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  • 1.
    Collin, Jonas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    How to Design Virtual Video Production for Augmented Student Presentations2022In: Proceedings of the 21st European Conference on e-Learning - ECEL 2022 / [ed] Dr Panagiotis Fotaris; Dr Andrew Blake, ACI Academic Conferences International , 2022, p. 71-78Conference paper (Refereed)
    Abstract [en]

    E-learning environments have been developed and used by teachers and learners for decades. However, it is well known that sending, recording or meeting online can have a lack of presence and immersion. Furthermore, the configuration of a studio environment typically depends on physical props and technologies, which can be time consuming and hard to use for teaching purposes where each session may need a different configuration. Virtual Video Production (VVP) is a relatively new technology that builds on advances in extended reality (XR), supported by game engines and computer-controlled camera equipment. Camera data (pan, tilt, zoom, position) can be sent to a virtual camera in the game engine. The scene can be rendered via a green screen or with large LED displays. This provides an immersive presence with virtual 3D objects positioned in the room. Light settings can be mixed into the scene with remote control of LED lights to be in sync with virtual lights. Thus, VVP opens many opportunities for more immersive e-learning experiences. The challenge is how to apply these opportunities that involve syncing of several technical components and layers, designed to be useful within limited course resources. The question in this paper is how VVP can be designed and set up in an easy way for teachers and students to use it for presentations in courses? This paper presents results from a course in Immersive Environments where students first developed mobile Augmented Reality app prototypes and then used VVP to present their final work together with the authors. The authors documented preparation, wrote instructions for students and observed with notes taken during recording sessions. The results show how VVP can be designed and set up for course presentations that goes beyond a plain video recording in a lecture room or at home, but also beyond what was previously possible in a video studio at the university. This includes e.g., technical setup, direction of students, synopsis, concepts and virtual 3D props. Finally, the authors draw conclusions of what challenges remain for future research and suggestions of how to overcome them.

  • 2. Eusébio Garcia, Franco
    et al.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Dupire, Jérôme
    Workshop: Towards Inclusive Co-creation of Inclusive Games2019In: Entertainment Computing and Serious Games: Proceedings / [ed] Erik van der Spek, Stefan Göbel, Ellen Yi-Luen Do, Esteban Clua, Jannicke Baalsrud Hauge, Springer, 2019, p. 485-488Conference paper (Refereed)
    Abstract [en]

    Game creation precedes game play. In this workshop, we describe our efforts towards enabling people with different (dis)abilities to co-create and play digital games. We focus on abilities, skills and knowledge to enable collaborative and inclusive co-creation of inclusive games.

  • 3. Gusev, Dmitri A.
    et al.
    Eschbach, Reiner
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Yong, Justin
    Motion Sickness Related Aspects of Inclusion of Color Deficient Observers in Virtual Reality2017In: Virtual Reality: Recent Advances for Health and Wellbeing / [ed] Wendy A. Powell, Paul M. Sharkey, Albert A. Rizzo, Joav Merrick, Nova Science Publishers, Inc., 2017Chapter in book (Other academic)
  • 4. Gusev, Dmitri A
    et al.
    Eschbach, Reiner
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Yong, Justin
    Motion sickness-related aspects of inclusion of color deficient observers in virtual reality2018In: International Journal of Child Health and Human Development, ISSN 1939-5965, Vol. 11, no 2, p. 177-181Article in journal (Refereed)
    Abstract [en]

    Color blindness is one of the most common forms of disability. Virtual reality (VR) development has increased recently, and it is important not to exclude people with impairments or other limitations. Visually induced motion sickness (VIMS) can be worse due to color versus black, white and gray environments. Can non-color factors in dynamic environments be excluded by performing color deficiency impacted tasks and comparing them to the equivalent static and dynamic tasks performed by a color sighted person? Would a color based experiment causing VIMS produce different results for a color deficient observer (CDO)? This paper advocates a novel approach to color blindness and motion sickness in VR based on psychophysical experiments. The aim is to find solutions and develop recommendations that will improve accessibility of VR for the color blind.

  • 5. Gusev, Dmitri
    et al.
    Eschbach, Reiner
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Yong, Justin
    Motion sickness related aspects of inclusion of color deficient observers in virtual reality2016In: The 11th International Conference on Disability, Virtual Reality and Associated Technologies: Proceedings / [ed] Paul Sharkey, Albert ‘Skip’ Rizzo, ICDVRAT and the University of Reading , 2016, p. 303-306Conference paper (Refereed)
    Abstract [en]

    Color blindness is one of the most common forms of disability. Virtual reality (VR) developmenthas increased recently, and it is important not to exclude people with impairments or otherlimitations. Visually induced motion sickness (VIMS) can be worse due to color versus black, whiteand gray environments. Can non-color factors in dynamic environments be excluded by performingcolor deficiency impacted tasks and comparing them to the equivalent static and dynamic tasksperformed by a color-sighted person? Would a color-based experiment causing VIMS producedifferent results for a color deficient observer (CDO)? This paper advocates a novel approach tocolor blindness and motion sickness in VR based on psychophysical experiments. The aim is tofind solutions and develop recommendations that will improve accessibility of VR for the colorblind.

