4/17/2023 0 Comments Understand game![]() To understand the children’s attention and cognitive patterns, we collected eye-tracking data as the children engaged with the robot-enhanced game. The children had to control the Pacman to collect six apples across the map without getting caught by the ghosts or they had to start the game-play over. ![]() In other words, the children played a physical Pacman game in which both the two ghosts and one Pacman were robots on a paper map. In this study, 18 children with a range of attention related difficulties worked with a low cost, easy to use, gamified robot assisted tangible Pacman activity to support attention and visio-motor integration. However, to provide effective adaptation, a first step is needed to understand the differentiating behaviors during the activity to understand what occurs during the game play and where the opportunities are for adaptation. Activities should not just adapt over time but should be adjustable to the child’s abilities and problem task (de Greef, Van der Spek, & Bekker, 2013). Particularly, personalizing play activities to children’s preferences (Boccanfuso et al., 2016) or game difficulties (Schadenberg, Neerincx, Cnossen, & Looije, 2017) is an efficient way to keep users engaged when playing with a robot. This work provides insights that can be used to inform the development of more adaptive support in future systems.Īcross learning paradigms, adaptation is often key to providing the right support at the right time. Particularly, we are interested in the attention and cognitive behaviors that the children exhibit while engaged in this activity and can be captured through eye tracking. In this paper, we combine embodied and game-based learning in a tangible, robotic Pacman game to support children with learning difficulties in practicing attention and motor skills. A more recent trend in research has focused on the use of embodied and game-based learning to support skill acquisition for children with learning difficulties (Boccanfuso et al., 2016). ![]() Historically, children with attention difficulties typically join extracurricular activities or occupational therapy sessions, including several visio-motor exercise activities, to improve attention as well as to improve coordinated visual and motor skills. Students with learning difficulties, such as attention deficit hyperactivity disorder (ADHD), may have difficulty with their working memory, flexibility, time-management, motor-planning and self-control, and organization (Fabiano et al., 2009). The difficulty in maintaining attention can interfere with the acquisition of critical academic skills that might affect long-term achievement even though the attention problems diminish over time (Rabiner, Carrig, & Dodge, 2016). This work contributes to the understanding of children’s behaviors during tangible game-based activities and can be used to build effective adaptation for children with attention difficulties. This importance was supported by the cognitive load of participants decreasing the more they focused on the autonomous robots in successful games. Using process mining techniques and eye-tracking data, we found the importance of integrating the autonomous robots into the attention patterns to successfully complete a game and the influence their behaviors can have on the participant’s attention. Three such differentiating behaviors are how a child divides his or her attention during the learning activity, the child’s level of cognitive load, and the child’s physiological fatigue, which are the focus of our study Using a robot assisted, gamified activity, we conducted a user study with 18 children having difficulty in maintaining attention. ![]() Before one can provide effective adaptation, a first step is needed to understand the differentiating behaviors during the activity for children with attention difficulties. However, it is still an open question of how to develop adaptive learning environments for children with learning difficulties. In this context, robots can be an interesting asset to foster engagement and investigate game dynamics. Recently, researchers have used embodied and game-based learning to support skill acquisition for children with learning difficulties. The difficulty in maintaining attention can interfere with the acquisition of critical academic skills.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |