Building a virtual reality game for people with learning difficulties - Essay Example

Project Plan Document An Investigation Into The Role Of Computer Technology In Assisting People With Learning Disabilities 0 Introduction Many articles have been published over the past few years studying the effects of computer technology on individuals with learning disabilities. Studies have shown that students with severe learning disabilities demonstrate the ability to make definitive choices, and allowing these individuals to express their preferences could increase quality of life. Through the aid of technological tools, these individuals could increase their ability to make meaningful decisions as well as communicate those preferences. Flash technology could be used to create video games for such individuals as it allows the creation of animation and graphic based games with full-screen navigation interfaces, graphic illustrations, and simple interactivity that could be used on multiple platforms for easy accessibility for more users. VR exists in several formats, clustered by the quality of the immersion being offered. Desktop VR is a wide spread and cost effective form of VR. This type of VR doesn’t have emotions of immersion on the end users part. Semi-immersive VR framework grants the users a sense of being slightly submerged by a virtual background, which is realized by diverse forms. Then there’s a completely immersed VR, which comprises of head mounted visual display units that allow users to be overtly detached from the background. In a nutshell, VR should have the ability to filter out interference from the outside world allowing one to focus entirely on the virtual backdrop (Gorzerino, 1997). 2.0 Aim The purpose of this study is to create a virtual world where the individual could practice real world skills with the assistance of a trainer or expert agents, who could intervene as needed. These interactions include tasks, such as crossing the street. The user could advance to additional levels and phases upon successful completion of the previous phase. “The skills learned in the virtual world appeared to transfer to the real world” (Brown et al., 2006). 3.0 Tasks 3.1 Requirements Evaluation A computerized VR game has been developed that has been used to train children to learn the safety steps in a virtual world, and all participants were able to perform the steps correctly during real world simulation (Padgett, Strickland & Cole, 2006). VR technology intervention was suitable for adults with intellectual and developmental disabilities (IDD) and resulted in significant improvements in the physical fitness levels of the participants (Lotan, Yalon-Chamovitz & Weiss, 2009). A virtual kitchen was developed for vocational training of people with learning disabilities. Students were able to use the virtual environment, and were motivated to learn using the training method. The training had a greater beneficial effect than workbook training. PC-based VR games could provide: training and testing that is ecologically valid and dynamic; control of stimulus situation and nature and pattern of feedback; ability to pause for instruction or discussion; consistency in training; ability to modify sensory presentation and response requirements based on user requirements; adjustable levels of task complexity; replays of task performance for assessment and training; performance measurements; innumerable repetitions of a task or elements of a task; safe training environment; potential to combine educational simulation with a computer game which could increase levels of motivation (Brooks, Rose, Attree & Elliot-Square, 2002). Computer delivered instruction is increasingly being used in education of people with learning disabilities. Learners become less dependent and more capable with computers, and find stimulation with repetition and gradual increase in the level of difficulty. Games could encourage active involvement in learning, giving the user control over the learning process. Computer generated VEs are 3D environments that respond to the activity of users in real time. Common examples include head mounted stereoscopic display with head phones and feedback devices to transmit and receive data. These total immersion VEs have user’s head and body movements that are fed to the computer and the graphic display is redrawn based on the activity in real time. VEs could also be experienced on a desktop. Such VEs have been effective in facilitating acquisition of living skills, such as shopping and navigation of new environments (Standen, Brown, Horan & Proctor, 2002). A VR system could be used together with other users in a game like setting. VEs provide people with learning disabilities an interactive and true-to life situation that would otherwise have been inaccessible to them. The VE could be changed relatively easily to grade task according to difficulty level, and adapted to the capabilities of the user. VR provides a platform for individuals to perform leisure activities, which would not have been available to them in real life (Weiss, Bialik & Kizony, 2003). Teenagers with Autistic Spectrum Disorders (ASD) were given the experience of VE of a café and bus, and displayed significant improvements in judgments and explanations about where to sit in both circumstances. VR allows creation and exploration of VEs that are 3D representations of environment with realistic appearance. The VE allows the user to navigate and interact with objects or characters in real time, just like experiencing events in the real world. The screen image is a simulation of an eye view which shifts as the user navigates around, thus providing an authentic simulation of situations