  • 6.
    Huang, Lida
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Palosaari Eladhari, Mirjam
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Magnússon, Sindri
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Su, Nanxu
    Stockholm University, Stockholm Environment Institute.
    Interactive Painting Volumetric Cloud Scenes with Simple Sketches Based on Deep Learning2022In: 15th International Conference on Human System Interaction (HSI) 2022, IEEE , 2022Conference paper (Refereed)
    Abstract [en]

    Synthesizing realistic clouds is a complex and demanding task, as clouds are characterized by random shapes, complex scattering and turbulent appearances. Existing approaches either employ two-dimensional image matting or three-dimensional physical simulations. This paper proposes a novel sketch-to-image deep learning system using fast sketches to paint and edit volumetric clouds. We composed a dataset of 2000 real cloud images and translated simple strokes into authentic clouds based on a conditional generative adversarial network (cGAN). Compared to previous cloud simulation methods, our system demonstrates more efficient and straightforward processes to generate authentic clouds for computer graphics, providing a widely accessible sky scene design approach for use by novices, amateurs, and expert artists.

  • 7.
    Huang, Lida
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    A Study on Gaze Control: Game Accessibility Among Novice Players and Motor Disabled People2020In: Computers Helping People with Special Needs: 17th International Conference, ICCHP 2020, Lecco, Italy, September 9–11, 2020, Proceedings, Part I / [ed] Klaus Miesenberger, Roberto Manduchi, Mario Covarrubias Rodriguez, Petr Peňáz, Springer, 2020, p. 205-216Conference paper (Refereed)
    Abstract [en]

    Gaze control is a substitution for disabled people to play computer games. However, many disabled people may be inexperienced in games and/or novices using gaze-control. This study presents a game accessibility approach using gaze control modality for novice players and disabled people. A workshop was conducted involving a playtest on three games with gaze-control. The game experiences were observed, recorded, and evaluated with mixed methods. The study estimated the gaze control game accessibility by System Usability Scale (SUS), Game Experience Questionnaire (GEQ), and an open-ended questionnaire. The gaze control modality demonstrated possible game accessibility to people with motor disabilities. The results also indicate that the challenge of game mechanics and the accuracy of the gaze-control system are two significant impact factors. Further research will be conducted on gaze-control games including more disabled people, and also develop the data analysis methods for evaluating gaze-control modality for game accessibility.

  • 8.
    Huang, Lida
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Palosaari Eladhari, Mirjam
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Magnússon, Sindri
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Chen, Hao
    People’s Hospital of Guangxi Zhuang Autonomous Region, China.
    Eyes can draw: A high-fidelity free-eye drawing method with unimodal gaze control2023In: International journal of human-computer studies, ISSN 1071-5819, E-ISSN 1095-9300, Vol. 170, article id 102966Article in journal (Refereed)
    Abstract [en]

    EyeCompass is a novel free-eye drawing system enabling high-fidelity and efficient free-eye drawing through unimodal gaze control, addressing the bottlenecks of gaze-control drawing. EyeCompass helps people to draw using only their eyes, which is of value to people with motor disabilities. Currently, there is no effective gaze-control drawing application due to multiple challenges including involuntary eye movements, conflicts between visuomotor transformation and ocular observation, gaze trajectory control, and inherent eye-tracking errors. EyeCompass addresses this using two initial gaze-control drawing mechanisms: brush damping dynamics and the gaze-oriented method. The user experiments compare the existing gaze-control drawing method and EyeCompass, showing significant improvements in the drawing performance of the mechanisms concerned. The field study conducted with motor-disabled people produced various creative graphics and indicates good usability of the system. Our studies indicate that EyeCompass is a high-fidelity, accurate, feasible free-eye drawing method for creating artistic works via unimodal gaze control.

  • 9.
    Huang, Lida
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Xu, Chaomei
    Stockholm University, Sweden.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Dupire, Jerome
    Conservatoire national des arts et métiers, Paris, France.
    Le Lièvre, Florian
    CapGame, Paris, France.
    Shi, Xueting
    Nanning College of Technology, Nanning, People’s Republic of China.
    A Study of the Challenges of Eye Tracking Systems and Gaze Interaction for Individuals with Motor Disabilities2022In: HCI International 2022 – Late Breaking Papers: HCI for Health, Well-being, Universal Access and Healthy Aging: 24th International Conference on Human-Computer Interaction, HCII 2022, Virtual Event, June 26 – July 1, 2022, Proceedings / [ed] Vincent G. Duffy, Qin Gao, Jia Zhou, Margherita Antona, Constantine Stephanidis, 2022, p. 396-411Conference paper (Refereed)
    Abstract [en]

    Eye tracking systems are crucial methods by which motor disabled people can interact with computers. Previous research in this field has identified various accessibility affecting eye tracking technologies and applications. However, there is limited research into first-hand user experiences among individuals with motor disabilities. This study aims to examine the actual challenges with eye tracking systems and the gaze interaction faced by motor disabled people. A survey was conducted among people with motor disabilities who used eye trackers for computer interactions. It reveals the current issues from their first-hand experiences in three areas: eye tracking program, gaze interaction, and accessible applications. A knowledge graph arising from the survey delineates the connections among the eye tracking usability issues. The survey’s results also indicate practical strategies for future improvements in eye trackers. 

