Second project: Educative game for blind children: Difference between revisions
No edit summary |
|||
| Line 29: | Line 29: | ||
*A practice mode that is single player and can be played offline. | *A practice mode that is single player and can be played offline. | ||
*Multiple difficulties where harder mathematical syntaxis are used on a higher difficulty. | *Multiple difficulties where harder mathematical syntaxis are used on a higher difficulty. | ||
*Input from the user is obtained by buttons. | |||
==Approach== | ==Approach== | ||
Revision as of 21:41, 26 February 2018
0LAUK0: Robots Everywhere Group 2
Group members
- Yngwie Baron (0936539)
- Axel Deenen (0947031)
- Moos Müller (0936214)
- Dimitar Nikolov (1000095)
- Wybe van Vlokhoven (0914565)
Project definition
Problem statement
There are not many resources or convenient ways to practice math and mathematics related skills for blind people. Overall, they have less reading resources that provide an adequate explanation. This is not necessarily a problem of the books themselves, but the fact that without a way to visually represent math and observe the whole exercise it becomes very tedious for them to do problem solving effectively. Take for example geometry or longer and more complicated functions that need solving. The lack of visual aid makes the task much more harder and with most people impossible as it requires you to remember information you would otherwise be able to look back at. Those reasons make it less appealing to young children to learn math and math related sciences. This leads to unfamiliarity with math among blind people.
User analysis
The aimed users are fully blind children in the age of 6-14 years old. Also children with a major visual impairment, such that they cannot read visually-based text, of 6-14 years old are in the group of aimed users. Since the aimed users are fairly young it is very important that the educational game is enjoyable, since the motivation to learn about mathematics will most likely not come from the child itself. A good combination of gameplay and maths must be found to make it so that the user does not have the feeling it is learning or practicing while playing the game. Due to the popularity of online mobile games with a fictional reward points system for kids this enjoyment could be created by making a reward system in the game as well as a competitive element.
End product
Idea of a game for smartphone/tablet in combination with an Optalec Easylink 12 Touch which teaches children nemeth braille code and engages them in a competitive learning environment. It gives the users an opportunity to do mathematical exercises in a time based environment where they compete with other users over who can answer the question the fastest. This way it promotes the learning of math while at the same time giving a more easy and pleasing way to do it.
Requirements
- A tutorial needs to be present that introduces and teaches the math symbols.
- A game which challenges the player to do math exercises which focuses on a specific character.
- The option to play with other players online.
- Incentives to keep the player engaged with the game on a long term (gain points for playing and more if one does well, online ranking so one can compare himself/herself with other players).
- Game needs an audio function to read out the questions.
- A practice mode that is single player and can be played offline.
- Multiple difficulties where harder mathematical syntaxis are used on a higher difficulty.
- Input from the user is obtained by buttons.
Approach
The way the final product is made consists of several stages. In the first stage knowledge is gathered. During this stage sources will be found on fields of educational benefits of games, games for blind people but also the way mathematics is taught to the blind. Interviews with an expert on the field of educating blind people will give insight into the possible requirements for the device. During this stage the things that the device should be able to do are defined. After all the requirements are quantified and the desired abilities are listed the second stage can begin. The second stage will be focused on writing the software necessary to fit the requirements. The final product would be an app that will run on a smartphone connected to some sort of device able to show braille. But for the moment it is enough to simulate the final device’s workings on a laptop since it is easily adapted to work with a smartphone. The final stage would be the testing phase. During this stage it is checked if all the requirements are met and everything works.
Results from literature research
After conducting a vast literature research, a brief summary of all articles and patents deemed relevant has been made. These summaries are listed below.
Preparation in and use of the Nemeth braille code for mathematics by teachers of students with visual impairments
[1]
Digital Games in Education : The Design of Games-Based Learning Environments
[2]
Proceedings of the 3rd international conference on disability , virtual reality and associated technologies
[3]
Science Learning by Blind Children through Audio-Based Interactive Software
[4]
Learning through games
[5]
Development of navigation skills through audio haptic videogaming in learners who are blind
[6]
VBGhost: a Braille-Based Educational Smartphone Game for Children
[7]
Virtual Mobile Science Learning for Blind People
[8]
MathMelodies: Inclusive Design of a Didactic Game to Practice Mathematics
[9]
Game-based Learning: Latest Evidence and Future Directions
[10]
Planning
Below is a shown the planning. If a cell is colored green, it means that the task presented in the same row should be done in the week of the same column. In red are shown the milestones (Please click on the image to view in the highest resolution).
Research
Solution
Discussion
Conclusion
References
- ↑ Amato, S., & Rosenblum, L. (2004). Preparation in and use of the Nemeth braille code for mathematics by teachers of students with visual impairments. Journal of Visual Impairment & Blindness (JVIB), 98(8), 1–25. Retrieved from http://www.afb.org/JVIB/jvib980804.asp
- ↑ Gros, B. (2007). Digital Games in Education : The Design of Games-Based Learning Environments. Journal of Research on Technology in Education, 40(1), 23–38.
- ↑ Version, P., & Proceedings, C. (2000). Proceedings of the 3rd international conference on disability , virtual reality and associated technologies ( ICDVRAT 2000 ).
- ↑ Sánchez, J., & Elías, M. (2007). Science learning by blind children through audio-based interactive software. Annual Review of CyberTherapy and Telemedicine, 157.
- ↑ Hoffmann, L. (2009). Learning through games. Communications of the ACM, 52(8), 21. https://doi.org/10.1145/1536616.1536624
- ↑ Sánchez, J. (2012). Development of navigation skills through audio haptic videogaming in learners who are blind.Proceedings of the 4th International Conference on Software Development for Enhancing Accessibility and Fighting Info-exclusion.
- ↑ Milne, L. R. et al. (2013). VBGhost: a Braille-Based Educational Smartphone Gamefor Children. University of Washington.
- ↑ Sánchez, J. Flores, H. (2008). Virtual Mobile Science Learning for Blind People. Cyberpsychology & behavior: the impact of the Internet, multimedia and virtual reality on behavior and society. DOI: 10.1089/cpb.2007.0110
- ↑ Gerino, A. et al. (2014). MathMelodies: Inclusive Design of a Didactic Game to Practice Mathematics. ICCHP 2014, Part I, LNCS 8547, pp. 564–571.
- ↑ Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education).