helping users perceive the relevance to the real world maximizing the likelihood of generalized learning (Mitchell, Parsons & Leonard, 2007). Immersion is a level of VR, where users wear a headset with two miniature video screens and the user’s movement is tracked to reposition the user’s location within the scene. VR is suitable for people with sensory problems, as specific stimuli could be isolated and controlled. The reality of treatment situations in VR makes generalisations easier. VR could emphasise visual skills, and/or could be tailored for individualised treatment. Thus, VR provides an effective medium for satisfying training needs of people with learning disabilities (Strickland, Mesibov & Hogan, 1996). Video-game has potential consequences on perceptual and motor skills. Training induced perceptual learning has resulted in increase in performance of trained tasks among users. Video-games are capable of altering visual skills, and have shown improvements from their pre-training abilities by inducing changes in aspects of visual attention (Green & Bavelier, 2003). People with intellectual disabilities are unable to make choices as a result of lack of opportunities to practice the skill. Such opportunities are provided by interactive software that require timed response, and could reduce users’ choice reaction time (Standen, Karsandas, Anderton, Battersby & Brown, 2006). Computer-based media has been used to prepare real life activities to enable people with learning disabilities to interact with simulation, and has shown benefits by the use of VR scenarios (Abbott, 2007). 3.2 Specification Arrangement is the chore where the VR system to be programmed has been illustrated, probably in a meticulous way. In reality, prolific arrangements are documented to comprehend and exhaust programs that were initially programmed fittingly. Requirements are rather imperative for exterior crossing points that must remain firm. In order to justify whether the requirements are fitting, it is wise to incorporate the umpire in evaluating the manuscript ascertaining that the specifications and functionalities are sensible. Cheese Factory is a game developed in Flash based on Tetris for people with learning disabilities. In Cheese Factory, various quarters of whole rounds of cheese fall from the top of the ceiling, which could be allowed to form a pile or sent to fall to the left or right using the arrow keys on the keyboard. The player must decide the appropriate direction of fall to make a whole cheese. The game has several sections and several levels of varying speed varying shapes to accommodate users’ needs (Standen, Karsandas, Anderton, Battersby & Brown, 2006). 3.3 Architecture The game would be based on Tetris (falling blocks from the ceiling), where players would have to select the appropriate direction of the falling blocks to complete an object. Features of the game include being able to move and rotate the falling blocks, and the block coming up next would appear in a visual. On sudden termination of the game, the current game would be saved, and the application would allow the user to resume the game on startup. An interface such as OpenPeak should be used. The game would be developed in several phases. The first phase would include preparation of the specifications for the game, which would begin immediately after approval of the project proposal. This would include a review of the application of the game, and selection of features for development. Features would be selected to enable individuals with learning disabilities play the game in a VE, and allow features to be selected to suit or match specific requirements. The environment would be selected to provide an environment where users could practice real world skills in a simulated environment that resembles the natural environment. Interventions would be included for cases where the user exhibited unsafe behavior. The game implementation would be on standard PC hardware, and avtar control in the VE should be supported by keyboard, mouse, or joystick. Possible interactions include crossing the road, normal road, zebra crossing, catching the bus, recognizing bus stop, etc. It is desirable to include intelligent agents in the VE to allow scaffolding of users’ introduction and use of the 3D environment. Desirable features of the intelligent agents include deductive character, monitoring character, motivational character, and solution-address character. Deductive character includes the ability of the agent to introduce goals and learning objectives and assist users in mastering control of the system. Monitoring character includes ability of the agent to observe the progress of the user, provide instruction, and providing demonstration whenever the user is having difficulty or gets into a hazardous situation. Motivational character includes the ability of the agent by providing achievement of tasks with positive feedback, or directs the user to redo a task in a safe manner. Solution-address character includes the ability of the agent to provide incidental advice and guidance based on request or in response to breaking a rule. Design guidelines for the implementation of intelligent agents for people with learning disabilities include the use of simple and short language, consistent layout or controls of the agent, plain background for speech balloon, stepwise instruction to guide users, positive feedback, speech should be recorded by native speakers or use of text-to-speech, limit length of animation, functions should be dismissible when not essential, agent behavior should not be too complex, avoid use of voice input, and minimize distraction from learning. 