  • 10. Lindvall, Linus
    et al.
    Pettersson Jalming, Nina
    Krupenia, Stas
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    How not to run into a wall: A comparative experiment of Movement in Virtual Reality2017In: NES 2017: Conference Proceedings: Joy at Work / [ed] Anna-Lisa Osvalder, Mikael Blomé, Hajnalka Bodnar, Nordic Ergonomics and Human Factors Society (NES) , 2017, p. 354-362Conference paper (Refereed)
    Abstract [en]

    Recent technical developments have resulted in the increased use of Virtual Reality and Head Mounted Displays (HMDs) for entertainment and industrial purposes (Bengtson, Borsos, & Krupenia, 2017). A persistent problem associated with the use of HMDs for VR is that when moving within a virtual environment, the user can experience motion sickness and disorientation resulting in reduced ease of use or efficiency. The purpose of the current research was to establish which movement-based design principle(s) is/are best suited for a virtual environment. Three movement techniques were implemented and tested; a fading teleport, a drag/floating movement, and a hybrid concept. Of interest were motion sickness, disorientation, ease of use, and efficiency. Results indicated that the fading teleport technique best supported ease of use and also reduced disorientation. Further investigation into the teleportation technique and how it can be further improved is suggested.

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  • 11.
    Mishra, Shubhra
    et al.
    Stockholm University, Stockholm, Sweden.
    Jalali, Amin
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Johannesson, Paul
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Personalized Assistive Technologies for Motor-Impaired Students: A Case of Learning Process Mining2023In: Assistive Technology: Shaping a Sustainable and Inclusive World / [ed] Dominique Archambault; Georgios Kouroupetroglou, IOS Press , 2023, p. 564-571Conference paper (Refereed)
    Abstract [en]

    Motor disability includes the lack of sensation, movement, or coordination, and Assistive Technologies (AT) can help overcome these challenges. Motor-disabled students need different ATs and configurations depending on courses and individual needs, and some solutions can be expensive. Some affordable AT has roots in gaming but can also be used for other purposes. However, there is little research on how they can be combined to define a personalized setting. Therefore, we performed a literature review to identify challenges and solutions to support students with motor disabilities in using information systems. The result defines a framework for identifying personalized settings. The usability of the result was demonstrated by performing a self-experimentation study of the first author, who has a motor disability. The results show its utility while learning process mining using the Graphical User Interface (GUI) and code-based tools. We identified challenges in using different User Interface (UI) elements, which can be used as a guideline for designers of process mining tools as well as other information systems to support diversity.

  • 12.
    Mozelius, Peter
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gaming habits, study habits and compulsive gaming among digital gaming natives2016In: Proceedings of the 10th European Conference on Game Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, p. 486-491Conference paper (Refereed)
    Abstract [en]

    The so called "N-generation" or the "Digital natives" extensive use of computers and Internet resources have been widely discussed in research, but there are different opinions on how good their general computer skills are seen from a Computer science perspective. Considering digital gaming there seem to be stronger indications supporting the concept of a new generation with new habits. Most students in the group from where data has been collected for this study have gaming experiences from early pre-school childhood and will therefore in this paper be called "Digital gaming natives". Gaming has also been a considerable part of their later childhood and they are all enrolled for studies on computer game construction. The aim of this paper is to analyse and discuss digital native gamers’ gaming habits and how excessive gaming might have disturbed school studies or other social activities. Data has been collected from a course batch of 30 students following a university programme for Game construction at a department of Computer science. Out of the 28 students that wrote essays about their gaming habits 6 are female and 22 are male. A content analysis was conducted based on the student essays that were submitted and discussed online in a course on Games-based learning. Students’ experiences from gaming habits and study habits were also discussed at course seminars and have later been discussed with other teachers. Findings show that the Digital gaming natives’ gaming habits definitely are strong and that they in many situations have clashed with the informants’ study habits. In several cases parents have created gaming restrictions and there are examples of students’ self-restrictions, but there exist also examples of when excessive nightly gaming have interfered with the daily school work. Almost all students’ defend their gaming and claim that it has given them a richer life with nice experiences even if there are risks of addiction and displacement. One student wrote in his essay that: "Generally, gaming is a fantastic possibility to escape daily routines for a while to be immersed, to discover and to learn. At the same time this can lead to less pleasant states like compulsive gaming or addiction."

