Advertisement

Employing Ambient Intelligence Technologies to Adapt Games to Children’s Playing Maturity

  • Emmanouil ZidianakisEmail author
  • Ioanna Zidianaki
  • Danae Ioannidi
  • Nikolaos Partarakis
  • Margherita Antona
  • George Paparoulis
  • Constantine Stephanidis
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9177)

Abstract

Play development is part of the child’s growth and maturation process since birth. Games in general, and technologically augmented games in particular, can play a fundamental role in this process. This paper introduces the design, implementation and deployment of a new version of the popular Tower Game integrated within an Ambient Intelligence (AmI) simulation space, based on knowledge stemming from the processes and theories used in occupational therapy. An augmented interactive table and a three-dimensional avatar are employed in order to extend the purpose and objectives of the game, so that its applicability expands to the age group of preschool children from 3 to 6 years old. Various augmented artifacts, such as force-pressure sensitive interactive surface, and augmented pen, and a digital dice are integrated in the environment, aiming to enhance children’s play experience. Through such augmented artifacts, the game becomes capable of monitoring and following the progress of each young player, adapt accordingly and provide important information regarding the abilities and skills of the child and his development growth progress over time.

Keywords

User and context modeling and monitoring User interface adaptation Ambient intelligence Computer games Design for children 

Notes

Acknowledgments

This work is supported by the FORTH-ICS internal RTD Programme ‘Ambient Intelligence and Smart Environments’.

References

  1. 1.
    Aarts, E.H.L., Marzano, S.: The New Everyday: Views on Ambient Intelligence. 010 Publishers, Rotterdam (2003)CrossRefGoogle Scholar
  2. 2.
    Ananny, M.: Supporting children’s collaborative authoring: practicing written literacy while composing oral texts. In: Proceedings of the Conference on Computer Support for Collaborative Learning, Boulder, pp. 595–596 (2002)Google Scholar
  3. 3.
    Baranek, G.T., Barnett, C., Adams, E., Wolcott, N., Watson, L., Crais, E.: Object play in infants with autism: methodological issues in retrospective video analysis. Am. J. Occup. Ther. 59(1), 20–30 (2005)CrossRefGoogle Scholar
  4. 4.
    BECTA 2001. Keyboard Skills in Schools. (Information sheet.) British Educational Communications and Technology Agency, Covertry. http://www.becta.org.uk/technology/infosheets/index.html
  5. 5.
    Bohn, J.: The Smart Jigsaw Puzzle Assistant: Using RFID Technology for Building Augmented Real-World Games. Institute for Pervasive Computing, Zurich, Switzerland (2004)Google Scholar
  6. 6.
    Bratton, S.C., Ray, D., Rhine, T., Jones, L.: The efficacy of play therapy with children: a meta-analytic review of treatment outcomes. Prof. Psychol. Res. Pract. 36(4), 376 (2005)CrossRefGoogle Scholar
  7. 7.
    Fontijn, W., Mendels, P.: StoryToy the interactive storytelling toy. In: The Second International Workshop on Gaming Applications in Pervasive Computing Environments at Pervasive 2005 (2005)Google Scholar
  8. 8.
    Garzotto, F., Forfori, M.: FaTe2: Storytelling edutainment experiences in 2D and 3D collaborative spaces. In: Proceedings of the 2006 Conference on Interaction Design and Children, Tampere, Finland, pp. 113–116 (2006)Google Scholar
  9. 9.
    Hurlock, E.B.: Child Growth and Development. Tata McGraw-Hill Education, New Delhi (1978)Google Scholar
  10. 10.
    Hourcade, J.P., Bederson, B., Druin, A., Taxen, G.: KidPad: collaborative storytelling for children. In: CHI 2002 Extended Abstracts on Human Factors in Computing Systems, Minneapolis, Minnesotta, USA, pp. 500–501 (2002)Google Scholar
  11. 11.
    Lehman, J.F.: Toward the use of speech and natural language technology in intervention for a language-disordered population. In: Third International ACM Conference on Assistive Technologies (1998)Google Scholar
  12. 12.
    Lund, H.H., Vesisenaho, M.: I-blocks for ICT education development - case iringa tanzania. In: Proceedings of 33th International Symposium on IGIP IEEE / ASEE, pp. 364–371. University of Applied Science of Western Switzerland, Switzerland (2004)Google Scholar
  13. 13.
    Marco, J., Cerezo, E., Baldassarri, S.: Bringing tabletop technology to all: evaluating a tangible farm game with kindergarten and special needs children. Pers. Ubiquit. Comput. 17(8), 1577–1591 (2013)CrossRefGoogle Scholar
  14. 14.
    Piper, A.M., O’Brien, E., Morris, M.R., Winograd, T.: SIDES: a cooperative tabletop computer game for social skills development. In: Proceedings of the 2006 20th Anniversary Conference on Computer Supported Cooperative Work (2006)Google Scholar
  15. 15.
    Price, S., Rogers, Y., Scaife, M., Stanton, D., Neale, H.: Using ‘tangibles’ to promote novel forms of playful learning. Interact. Comput. 15(2), 169–185 (2003)CrossRefGoogle Scholar
  16. 16.
    Rogers, Y., Scaife, M., Gabrielli, S., Smith, H., Harris, E.: A conceptual framework for mixed reality environments: designing novel learning activities for young children. Presence: Teleoperators Virtal Environ. 11, 667–686 (2002)CrossRefGoogle Scholar
  17. 17.
    Ryokai, K., Marti, S., Ishii, H.: I/O brush: drawing with everyday objects as ink. In: Proceedings of the ACM SIGCHI Conference on Human factors in Computing Systems (CHI 2004), pp. 303–310. ACM Press, Vienna (2004)Google Scholar
  18. 18.
    Salkind, N.J.: An Introduction to Theories of Human Development. Sage, Thousand Oaks (2004)CrossRefGoogle Scholar
  19. 19.
    Scarlatos L.L.: Puzzle Piece Topology: Detecting Arrangements in Smart Objects Interfaces; Brooklyn College (1999)Google Scholar
  20. 20.
    Terrenghi, L., Kranz, M., Holleis, P., Schmidt, A.: A cube to learn: a tangible user interface for the design of a learning appliance. Presented at Personal and Ubiquitous Computing, pp. 153–158 (2006)Google Scholar
  21. 21.
    WHO: International Classification of Impairments, Disabilities, and Handicaps. World Health Organization, Geneva (1980)Google Scholar
  22. 22.
    Zidianakis, E., Antona, M., Paparoulis, G., Stephanidis, C.: An augmented interactive table supporting preschool children development through playingGoogle Scholar
  23. 23.
    Zidianakis, E., Papagiannakis, G., Stephanidis, C.: A cross-platform, remotely-controlled mobile avatar simulation framework for AmI environments. In: SIGGRAPH Asia 2014 Mobile Graphics and Interactive Applications, p. 12. ACM (2014)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Emmanouil Zidianakis
    • 1
    Email author
  • Ioanna Zidianaki
    • 1
  • Danae Ioannidi
    • 1
  • Nikolaos Partarakis
    • 1
  • Margherita Antona
    • 1
  • George Paparoulis
    • 1
  • Constantine Stephanidis
    • 1
    • 2
  1. 1.Institute of Computer ScienceFoundation for Research and Technology – Hellas (FORTH)Heraklion, CreteGreece
  2. 2.Department of Computer ScienceUniversity of CreteRethimnoGreece

Personalised recommendations