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Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability

Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability

Franca Garzotto, Mirko Gelsomini
Copyright: © 2016 |Pages: 16
ISBN13: 9781466697409|ISBN10: 1466697407|EISBN13: 9781466697416
DOI: 10.4018/978-1-4666-9740-9.ch005
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MLA

Garzotto, Franca, and Mirko Gelsomini. "Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability." Virtual Reality Enhanced Robotic Systems for Disability Rehabilitation, edited by Fei Hu, et al., IGI Global, 2016, pp. 69-84. https://doi.org/10.4018/978-1-4666-9740-9.ch005

APA

Garzotto, F. & Gelsomini, M. (2016). Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability. In F. Hu, J. Lu, & T. Zhang (Eds.), Virtual Reality Enhanced Robotic Systems for Disability Rehabilitation (pp. 69-84). IGI Global. https://doi.org/10.4018/978-1-4666-9740-9.ch005

Chicago

Garzotto, Franca, and Mirko Gelsomini. "Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability." In Virtual Reality Enhanced Robotic Systems for Disability Rehabilitation, edited by Fei Hu, Jiang Lu, and Ting Zhang, 69-84. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9740-9.ch005

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Abstract

In recent years we have witnessed a rapid growth of learning applications for children with different kinds of disabilities. These tools exploit different learning paradigms and employ a gamut of “beyond the desktop” interaction modes and devices, including haptic controllers, (multi)touch small and large displays, digitally augmented physical objects, robots and motion-sensing cameras. Our research explores novel interactive solutions for children with intellectual disability who have significant limitations both in intellectual functioning, i.e., general mental capacity such as memory, attention, reasoning and problem solving, and in adaptive behavior, i.e., social and practical skills related to daily living (interpersonal relationships. social responsibility, ability to follow rules/obey laws, personal care). Our goal is to provide intellectually disabled children with game-based learning tools that integrate motion-based touchless interaction and interaction with mobile robots. In this chapter, we discuss the above issues and exemplify them by describing a set of games based on the above mentioned interaction paradigm that we have designed for IDD children in order to promote social and cognitive skills.

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