  • 13.
    Mozelius, Peter
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Transfer of knowledge and skills from computer gaming to non-digital real world contexts2015In: Proceedings of the 10th International Conference on e-Learning / [ed] Carlton Watson, Academic Conferences Publishing, 2015Conference paper (Refereed)
    Abstract [en]

    The "N-generation" or the "digital natives" have now entered university programmes and their extensive use of computers and digital games is a fact (Spires 2008). Digital games and gamification are also proliferating in private, professional as well as in educational domains (Reinhardt & Sykes 2014). Phenomena as play, narration and gamification are classified as transmedial, i.e. they exist in digital as well as non-digital contexts (Dymek, 2010), but there is no consensus on learning transfer from digital gaming to real world contexts. While some researchers claim a strong learning potential (Gee, 2003; Reinhardt & Sykes, 2014), others have more sceptical standpoints (Hays 2005; Linderoth 2012). Would the opinions on learning transfer be different if the question is asked to the digital natives themselves? The aim of this paper is to analyse and discuss what students in the digital natives’ generation might have learnt in gaming and if acquired skills and knowledge can be transferred to other contexts. A content analysis has been carried out on student essays submitted and discussed in a course on Games-based learning. Students’ experiences from gaming and learning transfer have also been discussed in course examination seminars. Findings show that the digital natives definitely have strong gaming habits, and a majority of the students perceived that they had learnt meaningful things from gaming. Regarding knowledge and skill transfer, variations were noted among the various types of games. Furthermore, there are several examples from both educational games and commercial-off-the-shelf games where acquired skills and knowledge can be seen as transmedial and of use in non-digital contexts.

  • 14.
    Männikkö-Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Perera, Harsha
    Anuradha, Upul
    Peiris, Ranil
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Supporting Sustainability Through Collaborative Awareness Raising – A Case of Sri Lankan Telecentres2017In: Information and Communication Technologies for Development: 14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017, Yogyakarta, Indonesia, May 22-24, 2017, Proceedings / [ed] Jyoti Choudrie, M. Sirajul Islam, Fathul Wahid, Julian M. Bass, Johanes Eka Priyatma, Springer, 2017, p. 410-421Conference paper (Refereed)
    Abstract [en]

    For the development of sustainable ICT services, participation of the local communities is crucial. A meaningful involvement requires awareness and understanding of the various possibilities of the ICTs. In this paper, the processes of awareness raising among underprivileged population in the Sri Lankan tea estate district of Nuwara Eliya are examined, drawing on the findings from an empirical study conducted at two telecentres. A specific participatory methodology, where co-inspirational sessions and brainstorming constituted main activities of co-creation of knowledge was applied. Our empirical data confirms that the participatory methods can trigger curiosity and engagement among participants. Ideas and suggestions that emerged during brainstorming demonstrate relevance, realism as well as they are a proof of real needs and requirements of a population that lives under difficult conditions in remote locations. Participatory methods can initiate community engagement for a longstanding, sustainable transformation of the TCs, in collaboration with ICT developers, and TC staff.

  • 15.
    Männikkö-Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Peiris, Ranil
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Telecenters for the Future in Tea Estates of Sri Lanka2016In: ICT for Promoting Human Development and Protecting the Environment: 6th IFIP World Information Technology Forum, WITFOR 2016 San José, Costa Rica, September 12–14, 2016 Proceedings / [ed] Francisco J. Mata, Ana Pont, 2016, p. 121-131Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study conducted at one of the Sri Lankan tea estate districts, exploring the present day status of telecenters to examine how they have succeeded in meeting the initial high expectations attached to them. During a field study, two major types of telecenters have been examined through observations, interviews and document analysis. Our findings suggest that the challenges of the initiation phase still prevail. The hopes are placed on the younger generation, as they are regarded as those who can benefit from the ICTs and thus contribute to the development of the remote communities of tea estates. In the concluding discussion, we advocate for the possibilities of co-designing new services that might help to transform the telecenters to meet the needs and requirements of the tea estate communities of today and tomorrow.

  • 16.
    Norberg, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Web Accessibility by Morse Code Modulated Haptics for Deaf-Blind2014In: The 10th International Conference on Disability, Virtual Reality and Associated Technologies, Göteborg: ICDVRAT , 2014, p. 257-264Conference paper (Refereed)
    Abstract [en]

    Providing information using a modality that is both non-visual and non-auditory such as haptic feedback, may be a viable approach regarding web accessibility for deaf-blind. Haptic navigation systems have been shown to be easy to learn (Venesvirta 2008), and modulating navigation related information as patterns of vibrations has been shown to be perceived as natural and non-intrusive (Szymzcak, Magnusson and Rassmus-Gröhn 2012). To minimise the bandwidth needed, a varying length encoding scheme such as Morse code may be considered. A prototype Morse code vibration modulated system for web page navigation was developed, using a standard game controller as a means of output. Results show that simulated deaf-blind test subjects using the system were able to navigate a web site successfully in three cases out of four, and that in some situations a version of the system with a higher degree of manual interaction performed better.