3.4 Execution, testing and documenting The design would be revised in the next stage, and several situations considered for each environment and refined to enhance learning. Considerations would be made for technical and system limitations. The final design would be developed into a game, and tested. The game would then be made available for users and feedback (Brown, Shopland, Lewis & Dattani-Pitt, 2006). User sensitive design and evaluation allows for the production of a series of iterative prototypes that gradually converge to a task that is ideal for training needs for people with learning disabilities (Brown, Shopland & Lewis, 2006). The task list has been illustrated in table 1 in the project schedule. 3.5 Installation and preservation During this phase, an executable version of the game would be preserved for distribution. 4.0 Timing The project schedule has been illustrated in table 1. These include the tasks, and duration for the completion of tasks. Table 1. Project Schedule Game Project ID Task Predecessor Responsibility Duration 1. Project launch Akin 1 2. Project Schedule Akin 3. Requirements review Akin 30 4. Review game requirements 20 5. Prepare statement of work 5 6. Establish objectives 5 7. Establish success criteria 5 8. Establish measurables 5 9. Resources estimation 2 Akin 5 10. Identify skill requirements 2 11. Identify hardware and software requirements 2 12. Develop time and effort estimates 1 13. Project planning 8 Akin 5 14. Organization 1 15. Prepare development, quality, implementation, communication plans 4 16. Game development Developer 45 17. Design 12 Developer 15 18. Design game 3 19. Design graphic engine 5 20. Design user interface 5 21. Design sound 5 22. Design characters 5 23. Design sound engine 5 24. Implementation 16 Developer 20 25. Implement graphic engine 5 26. Implement characters 5 27. Implement sound engine 5 28. Implement game engine 10 29. Implement controls 5 30. Create SFX 5 31. Testing and quality assurance 23 Developer 10 32. Perform performance testing 5 33. Perform validation and verification 5 34. Operations manual 30 Developer 5 35. Develop operations manual 5 36. User manual 30 Developer 5 37. Develop user manual 5 38. Close down 33,35 Akin 1 39. Prepare project close report 1 40. Release resources 1 The Gantt chart of the game development project has been illustrated in figure 1. Figure 1. Game Development Gantt Chart 5.0 Source of information and resources required Programming an interactive virtual reality game entails wide ranging primary and secondary research, and other resources such as computers, Flash, ActionScript, and OpenPeak. 6.0 Project risks In realizing the objectives related to software eminence, designers center on fastidious threats the reminiscent of; task and time line slips, budget increases, technical as well as eminent threats, the lifecycle of the software, the menace that the ultimate artifact will be irrelevant in reference to the initial function it was coded for. Strict adherence of project schedule is necessary to ensure timely completion. 7.0 Solutions Standen, Ress and Brown (2008) proposed that playing computer games that promoted decision making would improve overall performance in decision making. The study showed that after playing the game over several times, participants showed an increase in performance and were able to make quicker decisions about where to place each piece. These games gave them the opportunities they have not previously had. There have been increased studies in the effects of interactive computer software on cognition. The findings show that “computer games requiring frequent switches of attention had a beneficial effect on visual attention” (Standen et al., 2000). Green and Bavelier (2003) showed that enhanced visual capacity did occur as players gained an “enhanced allocation of spatial attention over the visual field.” The study further explored the idea that when someone was exposed to an altered visual environment, such as a video game, the person had to modify the way he or she visualized in order to play the game. Playing video games enhances one’s capacity of visual attention and well as spatial distribution. However, this does not occur immediately and does tend to take time and some appear to struggle more with this than others. What should be noted about this study though is that it was not performed on participants with intellectual disabilities, so it is unknown from this study what the impact might be and if those participants would become too easily frustrated or how slowly the process might be. Other studies have shown video games to be useful for rehabilitation in such areas as perceptual disorders, conceptual thinking, attention, concentration and memory just to name a few. The surface is only being scratched of the potential these technologies have in the medical field (Griffiths, 2004). Many people believe the benefits of virtual reality are unrealized and untapped. Recent work with children who have autism showed the benefits of developing imaginative play. These devices not only assist in learning, but also in the ability for expression and communication. Many disabled individuals do want to express themselves and have ideas that they want to communicate but could not express these effectively. Many of these e-inclusion technologies are allowing for that communication to be possible. Over the past 15-20 years, there has been greater attention given to using technology to assist those with severe mental and intellectual disabilities. Two specific areas of focus have been microswitches and speech output communication switches (Lancioni et al., 2001). Initially, those with severe disabilities will need training and assistance