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Despite being included in mainstream schools, visually impaired children still face barriers to social engagement and participation. Games could potentially help, but games that cater for both visually impaired and sighted players are scarce. We used a co-design approach to design and evaluate a robot-based educational game that could be inclusive of both visually impaired and sighted children in the context of mainstream education. We ran a focus group discussion with visual impairment educators to understand barriers to inclusive play. And then a series of co-design workshops to engage visually impaired and sighted children and educators in learning about and critiquing a commodity robot technology and exploring its potential to support inclusive play experiences. We present design guidelines and an evaluation workshop of a game prototype, demonstrating group dynamics conducive to collaborative learning experiences, including shared goal setting/execution, closely coupled division of labour, and interaction symmetry.
|Title of host publication
|CHI 2020 - Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems
|Association for Computing Machinery (ACM)
|Published - 2020
FingerprintDive into the research topics of 'Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and Sighted Children'. Together they form a unique fingerprint.
- 1 Finished
1/03/16 → 31/07/21