Inclusive Game Design for Neurodiverse Classrooms: A Participatory Approach

แนวคิดหลัก

A participatory game design kit that facilitates inclusive play experiences for neurodiverse children in classrooms.

บทคัดย่อ

This paper proposes a participatory game design kit called "PartiPlay" to create inclusive play experiences for neurodiverse children in classroom settings. The kit is designed to engage both neurodivergent and neurotypical children through a five-session co-design process.

The key highlights and insights from the content are:

1. Crafting activities promote individual ownership over design artefacts and reduce conflicts among children.
2. Allowing multiple modes of expression (writing, drawing, etc.) makes the co-design experience more equitable.
3. Using expanded design proxies with neurodivergent characteristics creates an inclusive experience and enhances empathy among the children.
4. Ensuring physical ownership of all design artefacts is essential for true co-design and engagement.
5. The participatory nature of the activities, combined with the use of robots as game elements, fostered a playful and creative environment for the neurodiverse group of children.

The authors conducted a four-month evaluation of the PartiPlay kit with 81 neurodiverse children (aged 6-12, including 19 neurodivergent) from four classrooms. The findings suggest that the proposed methodology can effectively facilitate inclusive co-design processes for neurodiverse groups of children.

สถิติ

There were 81 neurodiverse students (aged 6-12) who participated in the co-design sessions, including 19 neurodivergent children.

คำพูด

"Neurodivergent children, in particular, tended to disengage from the latter [abstract thought exercises] due to the activities being less appealing to them."
"Neurotypical group members remembered their proxy's needs and desires throughout the design process, making explicit remarks about them until the very last session. Neurodivergent children related to the proxies and became advocates for their well-being."
"At the end of this session, groups laid out their prototypes and enthusiastically decided who would take home each game piece."

ข้อมูลเชิงลึกที่สำคัญจาก

PartiPlay: A Participatory Game Design Kit for Neurodiverse Classrooms

by Patricia Pie... ที่ arxiv.org 04-18-2024

https://arxiv.org/pdf/2404.11234.pdf

สอบถามเพิ่มเติม

How can the PartiPlay kit be adapted to support neurodiverse children with a wider range of needs and abilities?

The PartiPlay kit can be adapted to support a wider range of needs and abilities in neurodiverse children by incorporating more customizable elements and flexible activities. One way to do this is by providing a variety of options for communication styles, such as visual aids, verbal instructions, and hands-on activities, to cater to different learning preferences. Additionally, the kit can include alternative tools and materials to accommodate sensory needs, such as textured objects, noise-canceling headphones, or fidget toys.
Furthermore, the activities within the kit can be structured in a way that allows for individualized participation, enabling children with varying abilities to contribute meaningfully. This can involve breaking down tasks into smaller steps, providing clear instructions, and offering additional support when needed. Moreover, the kit can be adapted to include more diverse game elements that appeal to a broader range of interests and abilities, ensuring that all children feel engaged and included in the design process.

What are the potential challenges and limitations of using a participatory approach for game design in neurodiverse classrooms?

While using a participatory approach for game design in neurodiverse classrooms has many benefits, there are also potential challenges and limitations to consider. One challenge is the diverse communication styles and sensory needs of neurodivergent children, which can make it difficult to ensure that all participants are fully engaged and able to contribute effectively. Additionally, the varying levels of cognitive abilities and attention spans within neurodiverse groups may require additional support and accommodations to facilitate meaningful participation.
Another challenge is the potential for conflicts or disagreements to arise during the design process, especially when working in groups with children who have different preferences and abilities. Managing these conflicts and ensuring that all voices are heard can be a complex task, requiring skilled facilitation and mediation. Moreover, the time and resources needed to implement a participatory approach in neurodiverse classrooms may pose logistical challenges, such as scheduling constraints and access to specialized materials or tools.

How can the insights from this study be applied to foster inclusive play experiences in other educational or community settings beyond the classroom?

The insights from this study can be applied to foster inclusive play experiences in other educational or community settings by emphasizing the importance of co-design, customization, and empathy. One way to do this is by adapting the PartiPlay kit for use in community centers, after-school programs, or recreational facilities, where children with diverse needs and abilities can come together to collaborate on game design projects.
Additionally, the principles of Expanded Proxy Design and individual ownership over design artifacts can be applied in various settings to promote inclusivity and creativity. By incorporating elements of personalization, storytelling, and hands-on activities, inclusive play experiences can be created that cater to the unique interests and strengths of all participants. Furthermore, the use of low-fidelity prototyping and play-testing can be implemented in community settings to encourage experimentation, feedback, and iteration in the design process, fostering a culture of collaboration and innovation.