  • 17.
    Norberg, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Web Accessibility by Morse Code Modulated Haptics for Deaf-blind2015In: Technology, Rehabilitation and Empowerment of People with special Needs / [ed] Lena Pareto, Paul M Sharkey and Joav Merrick, New York: Nova Science Publishers, Inc., 2015, no 0, p. 123-134Chapter in book (Other academic)
    Abstract [en]

    Providing information using a modality that is both non-visual and non-auditory such as haptic feedback may be a viable approach regarding web accessibility for deaf-blind. Haptic navigation systems have been shown easy to learn and modulating navigation related information as patterns of vibrations is viewed as natural and non-intrusive. To minimise the bandwidth needed, a varying length encoding scheme such as Morse code may be considered. A prototype Morse code vibration modulated system for web page navigation was developed, using a standard game controller as a means of output. Results show that simulated deaf-blind test subjects using the system were able to navigate a web site successfully in three cases out of four. In some situations a version of the system with a higher degree of manual interaction performed better.

  • 18.
    Norberg, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Web accessibility by Morse code modulated haptics for deaf-blind2016In: International Journal of Child Health and Human Development, ISSN 1939-5965, Vol. 9, no 3, p. 361-370Article in journal (Refereed)
    Abstract [en]

    Providing information using a modality that is both non-visual and nonauditory such as haptic feedback may be a viable approach regarding web accessibility for deaf-blind. Haptic navigation systems have been shown easy to learn and modulating navigation related information as patterns of vibrations is viewed as natural and non-intrusive. To minimise the bandwidth needed, a varying length encoding scheme such as Morse code may be considered. A prototype Morse code vibration modulated system for web page navigation was developed, using a standard game controller as a means of output. Results show that simulated deaf-blind test subjects using the system were able to navigate a web site successfully in three cases out of four. In some situations a version of the system with a higher degree of manual interaction performed better.

  • 19.
    Ntalindwa, Theoneste
    et al.
    School of Education, University of Rwanda, Kigali, Rwanda.
    Nduwingoma, Mathias
    School of Education, University of Rwanda, Kigali, Rwanda.
    Uworwabayeho, Alphonse
    School of Education, University of Rwanda, Kigali, Rwanda.
    Nyirahabimana, Pascasie
    School of Education, University of Rwanda, Kigali, Rwanda.
    Karangwa, Evariste
    School of Inclusive and Special Needs Education, University of Rwanda, Kigali, Rwanda.
    Rashid Soron, Tanjir
    Telepsychiatry Research and Innovation Network Ltd, Dhaka, Bangladesh.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Karunaratne, Thashmee
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study2022In: JMIR Serious Games, E-ISSN 2291-9279, Vol. 10, no 2, article id e28276Article in journal (Refereed)
    Abstract [en]

    Background: Many teachers consider it challenging to teach children with autism spectrum disorder (ASD) in an inclusive classroom due to their unique needs and challenges. The integration of information communication technology (ICT) in the education system allows children with ASD to improve their learning. However, these ICT tools should meet their needs to lead a productive life.

    Objective: This study aimed to examine the possibilities of re-creating and adapting digital content to improve the learning of numeracy among children with ASD in inclusive school settings.

    Methods: We conducted 7 focus group discussions (FGDs) with 56 teachers from 7 schools and 14 parents from April to November 2019. Each of the FGDs took around 1 hour. Two clustered sets of questions were used: (1) general knowledge about teaching children with ASD and (2) analysis of selected online educational video content of early math (specifically, counting numbers). The researchers used video to understand current methodologies used in teaching children with ASD, possibilities of adaptation of the content in the current teaching environment, future challenges when the content is adapted, and possible solutions to overcome those challenges. All data, including audio recordings, field notes, and participants’ comments, were transcribed, recorded, and analyzed following the steps recommended in qualitative data analysis.

    Results: The researchers identified ten themes from the analysis of the data: (1) awareness of the existence of ASD among children in schools and the community, (2) acceptance of children with ASD in an inclusive classroom and the community, (3) methods and models used when teaching children with ASD, (4)realia used to improve the learning of children with ASD, (5) the design of educational digital content, (6) the accessibility of online educational content, (7) quality of the content of the educational multimedia, (8) the opportunity of using the translated and re-created content inside and outside the classroom, (9) the relevance of the digital content in the Rwandan educational system, and (10) enhancement of the accessibility and quality of the digital content. We found that participants assumed that the content translation, gamification, and re-creation would help teach children with ASD. Moreover, they recommended contextualizing the content, increasing access to digital devices, and further research in the education of different subjects.