to be able to acquire a level of independence. Though the findings in studies have been mixed, technologies continue to improve and it is unclear what factors may be an issue. Teachers may have limited programs available and this “may result in the reinforcers losing their effectiveness (satisfaction) and the students losing interest when the reinforcers are repeatedly presented” (Mechling, 2006). The studies were very positive and provided more stimulus activations for each student then the more traditional teaching methods used in the past. However, what the study was not able to determine is what will happen over a long period of time and what changes in results could occur whether positive or negative. Many of the studies have revolved around basic uses of the technology, but it could also be used for more advanced purposes such as travel training promoting independent travel which may also help them move into employment opportunities at some point. Brown et al. (2006) have shown that the common perception that people with learning and intellectual disabilities could not make choice is a false assumption. These assumptions lead to the individuals not being given opportunities to prove otherwise. This is something the studies have been able to improve. In fact, they need to be presented with more opportunity to make choices as often as possible. This is often draining on the staff members who do not want to wait for such decisions to be made, which is where the role of virtual environments could be efficient. School aged students with severe and profound intellectual disabilities, with the help of tutors, could learn to interact with computers and eventually needed less and less help (Standen & WMD, 2002). This study focused on whether or not this self-directed activity in a virtual environment could help decision making and choices in a variety of scenarios. Participants were given opportunities in virtual cafes, supermarkets and factories and were even given shopping lists. After multiple sessions, participants overall reduced the time it took to make choices. The participating group was very small so the positive results are encouraging but still need further study and validation before any definitive decisions could be made about the overall value of the program. More and more developments in information technology are being applied in the advancement of human welfare. One of the areas of extreme interest is VR as it continues to improve in areas of power, graphics, image capture and display. However, where the interest has gained attention is in the interfacing tools that are believed to be useful tools in cognitive rehabilitation. This ability to create three dimensional worlds are likened to flight simulators in that they could be used for the most realistic training possible. There is hope that virtual environments could be developed to “present simulations that target human cognition and behavior in normal and impaired populations” (Rizzo et al., 2000). Right now, a growing number of labs have begun developing research programs to investigate using VEs to advance studies in cognitive and behavioral processes. It is believed these virtual environments work well with the intellectually disabled because they “create the opportunity for people with learning disabilities to learn by making mistakes but without suffering the real, humiliating, dangerous consequences of their errors” (Standen, 2002). Many times the disabled are denied opportunity because of the fears of the caretakers of what might happen. So they are not even given the opportunity to try. What is even more appealing is that virtual worlds could be manipulated so the participants could be given very specific scenarios and the levels of difficulty could be adjusted. “Initial work suggests that virtual environments are effective in facilitating the acquisition of living skills and that these skills could transfer from the virtual to the real environment” (Standen & Brown, 2007). 8.0 Professional issues The ever present nature of internet and the rate at which technology is being invented has rendered the legal fraternity impotent. Budding specializing in addition to the burgeoning remote controlled pronouncement allotment structures are coating a potential disaster in legal obligations as well as moral character. Some of the perverse variables in this argument are the production of counterfeit software’s that are designed to ape the features embedded on the game. This issue conjure-up moral complexities both for the expert and informed communities. Legal factors that impact on the games programmer as well as players, thus intellectual property. However, communal and governmental variables are also to be highlighted since they affect the legislation and control of VR game. In bid to precluding the aforementioned violations, the disclaimer as well as the copyright law should be embedded on the VR. 9.0 Conclusion All of the studies reviewed have clearly shown that people with severe intellectual and cognitive disabilities have the ability to learn, the ability to interact with their environment, and an interest in making choices and decisions that show their preferences. Technology aids are clearly useful in helping promote communication, decision making and learning. Studies show a tendency for these tools to be useful and beneficial to a majority of participants. However, there are still many variables and unknowns as the degree of intellectual ability and ability to interact with environment varies from individual to individual and all factors involved with discrepancies in results have not yet been determined. 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