcade, J. P., Bullock-Rest, N. E., Hansen, T. E.: Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. In: Personal and Ubiquitous Computing (2012) Doi: 10.1007/s00779-011-0383-3
  11. 11.
    Alqahtani, A., Jaafar, N., Alfadda, N.: Interactive speech based games for autistic children with asperger syndrome. In: IEEE, no. 978-1-4673-0098-8/11 (2011)Google Scholar
  12. 12.
    Hourcade, J.P., Williams, S.R., Miller, E.A., Huebner, K.E., Liang, L.J.: Evaluation of tablet apps to encourage social interaction in children with autism spectrum disorders. In: CHI 2013: Changing Perspectives, Paris (2013)Google Scholar
  13. 13.
    Pyramid Educational Consultants, Inc (PECS), Marzo (2015). http://www.pecs-spain.com/
  14. 14.
    Freitas, S.: Learning in immersive worlds. A review of game-based learning. In: JISC e-learning programme (2006)Google Scholar
  15. 15.
    Blunt, R.: Does game-based learning work? Results from three recent studies. In: eLearn Magazine. Education and Technology in Perspective (2009)Google Scholar
  16. 16.
    Backlund, P., Engström, H., Jonhannesson, M., Lebram, M.: Games for traffic education: an experimental study of a game-based driving simulator. Simul. Gaming 41, 145–169 (2010)CrossRefGoogle Scholar
  17. 17.
    González-González, C., Blanco-Izquierdo, F.: Designing Social Videogames for Educational Uses, pp. 0360–1315. Elsevier Ltd., Amsterdam (2011)Google Scholar
  18. 18.
    De la Guía, E., Lozano, M. D., Penichet, V. R.: Cognitive rehabilitation based on collaborative and tangible computer games. In: 7th International Conference on Pervasive Computing Technologies for Healthcare (PervasiveHealth), pp. 389–392 (2013)Google Scholar
  19. 19.
    Durrant, A., Hook, J., McNaney, R., Williams, K., Smith, T., Kipling, M., Stockman, T., Olivier, P.: Design to support interpersonal communication in the special educational needs classroom. In: Proceedings of the 12th International Conference on Interaction Design and Children, pp. 46–55 (2013)Google Scholar
  20. 20.
    Doenyasa, C., Şimdi, E., Özca, E. C., Çataltepe, Z.: Autism and tablet computers in Turkey: teaching picture sequencing skills via a web-based iPad application. Int. J. Child-Comput. Interact. 2(1), 60–71 (2014)CrossRefGoogle Scholar
  21. 21.
    Portal Aragonés de la Comunicación Aumentativa y Alternativa, Febrero catedu.es/arasaac/ (2015)
  22. 22.
    Sweetser, P., Wyeth, P.: GameFlow: a model for evaluating player enjoyment in games. ACM Comput. Entertain. 3, 1–24 (2005)CrossRefGoogle Scholar
  23. 23.
    MIT—Massachusetts Institute of Technology, Febrero https://scratch.mit.edu/ (2015)
  24. 24.
    Grupo Lifelong Kindergarten del Laboratorio de Medios del MIT, Febrero https://scratch.mit.edu/ (2015)
  25. 25.
    CC, Arduino, Febrero http://arduino.cc/en/Main/ArduinoBoardDue (2015)
  26. 26.
    J. LLC, “Makey Makey,” http://www.makeymakey.com/ (2012). Accessed 16 Marzo 2015
  27. 27.
    Lazar, J., Heidi Feng, J., Hochheiser, H.: Research Methods in Human–Computer Interaction. Wiley, Hoboken (2010)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2017

Authors and Affiliations

  • Iván Durango
    • 1
  • Alicia Carrascosa
    • 1
  • Jose A. Gallud
    • 1
  • Victor M. R. Penichet
    • 1
  1. 1.Escuela Superior de Ingeniería Informática de AlbaceteUniversity of Castilla-La ManchaAlbaceteSpain

Personalised recommendations