Game Development Reference
In-Depth Information
Figure 5. Drive the school bus (module of spatial
location)
children develop their motor skills, regardless of
his condition, to cover aspects of fine motor skills
development.
These are the results of tests for three months
of usage with about 36 children from multiple at-
tention centers to children with motor deficiency.
The multimedia elements caused impact at
calling their interest and attention. In the popula-
tion 70% of the children stay still at the computer.
When listening to the audio began to play the game,
the rest are children who cannot bear noise of any
kind. The animations called attention to 84% of
children, the rest are indifferent.
These are examples related to activities of
therapists and the RACEM game. It is explained
the dynamics of therapy and then the dynam-
ics of the game is explained too. These two are
related to help children and help the therapist in
the development of such activities.
In the classroom, the children piece together
a puzzle on a table and played bowling with alu-
minum cans and a ball on the ground, this is the
physical activity used by teachers and therapists.
When the child plays the game, in the module
of precision movement coordination, the child
identifies with the activity performed previously.
For some of the children it was difficult to place
the mouse on the desired point and dropped the
image before it reached the right place. About
60% of children, showed improvement in their
precision movements during the three months
they constantly use the game.
It was ask to the children to catch balls in
motion rolling on the table. They were given
a drawing of a child; the teacher told them to
point the top, middle, bottom, left and right of
the child. With the RACEM game , in laterality
module, in the exercise of the cabin, children
followed moving images, some children followed
with the head, moving it to where the image was
others throughout the body and the rest with the
eyes, the hand and mouse. Several children when
they did not reach the image with the mouse get
desperate and demanded to change the game. In
the exercise of the bay, when instructions were
given through audio, sometimes they did not listen
and the instructor had to repeat them. Although
children more attentive to the audio did not need
it, others pointed to the object first and to where
they wanted to take it on the screen, before doing
it with the mouse.
By using the game about the 40% of children
coordinated by listening the indications and tak-
ing the object to where it was asked to leave for,
and 55% managed to reach the moving image.
The therapist guides the children to move
objects on roads indicated on the workbench.
Some children were pushing the object on the
road, followed him on a zigzag going in and out
of the path way until he/she reached the end point.
In another exercise, classified objects by shape
and color were placed in boxes. They performed
the same tasks in the game with the integrated
spatial location. Several children had difficulties
to follow the road; some mixed the objects and
other dropped images before reaching the desired
place. About 65% of children in the game, Let us
go travel, took the images for the right way and
the fruit tree, 60% took the fruit to its place.
The therapist provides drawings on paper
with a specified path, ask to children to follow
the lines with a color different to the one on the
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