Hybrid Games: Designing Tangible Interfaces for Very Young Children and Children with Special Needs

Cerezo, Eva; Marco, Javier; Baldassarri, Sandra

doi:10.1007/978-981-287-546-4_2

Cited by 21 publications

(11 citation statements)

References 41 publications

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“…In their study with Asperger Syndrome students, Piper et al (2006) also saw the benefits inherent in the use of tabletop technology such as the support given to social interaction and providing a shared experience for learners and educators, both of which are central to the learning process (Vygotsky, 1996). The present authors have also collected very positive experiences when working with their NIKVision tangible tabletop and SEN children in recent years (Cerezo et al, 2015;Bonillo et al, 2016). The next subsection describes the NIKVision tabletop used in these experiences.…”

Section: Tangible Tabletops As Learning Toolsmentioning

confidence: 87%

“…With this tabletop, interactions are carried out by positioning objects on the tabletop surface, so children can play with the computer by manipulating conventional toys. NIKVision has been tested in nurseries, schools, and special education schools, and has proved useful when working with different kinds of learning difficulties (Marco et al, 2013b;Cerezo et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Cerezo

Coma

Blasco-Serrano

et al. 2019

International Journal of Human-Computer Studies

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This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Highlights ADHD is one of the most frequent neurodevelopment disorders among children. There is a lack of works focusing on the design of applications for ADHD children. Tangible Tabletops have been used with children with diverse learning difficulties Tangible Tabletops have not been used with children with ADHD. Evaluation sessions with educators and children have been carried out. A deep study of the characteristics of ADHD children has also been carried out. A set of guidelines to design tabletop activities for ADHD children are proposed. They are quite are general and applicable to other areas. These guidelines could also be useful for other neurodiverse children.

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Section: Tangible Tabletops As Learning Toolsmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Cerezo

Coma

Blasco-Serrano

et al. 2019

International Journal of Human-Computer Studies

Self Cite

View full text Add to dashboard Cite

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“…• Accessibility: The applications must provide features as a minimum of gestures for control, children's speech recognition, appropriate colors of interface elements and characters, and a simple and intuitive interface [19]. There are studies on the participation of children with special educational needs and/or disabilities (SEND) in the interface design of the applications [20].…”

Section: A Research Methodologymentioning

confidence: 99%

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

Kraleva

Kralev

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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Mobile apps can be used in various environments and at any time. People used them for learning, communications, and entertainment. Because of the ease use of mobile devices interface (like smartphone and tablet), then everyone, including the children with special needs, can have used them. In recent years, there has been an increase in the efforts of educational institutions and of scientists to support children in their daily life. Ongoing developments in communication and information technologies contribute to this process. The main goal of this study is to present the basic functional requirements for the mobile apps for children with special needs. The current state of the scientific research related to the design and development of mobile apps is discussed. This issue became very important in the last years because of an increase in the number of children with special needs on a worldwide scale is observed. And the same time the increase in the use of mobile technologies of them. The proposed model for the evaluation of potential utility provides for the classification of the mobile applications designed for children with special needs about their functionality features. This model is based on our studies of the state-of-art scientific works of many authors. Whit the model for the evaluation of potential utility, the 27 mobile applications for children with special needs, downloaded from the mobile application stores: Apple Store, Google Play and Store Windows Phone Apps, were classified and analyzed. The results showed that despite the variety of mobile applications, those that are suitable for children with special needs are too few. Most of the applications cover only half of the evaluation criteria, which means they have functionalities only for individual needs. Therefore, the proposed utility function metrics of the evaluation can be used as a basis for interface developing for mobile apps, appropriate for children with special needs.

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“…In addition, Falcao [10] points out the effectiveness of tangible interaction for exploratory learning purposes letting people with ID play with different tangible artifacts (LightTable, Drum Machine, Softeo cubes and augmented objects) and he argues the most efficient gaming paradigm as the one with a clear mapping between specific physical objects and their meanings. Cerezo et al [6] present NIKVision, a combination of a tabletop computer and tangible interaction for children with special needs that aims at promoting collaborative learning by co-designing with pre-schoolers. Schneider et al [32] discuss the role of tangibility in problem-solving task for pedagogical collaborative learning by comparing tangible interfaces with multi-touch ones and providing evidence in favor of tangible interfaces.…”

Section: State Of the Artmentioning

confidence: 99%

Meeting the needs of people with neuro-developmental disorder through a phygital approach

Spitale

Gelsomini

Beccaluva

et al. 2019

Proceedings of the 13th Biannual Conference of the Italian SIGCHI Chapter: Designing the Next Interaction

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The paper introduces Reflex, a mirrored camera mobile training application for persons with Neuro-Developmental Disorder (NDD). The game, offered through a cross-platform application for smartphones and tablets, bridges the digital and the physical worlds by tracking, via a bottom-looking mirror positioned on the device camera, physical items placed on the table. This interaction paradigm defined as phygital, its co-designed features and the first pilot study reveal an unexplored potential for learning. CCS CONCEPTS • Social and professional topics → People with disabilities; • General and reference → Empirical studies; • Software and its engineering → Interactive games.

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Hybrid Games: Designing Tangible Interfaces for Very Young Children and Children with Special Needs

Cited by 21 publications

References 41 publications

Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

Meeting the needs of people with neuro-developmental disorder through a phygital approach

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