    Conclusions: Although many studies have identified the possibilities of using ICT to support children with ASD, few studies have documented the possibilities of integrating the existing technologies tested in the international community. This study is charting new territory to investigate online content to suit the context of schools. This study recommends further exploration of possible methodologies, such as applied behavior analysis or verbal behavior therapy, and the development of contextualized technologies that respond to the educational needs of children with ASD.

  • 20.
    Peiris, Ranil
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bridging the Digital Divide in Sri Lankan Tea Estate Areas2015In: Proceedings of the 13th International Conference on Social Implications of Computers in Developing Countries / [ed] Petter Nielsen, Oslo: University of Oslo , 2015, p. 773-784Conference paper (Refereed)
    Abstract [en]

    Sri Lanka is characterised by rapid economic growth combined with fast technological advancements. However, these advancements do not reach out to the entire society. The purpose of this paper is to examine the manifestations of the internal digital divide in the Sri Lankan tea estate context. With their particular history and socioeconomic structures, tea estate areas face serious challenges in bringing their whole population into the 21st century where digital literacy plays a crucial role in facilitating a full participation in the society. This study analyses the digital divide with a specific perspective on gender issues and people with disabilities. We discuss the role of education, social-economic structures, cultures and languages in the manifestations of the digital divide. We also examine the telecentre projects and their role in the effort of bridging the digital divide as they provide access to the information and communication technology (ICT) and the Internet as well as they provide training in digital literacies. We comment on the potential of open data movement underlining the crucial role of education and training in the process of citizen empowerment.

  • 21.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    500 gamers access2010In: Computer Games, Multimedia and Allied Technology 10 Proceedings, 2010Conference paper (Refereed)
  • 22.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Community Driven Adaptation of Game Based Learning Content for Cognitive Accessibility2016In: Proceedings of The 10th European Conference on Games Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, p. 781-787Conference paper (Refereed)
    Abstract [en]

    Computer games have great potential both for learning purposes and to overcome cognitive disabilities such as dyslexia, but many games are unnecessarily inaccessible by design for many gamers. There are few games accessible for people with cognitive impairments and cognition is also less researched regarding game accessibility. This gap is especially problematic when using games in educational contexts; both regarding universal human rights of education and equality but also because understanding content is central in a learning situation. Furthermore, game based learning projects often have very limited budgets, restraining to what extent game content can be adapted by the developers. However, computer games are increasingly required to be accessible due to legislation in the USA, which will benefit all gamers to different degrees. The problem is that adapting content usually requires human intervention and extra resources, which are limited for all game developers but especially so for GBL developers and independent entertainment game developers. Involving the game community could be a possible approach for many developers, but how community driven adaptation of textbased content for cognitive accessibility could be achieved is not a trivial question. A possible approach to close the gap in a sustainable way is a community driven adaption of content such as transforming text into a simplified form, while maintaining meaning of the text and keeping the game balanced. This interdisciplinary, theoretical study discusses these issues based upon academic papers in computer games, learning, social psychology, linguistics, biology, human computer interaction and accessibility. The findings explain what simplified text is and what it means in the context of games, as well as how game balance can be achieved in different approaches of games and learning. Furthermore, the findings are discussed regarding motivations for the game community for contributing with simplified texts, and how to create accessible interfaces for selecting the highest-rated simplified texts. Concluding remarks are that community based adaptation can be preferred to – or be used in conjunction with – automated and/or individual solutions. Also, how to design a ranking system for acknowledging authors is discussed as well as what social psychology techniques can be used to increase user participation. Handling abuse of the system is important, as well as considering different challenges for different forms of games (real-time/turn-based, multi-player/single-player) and different approaches to games and learning. Finally, future work with participatory action research and potential benefits for people with other disabilities is discussed.

  • 23.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Inclusive Digital Socialisation: Designs of Education and Computer Games in a Global Context2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context.

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  • 24.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Large Scale Game Accessibility: A survey of possible engine independent solutions2012In:  :  , 2012Conference paper (Other academic)
    Abstract [en]

