Game Development Reference
In-Depth Information
control buttons repetitively making it fun and
easy for the child.
Now let us to imagine a hearing impaired child
interacting with a game, without the ability to lis-
ten instructions or sounds that are produce by the
game. A person with physical disability, impeded
to use his/her hands, cannot manipulate a mouse
or a joystick, how does he/she will manipulate
the controls to play? Another person with cerebral
palsy who has no movement in his limbs, but his
intellect allows him to fully understand how to use
the program, and he has the desire to do it, how
will he interact with the console or PC?
It is very difficult to use a PC game or special-
ized software for children with physical disability.
In some way they can interact, acquiring neces-
sary skills, by stimuli present in games, because
for them the sounds, colors, animations represent
challenges to move to the next level. This moti-
vates them to continue playing. This is another
problem they must face.
Thinking on them, we have created an en-
vironment that gives them access to console or
PC games. In this case the game can serve as an
alternative therapy for disabled children with coor-
dination problems, such as balance and precision
movements (psychomotor disabilities).
The Game Translated Into a Rehabilitation
The purpose of this paper is to describe the
followed process to develop a PC game oriented
to help motorize disable people and its diverse
variations. The first focus approach is on the study
of different disabilities that may be present, the
on development methods used to overcome such
disability. And finally it describes the acquired
experience by the investigation, game develop-
ment, and the use of it to serve as a didactical
tool. Final results are presented with the goal to
increase the fine motor skill of impeded people.
There are children with mental and/or physi-
cal disorders thus hinder them to interact with
everyday´s objects. Creating a familiar depen-
dency even taught for the simplest activities.
Children with equilibrium deficiencies, such as
coordination and motor, are considered as psy-
chomotor handicapped.
Games are one of the most important activities
for a child. He or she depends on it to develop
their physical growth, if there are limitations,
he or she will be physically diminished. To play
with the ball, run, jump, a person uses the gross
motor skill, or the motor area that has relation
with changes in equilibrium and position. To play
games, such as “pin the tail on the donkey”, the
child needs the fine motor skill, which is the one
in charge of motor coordination
The grade of difficulty to play will depend
on the affection and disorder levels. A child with
Down syndrome, who wants to play football, has
the physical strength to hit the ball, but not the
intellectual capacity to make accurate passes and
be prepared according to the team's strategy. An
autistic child may play with a ball by repeated and
continuous movements, the same happens with
console games leading a character who jumps
and moves in a scenario, this is done by pressing
The motor is defined as the combination of nerve
and muscle functions that allow mobility and
coordination among members, movement and
locomotion. The motor can be classified into fine
motor skill and gross motor skill.
Gross motor skill or global, refers to control
of general body muscle movements or so-called
mass, it makes the child to move hi/her self by
their own or being dependent at all. (Head con-
trol, to sit, roll over, crawl, stand, walk, jump
and throw a ball).Fine motor skill, refers to the
process of refining gross motor skill control. It is
developed after gross motor skill, and is a result
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