hello everyone we are serena and Kshitij and we're here to present our paper
children's interactions with motion-based touchless games kinnecting
effectiveness and efficiency our research question asks what is the
relation of game settings with effectiveness and efficiency in the
context of educational motion-based touchless games for children with sen
let's dig into the terms that are not quite mainstream motion-based touchless
games are games where players do not have to touch
any input device to interact with the game the game depends on touch with
sensors to engage the player through movement
game settings are different parameters that can be adjusted to personalize a
game play session to suit the individual needs of a player
effectiveness and efficiency are the correctness of players answers and their
corresponding reaction time sen stands for special educational
needs now i hand you Kshitij thank you
serena so let's start with the game the game is
called marvy learns where this avatar is blue alien that you
see it's called marvy the idea is to sort the cards into
nouns and verbs in this case or based on their colors or based on
some common property uh the kids select the cards
by moving their bodies and also by moving their bodies they put
them in what they think is the correct box so it's kind of a sorting
game get correct and incorrect uh feedback depending on
their responses and in the end they get a final feedback like this so
let's talk about the selection mode first we had three
modalities and first one was grab as you can see in this video i
will close my fist to select the card and move it to the
correct box next is one hand delay and move
and here you can see that i don't have to close my fist
but i just have to place my hand on the card to select it
and then move it to the correct box and the last one is
both hand delay mode where i can select with both hands
i have to move a bit of course and put them all together
in one box now let's talk about another game setting which is called
time to select we have two options for it high or low in high
time to select the person has to hold the gesture
for a longer a relatively longer period of time
and then they can move around and you could have seen
that a blue bar fills through the card and then the card is considered to
be selected now let's see what happens when it is
selected to be low i've slowed down the video so that you
can see how it works but in real life it's twice as fast as
this one game setting is the number of items
it's very easy to understand that is the number of items that they have to sort
into appropriate types so in this case as you can see these are four cards and
they have to sort four cards one by one and in another setting there are six
cards and they have to sort all of them into nouns and verbs
now let's talk about effectiveness what's effectiveness is the correctness
of each in the actual box that it should
have been so if i put thing to noun it's an
incorrect response if i put sync to verb it's a
correct response if i put song to verb it's an incorrect response
and if i put song to noun it will be logged as a correct response for
efficiency we looked at the reaction time now it can be it can get a bit
tricky here to understand the reaction time
so i'll walk you through the video now the reaction time starts as soon as he
finished putting hit in verb and
ends as soon as he finished putting friend involved or to user anna
thank you kshitij now for the experiment we ran an in the wild study with eight
SEN children aged seven to ten playing marvy learns
we collected interaction data measured as correctness and reaction time
these are the independent variables and the different game settings per session
these are the independent variables children played 90 game
sessions in total which were facilitated by educators with specialized training
the juicy stuff the results we breathe through these very quickly
please refer to the publication for more details we observe significant
difference between the correctness and reaction
time associated with the number of items on screen
there was also significant difference in the reaction time for the grab mode
and the delay based gestures and there was significant difference in
the correctness for the different selection modes
lastly there was significant difference between both the correctness and the
reaction time associated with the high and low
time to select our analysis showed that selection mode
number of items on screen and time to select impact the effectiveness and
efficiency of children's answers we lack the luxury of reviewing the
resulting design implications but i'll let your palette with one in hopes of
enticing you to read our paper a primary outcome from our analysis is
the identification of moments where children might benefit greatly from
educator intervention informing support staff of
these moments provides the opportunity to scaffold
children's learning at precisely the correct time
additionally this might also reduce cognitive load experienced by the
educator these moments occur when children are
solving problems quickly yet incorrectly during this time a system initiated
prompt would be useful to notify the mentor that it's an appropriate time to
intervene with emotional support or motivational
support content specific hints or to communicate
to the child that it's time to take their time and answer more
mindfully and carefully our work helps broaden the domain of
embodied learning research by showcasing the importance of quantifying the
relationship between different game settings and players
effectiveness and efficiency in the context of educational motion-based
touchless games which for children with sen future work
includes expanding the study to include more
sen participants typically developing children and
alternate educational motion-based touchless games to determine the extent
of generalizability thank you