    This was a keynote presentation at the International Conference on Translation and Accessibility in Video Games and Virtual Worlds. Computer games use various modalities for interaction, depending on e.g. the platform or game genre. Keys or buttons (mouse, keyboard, controllers etc), gestures (joystick, mouse, body), voice commands, speech feedback (samples or syntheziser), interactive music, haptics, biofeedback (EMG, EEG, EOG signals). The list goes on. The Sony Playstation Eyetoy and Singstar, the Nintendo Wii, the Apple iPhone and the Microsoft Kinect are all examples of commercial success for multimodal interaction. Multimodality has reached the masses thanks to this development of consumer affordable hardware. Game accessibility relies on multimodal interaction. Sight disabled gamers use e.g. braille, speech synthezis, voice commands and spatial audio to interact with games. Gamers with mobility or dexterity disabilities use a range of different special or modified hardware controllers. Deaf gamers rely on subtitles, closed captioning, visualization of sounds or modifications to represent audio with haptics. Some solutions are included in operative systems while other solutions are more or less affordable. Some solutions require technical expertise by the gamer or by the game developers to implement. Compared with a PC, game consoles and handhelds as well as tablets and phones are harder to adapt due to a more closed system design. On the PC platform accessibility is more independent of the original designer. Game accessibility has been improved by a number of developers and researchers over the years. All of these contributions are important and often done with small or no funding. However, it has proven hard to create accessibility solutions on a large scale, say for an entire game genre across platforms or for all games on a specific platform. Design guidelines exist inspired by the W3C guidelines for web accessibility. Game engines may use XML for various purposes but there is far from a standard markup language across engines and platforms, as is the case with the web. This is one of many reasons a generic approach is harder to implement for games. The question then, is: How may game accessibility be achieved on a large scale for as many disabled as possible, in the near future? Based upon the above some conclusions can be made. Game accessibility may benefit from affordable and common multimodal consumer products. Other available software and hardware on the PC platform may be used to enhance accessibility, e.g. automated translation, analysis and transformation of content to be accessible to the user’s needs. User generated content can be used to improve where the automated approach fails (e.g. Google Translate and corrections by users). A first large-scale attempt should be made for PCs, which are easier to modify than consoles, tablets or phones. This paper presents a concept the author calls engine independence (EI). This means that the accessibility solutions act in parallell to the game, rather than being directly integrated with the game engine. This way, game accessibility solutions may be scaled without the need of standardization.

  • 25.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Return of the Gamer: Perceptions of the Digital Room2012In: Designs for Learning 2012: 3rd International Conference Exploring Learning Environments. Conference Proceedings, København: Aalborg Universitet København , 2012, p. 171-173Conference paper (Other academic)
    Abstract [en]

    This paper presents an ethnographic study of the Digital Room, a secondary education designed for “gamers”. They are pupils who had left school and have a strong interest in digital culture, mainly commercial off-the-shelf (COTS) computer games. The study is based on interviews with, and observations of pupils. The problem of the traditional school is investigated through their perception of what makes the Digital Room work

  • 26.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Brusk, Jenny
    Engström, Henrik
    Activities to Support Sustainable Inclusive Game Design Processes2019In: EAI endorsed transactions on creative technologies, E-ISSN 2409-9708, Vol. 6, no 20, p. 1-9Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: The problem addressed in this work is the lack of knowledge of what inclusive game design would mean in practice within existing design processes of game companies. A pilot project was devised to involve both the game industry and disabled people. OBJECTIVES: The goal in this study was to identify activities that constitute the biggest obstacles to realising sustainable design processes for inclusive game design. METHODS: The study is mainly based on two full-day workshops with the game industry and three game studios, three organisations of disabled youth and authorities. RESULTS: Five activities were identified in the analysis of the workshops: 1) Find opportunities for inclusive game design; 2) Raise awareness about inclusive game design; 3) Handle integrity and security; 4) Recruit the right competence; and 5) Adapt workplaces and tools. CONCLUSION: The five main activities should be considered to achieve sustainable inclusive game design processes.

  • 27.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Dupire, Jerome
    Design of a Curriculum Framework for Raising Awareness of Game Accessibility2016In: Computers Helping People with Special Needs: 15th International Conference, ICCHP 2016, Linz, Austria, July 13-15, 2016, Proceedings, Part I / [ed] Klaus Miesenberger, Christian Bühler, Petr Penaz, 2016, p. 501-508Conference paper (Refereed)
    Abstract [en]

    While game accessibility is well researched, many game developers lack awareness of issues and solutions and there is no framework to support educators in teaching about game accessibility. This study is based on an international survey to accessibility researchers, as well as people in the game industry and related communities. The quantitative data shows the most weighted topics in a curriculum, and the qualitative data provides detailed quotes to explain how a curriculum framework could be designed. Results also show that there is a need to change attitudes to game accessibility, but also to focus on practice, basic concepts and needs of disabled in an introductory course, while an advanced course could focus more on theory and solutions which are harder to implement. Future research is to follow-up this study to further validate our conclusions.

  • 28.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Dupire, Jerome
    Evaluation and Redesign of a Curriculum Framework for Education About Game Accessibility2016In: Entertainment Computing - ICEC 2016: 15th IFIP TC 14 International Conference, Vienna, Austria, September 28-30, 2016, Proceedings / [ed] Günter Wallner, Simone Kriglstein, Helmut Hlavacs, Rainer Malaka, Artur Lugmayr, Hyun-Seung Yang, 2016, p. 217-222Conference paper (Refereed)
    Abstract [en]

    Game Accessibility (GA) has been brought to the front of the video game landscape thanks to a recent but major change in the US law called the Communications and Video Accessibility Act; GA is now a legal obligation for game developers in the US. However, there is a gap between legislation and practice of GA. This study is based upon a previous tentative curriculum framework (TCF) for GA. The questions are: What are the opinions among educators and game developers regarding the TCF? How could the TCF be redesigned? To answer the questions, the TCF was surveyed with practitioners and researchers in the GA community. This paper presents an evaluation and redesign of the TCF, divided into different categories, depending on the students’ profiles, scopes and skills. Furthermore, how the curriculum content can be created and shared is also discussed, as well as future work.

