october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 THE EFFECTS OF APPLYING GAME-BASED LEARNING TO WEBCAM MOTION SENSOR GAMES FOR AUTISTIC STUDENTS’ SENSORY INTEGRATION TRAINING Kun-Hsien Li Department of Industrial Technology Education National Kaohsiung Normal University Taiwan D8869475@gmail.com Shi-Jer Lou Graduate Institute of Vocational and Technical education National Pingtung University of Science and Technology Taiwan lou@mail.npust.edu.tw Huei-Yin Tsai Department of Industrial Technology Education National Kaohsiung Normal University Taiwan b8859024@gmail.com Ru-Chu Shih (Corresponding Author) Department of Modern Languages National Pingtung University of Science and Technology Taiwan vincent@npust.edu.tw ABSTRACT This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students’ sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor games. Through the motion sensor games, the researchers were able to collect data from physiological monitoring, observation (including sensory integration observation and process observation), and interviews. The findings of the study reveal that: (1) the teacher and the participants possess positive attitude toward applying webcam motion sensor games to sensory integration training; (2) Webcam motion sensor games can enhance autistic students’ learning interest; and (3) applying the game-based learning to webcam motion sensor games can improve the effect of autistic students’ muscle training and endurance. 1. RESEARCH MOTIVES AND PURPOSES According to the Ministry of Interior (2011), the census data on the numbers of physical or mentally disabled people show that there were 11,211 autistic patients in Taiwan, and the autism was in second place (4,118 people) among 6 to 11 year old students with physical and mental disabilities. Since autistic patients have difficulty in interpersonal interaction, some people call them “star students.” Up-to-date, there is no single method that can fully cure autistic students. In traditional training methods, many game methods are carried out by teachers in individual instruction, learners still cannot actively participate in learning, resulting in shortened learning time, lowered learning intentions, insufficient training obtained by learners, and poor levels of accommodation. Also, current developed methods include drugs, educational therapy, art therapy, and associated new supportive methods of treatments. Among them, the sensory integration training is a very important method of learning in educational therapy. Yu (2006) proposed that the sensory integration training can make up for the shortcomings of brain function, enhance the coordination between senses and perceptions, improve the physical growth and development, and establish the foundation for abilities needed in later social life, which allows autistic patients to exercise and engage in limb training, elicit vestibular sensation, tactile senses, and stimulation to the individual, achieving the purpose of coordinated development of feelings and perceptions. Additionally, recent development in advanced technology has led information technology to produce support systems, so that training methods have become more diverse. Also, rapid development in human-machine interfaces has produced many new products, such as touchscreens, voice-controlled systems, eyeball tracking systems, and so on. Among them, the motion sensor games, such as wii and kinect have also been developed to make human-machine interfaces highly popular. The concept of game-based learning has constantly been Copyright © The Turkish Online Journal of Educational Technology 451
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 discussed by experts and scholars in the past years. Thus, how to incorporate motion sensor games with training for autistic students in order to improve learner’s needs has become an important issue. As a result, the purpose of this study aims to explore the effect of applying game-based learning to webcam motion sensor games for autistic students’ sensory integration training. 2. LITERATURE REVIEW 2.1. Autism and sensory integration Autism is a developmental obstacle caused by abnormal brain function, which usually manifests before three years of age, often accompanied with mental disability, epilepsy, hyperactivity, reclusion, and acting out. Students with autism have three major obstacles in daily life: interpersonal relationship problems, language and expression problems, as well as behavioral problems (Wikipedia, 2012). In the past year, several studies on education and treatment of autistic students, such as game treatment, art treatment, drug treatment, behavioral modification technology, CAI computer assisted instruction, sensory integration, and structural instruction (Special Education Knowledge Web, 2012) have been conducted with the purposes of training students’ focus on concentration, emotional stability, and physical coordination. Related studies have shown that the action and sensory integration problems of autistic students are summarized in the three following factors: (1) difficulty in visual space; (2) difficulty in kinesthetic sense; and (3) difficulty in actions that require multisensory integration. Training of sensory integration uses suitable activity stimulation to elicit ideal behavioral performance. In environments with greater structure, autistic students would also have better learning performance. Sensory integration is the organization and integration of different feelings transmitted by various nervous systems in the brain steam, allowing the different parts of the central nervous system to work together, so the individual can smoothly interact with the environment, and has a sense of satisfaction (Chang, 2010). Additionally, sensory integration training evaluates the neural needs of students, to guide them in training for suitable responses for stimulation. Such training includes providing whole-body exercises that stimulate in vestibular system (gravity and motion), proprioception (muscles and feelings), and the sense of touch. Motor training is most common in sensory integration training, including motor training with many physical action elements, which can give the senses suitable stimulation and promote vitality of the brain’s central nervous system (Hua, 2008). Ayres (1972) pointed out that students’ sensory integration can proceed with vestibular senses, tactile senses, and proprioception. He also proposed that changes in sensory input should be combined with motor exercise, use limb movement to train and develop sensory integration ability. Thus, sports games should integrate limb movement into game design in order to naturally incorporate ways for students to move their bodies and achieve the objective of integrating sensory perception. For instance, Grandin (1986) used personal research to engage in interviews about the experiences of autistic patients. After integrating various academic papers, Grandin strongly suggested that teachers and parents should arrange sensory integration therapy for autistic students (Grandin, 1996). Furthermore, Chian (2007) suggested that action education training can develop basic sports ability and physical ability through activity, and they can learn through actions, including physical exploration of the surrounding environment, perceived motion ability, and conceptual and emotional development. 2.2. Game-based learning (GBL) According to Yang (2010), game-based learning (GBL) can be traced back to well-known kindergarten scholar Friedrich Froebel, who asserted the importance of games and Froebel Gifts for students’ learning. Also, educational psychologist Piaget proposed that games can help students learn and believe that in games, the assimilation effect is greater than the adjustment effect because games do not need players to change themselves or adapt to environments, but need to use games to repeatedly practice new techniques and become proficient (Wu and Guo, 2003). Ebner and Holzinger (2007) concluded that findings of using game based learning in higher education support the efficacy of game playing. Garris, Ashlers, and Driskell (2002) administered a digital game-based learning model to explain that when digital games are applied to learning with a process of learner input, process, and outcomes (Figure1). The input part includes instructional content (the course content and the core). Game characteristics refer to the fundamental elements in the game, such as competition, challenge, audio-visual, and animation. After the three internal cycles are processed, including the system feedback, user behavior, and user judgment, the learning outcomes will be produced, which match with the learning objectives. Copyright © The Turkish Online Journal of Educational Technology 452
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