Exploring the Participation of School-Aged Children in a Collaborative Gameplay Supported by Technology

Abstract

Background: Collaborative gameplay is a valuable tool for fostering social participation. The use of technologies, such as eye trackers and robotic arms, has the potential to include children and youth with disabilities in a collaborative play and enhance their participation with peers without disabilities. Objective: To explore school-age children’s participation and experience within a collaborative game when assisted by a robotic arm and eye tracking interface. Method: Two studies were conducted: a) an exploratory cross-sectional study with 30 school-aged typically developing children (aged 8-16), and b) a field-testing study with two dyads composed of a child with severe speech and motor impairments and a typically developing peer. In both studies, the children participated in a gameplay using the modified board game Quarto. The Coop-Quarto game was adapted to be collaborative rather than competitive and to allow children with severe speech and motor impairments to participate. A tablet accessed with an eye tracker or a touchscreen was used to communicate the play move choices by each child, and a robot assisted with physically executing the movements on the board. Data on gameplay process and outcomes, as well as children’s experiences were collected in the university lab. Results: In the exploratory study, all typically developing children completed the gameplay successfully, reaching Quarto with an average of six turns per round (in two rounds). The older participants (aged 14-16) tended to rely on shapes and sizes, while the younger participants (aged 8-10) relied predominantly on colours to construct Quarto patterns. Most (80%) of children required some form of help during the play. In half the cases (50%), such assistance was needed to begin the game using the eye tracker. The Self-reported Experience of Activity Setting (SEAS) results from the typically developing children indicated their positive participation experiences iii with average ratings ranging between +1.7 and +2.5 on a -3 to +3 bipolar scale. The psychological engagement was rated the highest (+2.56) by the children. The field-testing study with two dyads of children with and without disability also had a positive outcome where both dyads completed one round of Quarto successfully using nine turns, and all four children reported positive experiences of a gameplay assisted by a robot and indicated their interest in playing again. Conclusion: This thesis provides insights into how children with and without speech and motor impairments can participate together using technology. The findings from both studies suggest positive experiences of children and success with technology acting as a facilitator for genuine peer collaboration within the gameplay context. Moreover, the field-testing study findings show the promise for children with and without disability interacting together ‘on par’ - with all children meaningfully engaged. Children with disabilities might need more set-up and practice prior to playing, especially if they have limited experience with technology. Further research, including children with speech and motor impairments interacting with their peers without disabilities, is needed to understand children’s experiences and how technology can enhance the efficiency of communication and collaborative play.