GOET User Context Analysis

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GOET User Context Analysis Dolli
Drozdik Cecília Sik Lányi University of Pannonia
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Content

• Introducing the schools
• Kozmutza Flóra school for intellectually
  challenged students
• Öveges József grammar school for dyslexic
  students
• Kolping vocational school for students with
  multiple disadvantages (we included students with
  mild intellectual disabilities and/or dyslexia
• Analyising their answers
• Further plans

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Kozmutza Flóra School Mentally challenged
students from all around Veszprém County
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Öveges Highschoolwith 160 dyslexic students in
separate classes, 70 integrated into normal
classes
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Kolping Catholic Special Highschool School for
disadvantaged students
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Existing serious games trialled

• Rob the Mob, Clean Pants, Cheese Factory
• Pairs Visual Intelligence, Spacial Awareness
• Hangman Hell, Virtual Night Club
• Traverse
• Bomb Squde
• Hungarian serious games

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Second Part1. Which game did students enjoy the
most?

• First Choice Second Choice Third Choice
• Kozmutza Cheese Factory
• Why Did not understand the others and were not
  very brave with them.
• Öveges Clean Pants Cheese Factory Rob the Mob
• Why It was fun to play with them
• Kolping Tangrams Rob The Mob Spacial
  Intelligence Test
• Why Spacial orientation was important(?)

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2. Games ranked in order of preference for
adaptation

• First Choice Second Choice Third Choice
• Kozmutza Cheese Factory
• Reason for ranking due to lack of English no
  chance to try others
• Öveges Cheese Factory Pants Game Rob the Mob
• Reason for ranking good way to teach
  fractions
• Kolping Magic letters Knowledge trial Spelling
  practice
• Reason for ranking special games for dyslectic
  students, useful with mild mentals too.

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3. Was there a game that a) trainer b) students
did not like?
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4. How difficult did the students find the games
to play?

• Difficult About right Easy
• Kozmutza Rob the Mob -
• Cheese Factory v
• Clean Pants -
• Öveges Rob the Mob v
• Cheese Factory v
• Clean Pants v
• Kolping Bomb Squade v
• Cheese Factory v
• Tangrams v
• Spacial Intelligence Test v

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5. Particular difficulties encountered
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6. Was it easy or hard to understand the
instructions on how to play the games?

• Easy OK Hard
• Kozmutza
• Cheese Factory v
• Öveges Rob the Mob v
• Cheese Factory v
• Clean Pants v
• Kolping Virtual Night Club v
• Cheese Factory v
• I Care v

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7. What factors were difficult to understand e.g.
vocabulary, controls, game play, scoring system.
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8. Did the quality of graphics in the games
enhance or detract from enjoyment of the game?

• Enhance Detract
• Kozmutza
• Cheese Factory v
• Reasons for answer It was impossible to
  misunderstand, it was colourful.
• Öveges Rob the Mob
• Cheese Factory Clean Pants v
• Reasons for answer Did not like the graphics.
• Kolping Hangman Hell v
• Cheese Factory v
• Pairs-Visual Intelligence v
• Reasons for answer HH was too frightning, PVI it
  would be a good idea to include in the game the
  place of the opjects.

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9. What impact did the serious games have on
trainees?

• Maintained interest Enjoyed using
  Didnt understand how Games too overwhelming
  Lost interest
• 
  to play games
• Kozmutza
• Rob the Mob
• Cheese Factory v v
• Clean Pants
• Öveges
• Rob the Mob v v
• Cheese Factory v v v
• Clean Pants no answer
• Kolping .
• Cheese Factory v v
• Bomb Squde, Hangman Hell
  Traverse

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10. Did the students learn anything from playing
the games?
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11. Were students more engaged in using serious
games than when using other educational
activities?
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12. Are serious games an appropriate educational
medium for students?
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13. Suggestions for improving serious games
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14. How can we make serious games more effective
for your client group?
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15. How would these games fit in with existing
education programmes being used.
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16. Any potential barriers to using serious games.
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17. What content would be suitable to include as
personalised memory prompts?
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SUMMARY OF EMPIRICAL RESEARCH

• In all the three schools teachers had earlier
  experience with computer based serious games.
• Games were welcomed, they all had definite ideas
  about the form and content of the games they
  needed.

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Further plans

• One BSc student develops a multimedia game How
  can one handle the money in a virtual shop?
• One BSc student develops a VR game How can one
  arrange the first identity card and the card of
  the home adress?
• One BSc student develops a multimedia game
  Icon or text search is easiest on the home page
  of a virtual shop?

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Product Development Life CycleTechnical and
Human Co-operation

• 1. User and Usage Needs Analysis
• 2. Specification of Requirements
• 3. Design (High Level, Detailed)
• 4. Product Build
• 5. Product Release
• Inbetween 1-5 steps (tests)
• Technology and Human Side TOGETHER!

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Thank you for your kind attentionThank you for
comming to Hungary!