Game Development Reference
In-Depth Information
background music to soothe and maintain the
child's concentration.
Similarly the evaluation of user interaction
factor and its indicators are qualitative measures.
The text information is addressed to the instructor
to indicate the objectives to be covered by the
child in the game, they identify that one-sixth of
the instructors have difficulty accessing informa-
tion due to the bad habit of not reading instructions.
With regard to ease of use, it was used only
a mouse, for some children, it was very difficult
to manipulate the mouse at the beginning, with
further usage their movements did improve.
At this moment the development of peripheral
devices, as they are special tablets, joystick`s, soft-
ware of voice recognition, identifier of instructions
through movement of the pupil, and some others.
Are not economically accessible or that they are
for sale in a general way in countries who develop
them and if there are they are too expensive.
Cultural Level and Digital Gap
Still and when the professors of the multiple
attention centers are people with specialized
knowledge in these education problems, they
are not people who have adopted the NTI in their
educative model. Because of in their places of
work the conditions do not exist, access to TI,
spaces designed for the adoption of a vanguard
culture in the use of new technological tools that
allow modernization and updates in models of
learning centered in the student. Same that limits
the adoption of projects like this one, within its
classrooms of work.
There are few published case studies in our coun-
try, related with the given use for educational
software in Special Education; there is very few
published investigations regarding the use that
disabled children do to PC or console games. In
Latin America, some countries are beginning to
incorporate in official manner the computer use
in classrooms, also some researchers are starting
to get interested in knowing the impact of video
games in these people. In Europe the opposite
happens, since there are various associations that
have been concerned about the access to the com-
puter and video game usage by disabled people.
The acceptance of a videogame in our country
as therapy is not easy, due to cultural development
in which we are.
For RACEM adoption as rehabilitative therapy
the process presented below was followed.
At present, special education teachers work
with printed booklets, teaching aids such as
magazine clippings, posters and objects that are
modified or adapted (balls, boats, etc.) for their
therapies. Some teachers identified that content
of their notebooks, could be adapted and used in
development of multimedia applications. In iden-
tifying this need, we took on the task of visiting
the CAM's, and in one of them, we found the use
of commercial educational software by one of the
teachers in his therapies.
The great limitations that had the use of games
for PC in these children are that the peripheral
devices are not the suitable ones and some games
are too complex for those who suffer other types
of disabilities added to the psychomotor ones.
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