HCC 741: Assistive Technology and Accessibility

University of Maryland, Baltimore County

A tangible tabletop game supporting therapy of children with Cerebral Palsy (Due 10/30)




Summary: Erin Buehler


Author: amyhurst

Assistant Professor at University of Maryland, Baltimore County (UMBC) in Human-Centered Computing and Assistive Technology

9 thoughts on “A tangible tabletop game supporting therapy of children with Cerebral Palsy (Due 10/30)

  1. I am curious as to how the children would respond if there were some type of reward system where they received a star or other “metal” for using their affected hand. For those where both hands are affected, an award for the hand that may be more difficult to use in game play. Maybe this would encourage the student to use their affected hand more often, thus increasing the effectiveness of their therapy.

    • This is a great point, however I feel that incentives with children can be tricky since they can easily get into a situation where they will only do the activity for points. I like that the author’s method was to try and make engaging games that the kids wanted to play without these additional incentives.

  2. Are there any table top interfaces/games that help other children with disabilities other then Cerebral Palsy?

    • There is a large set of games that encourage critical thinking, memory, and other cognitive skills. With the advent of the Kinect etc, we are starting to see more and more successful exergames.

  3. They mentioned that the design was an iterative and participatory process, but it wasn’t mentioned anywhere they took the design preferences of the children in the design process. It seems like they only took into account feedback from the therapists, which may vary widely from what would work very successfully for the children.

    • This is a really good point, and I see this as a limitation of the paper. While it is important to engage parents and therapists in the design, it is also important to include the children. Hopefully the results of this initial test would be used in a redesigned version, so the children’s feedback / performance could influence the revision.

      However, as we are seeing in our work with KK, it can be difficult to engage the children in the design process, and much easier to work with therapists and parents.

  4. How significant can/should a user’s feedback be when designing a final prototype?

    • Great question, which I see as very related to Judith’s. With many HCC-related problems I would say “it depends”…

      Robin, do you have thoughts from working in Kid’s Team?

      • The kid’s feedback was at times valued heavily when it wasn’t deemed ludicrous by other adult team members. Most times it had to be interpreted and reformatted in a way that we can add it to the interface or device. But does this differ when participatory design isn’t used? Or even when it is used but with different groups.

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