Leonardo da Vinci project GOET

1
REPORT ON GOET User Context Analysis

• Leonardo da Vinci project GOET
• UK/08/LLP-LdV/TOI/163-181
• IMOTEC, Lithuania

2
Respondents profile

• Institutions
• Centre of Psychosocial and Labour Integration
• The Centre provides social, psychological and
  information services for people belonging to the
  various disability and disadvantages groups.
• Centre of Deaf and Hearing Impaired People of
  Lithuania
• Primary and secondary education school
• Vilnius Professional Education and Rehabilitation
  Centre of Deaf and Hearing Impaired People
• A vocational education provider for the deaf and
  hearing impaired people. There are 120 students
  from all Lithuania.
• Vilnius Rehabilitation Centre
• an independent, voluntary, non profit
  organization, acting in the field of
  rehabilitation of the deaf and publicly providing
  services of this field for inhabitants of Vilnius
  County.

3
Students

• I group (17-18 years old) entire deafness
• II group (19-20 years old) hearing impaired and
  entire deafness
• III group (21-24 yeas old) minor hearing
  impairments, entire deafness

4
Proportions

• Students use computers in the classroom all
• Students use a standard mouse, keyboard, switch
  all
• Average numbers of learners per class 8-10
  students
• Number of users per computer 1/1
• Student/teacher ratio? 8/1
• students use a mobile phone all
• Age of computers 2 5 years old, OS Windows
  Vista
• Computers are used
• in lessons of informatics
• in lessons of computer professions subjects
• one computer per each teaching subject  

5
The learning objectives suitable for the serious
games to cover

• In independent life skills
• Time management, Arithmetic/logic thinking
  skills, money management
• Personal Development
• Sense of responsibility and commitments, Social
  skills, Personal hygiene
•  In Work Preparation
• Job search, Work interview skills, Work
  communication skills, Logic thinking, Preparation
  for job search
• Currently the programmes of learning in these
  subjects are delivered non- accredited, informal
  way
• Learning materials - shandbook, handouts,
  recorded materials.

6
Trialing existing serious games

• Cheese Factory
• Rob the Mob
• Clean Pants

7
Trialing existing serious games

• Which game did they enjoy playing the most?
• Cheese Factory
• Rob the Mob (older students because of English
  skills)
• Clean Pants (didnt like the speed of the moving
  character)
• Adaptation to support pre-vocational or life
  skills curricula
• Cheese Factory (counting skills, improves
  reaction)
• Rob the Mob (social communication, work
  environment skills)
• Clean Pants (time management, planning) some
  unfair game rules)
• Students did not like
• Clean Pants because the whole house not seen at
  the begin, the player cannot to setup space of
  the flat, the speed of moving character, eating
  time is calculated several times in case of
  being late player cannot to cancel any part of
  planned activities 
• Rob the Mob because of English language.

8
Difficulties to play

•  Difficult
• Rob the Mob
• About Right
• Rob the Mob, Clean Pants (majority students)
• Easy
• Cheese Factory (all students), Rob the Mob (2
  persons)
• Comments
• Necessary translation to native language
• Students expressed a whish to get instructions in
  signs language

9
Comments

• Difficulties to understand
• to explain the game instructions written in
  English, (Rob the Mob) - 1st group of students
• evaluation criteria in Clean Pants
• About Right
• Rob the Mob , Clean Pants (majority)
• Easy
• Cheese Factory (all students), Rob the Mob (2 )
• Quality of the graphics
• Clean Pants students were eager to choose gander
  of the moving character and to change the
  settings of flat/house.

10
Impact
11
Evaluation of the tested games as tool

• Trainees more engaged in using these serious
  games
• Students liked very much to play, they enjoyed a
  lot improving own skills in game situations
• Students were engaged to acquire knowledge as
  game part
• The serious games are very appropriate for the
  hearing impaired students
• Suggestions
• Instructions in the signs language
• More optional settings
• Some graphic changes (Clean Pants)
• Simple instructions
• More visual information

12
Summary of empirical research

• Benefit (educators opinion)
• Could be used as educational motivation tool
• These games could be included in all subjects of
  formal education and social skills development
  curricula.
• It could be used as well as stimulating tool in
  school extra activities.
•  Barriers
• lack of computers in classrooms
• difficulties to include serious games in formal
  education curriculum as mandatory tool

13
Mobile interface

• Topics for the mobile phone games
• Time management prompts
• Reminder about the things to take to work
• Instructions how to reach the work, schedules of
  the transport
• Personalized reminders (lunch break, work
  beginning/end)
• Reminder about the things to take to from work
• Visual expressions
• Encouraged/upset
• Virtual awards (winner/consolation prize)

14
Electronic learning resources used in LT

• http//www.deaf.lt
• http//www.pradinukas.ku.lt/internet_zaid1.htm
• http//www.emokykla.lt/lt.php/istekliai/117?new_se
  arch1
• http//www.plastelina.net 

15

• Thank you!