Videogame-based tool for learning in the motor, cognitive and socioemotional domains for children with Intellectual Disability

Abstract

Due to limitations in their intellectual functioning and adaptive behaviour children with Intellectual Disability experience problems in multiple areas during their daily activities. Research studies tend to give the health and education professionals a consultant role rather than including them into the videogame design team. Concerns arising from the context of application are better assessed and targeted by professionals from the specific field of expertise. We developed a workshop where children with Intellectual Disability can enjoy shared ludic experiences while they engage in learning activities to develop their abilities in the motor, cognitive and socioemotional domains. Through the study of the workshop activities, we developed and validated a multidisciplinary work methodology and a framework to design videogames for children with Intellectual Disability using a multidisciplinary approach. The teachers and therapists from the school as well as the researchers/ programmers have a designer role. The results of our observational study show that the designed videogames combined with embodied interaction, teacher instruction and a turn-taking modality helped the students to train abilities in the motor, cognitive and socio-emotional domains.