  • 29.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ellis, Barrie
    Hamilton, Ian
    Folmer, Eelke
    University of Nevada, Dept. of Computer Science & Engineering, USA.
    Accessibility2021In: Encyclopedia of Video Games: The Culture, Technology, and Art of Gaming / [ed] Mark J.P. Wolf, Greenwood International, 2021, 2Chapter in book (Other academic)
  • 30.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Furöstam, Malin
    Yasasindhu, Roy
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Balancing Game Universes for Playing Without Sight or Hearing2015In: Assistive technology: Building bridges / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, p. 372-377Conference paper (Refereed)
    Abstract [en]

    Equal access to cultural activities is important for inclusion and computer gaming is one of the most common activities in digital culture. However, many people with impairments are excluded from participating. While parallel game universes (PGUs) provide a method to achieve equal access, the question is: how can a balanced collaborative real-time game be designed with the help of PGU for playing without sight or hearing? Balance is a central concept in game design and is important to avoid perceived cheating or disadvantages due to individual or environmental differences. The question was examined with a design science approach, where a game prototype was created in two iterations with a structured design method and evaluated using interviews and observations. In this first step of a more long-term study, ten experienced gamers without impairments were selected with purposive sampling to provide relevant data through simulation of temporary impairments or environmental issues, which can affect many or all gamers. By sorting out these issues first, later testing with actual blind and deaf gamers can focus on more specific issues for each group. The ten participants played either without sight or hearing. The results confirm the use of PGUs for creating a balanced experience but also finds that while multiplayer feel is not optimal, it is a reasonable trade-off for universal access for blind and deaf being able to play together. The results also show that a help system and equal understanding of the game play between the blind and deaf players are important aspects to achieve game balance. Further research should be done involving actual blind and deaf gamers, and similar evaluations of game balance should be conducted with users having other types of impairments.

  • 31.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hamilton, Ian
    Ellis, Barrie
    oneswitch.org.uk.
    Game Accessibility: Getting Started2020In: The Digital Gaming Handbook / [ed] Roberto Dillon, CRC Press, 2020, no 1, p. 37-50Chapter in book (Other academic)
  • 32.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ku, JaEun Jemma
    Dupire, Jérôme
    Hamilton, Ian
    Game Accessibility Guidelines and WCAG 2.0 – A Gap Analysis2018In: Computers Helping People with Special Needs: Proceedings / [ed] Klaus Miesenberger, Georgios Kouroupetroglou, Springer, 2018, Vol. 1, p. 270-279Conference paper (Refereed)
    Abstract [en]

    Game accessibility is to remove unnecessary barriers for people with disabilities (PwD), within the limitation of game rules. Canvas in HTML5 and WebGL means that virtually every web browser is a game runtime environment. The problem is that web-based games can only be optimised to follow WCAG within limits of game rules and WCAG may not include what is needed for accessible games. The W3C Silver Taskforce is at the time of this writing preparing the next version of WCAG. This paper compares WCAG 2.0 and a set of current game accessibility guidelines (GAG), to answer: (1) Which similarities and differences can be found between WCAG 2.0 and GAG?; (2) How may these differences inform the W3C Silver Taskforce in the ongoing work to prepare the next version of WCAG?; and (3) How could the optimisation for accessibility in web-based games be performed? 107 GAGs were compared with WCAG 2.0, resulting in 61 survey questions plus comments and demographics, sent to experts and other users of WCAG. Semi-structured interviews were also conducted. Conclusions are that there is a clear gap but WCAG 2.1 bridges a few parts. Furthermore, the study seems relevant for the Silver Taskforce in understanding the demarcation line between apps in general and games and possibly for how extended reality applications could be made more accessible.

  • 33.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lange, Göran
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gamers versus the Index2012In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 3, no 8B, p. 25-30Article in journal (Refereed)
    Abstract [en]

    This paper presents an ethnographic study of pupils within a trial programme (P2), aimed at developing an upper secondary education for so-called ‘gamers’ who had ‘dropped out’ of school. It was done to fol-low up a previous trial programme (P1), since many young persons have problems with school. The main question examined here is: If we found situations where the learning worked, by means of social respon-sitivity, what components were active? How were meaningful affordances created? The trials may be un-derstood from a historical perspective on orality and literacy. Print enabled words to be embedded in space as indexes (tables, lists etc) rather than in time (as orality implies). The index is practiced at the core of traditional school today, with attendance lists and schedules (controlling time and space) and school-books (finalizing the word). Digital culture challenges these structures where the word is not as finalized, and literacy may include other modalities than writing. School is a culture conservative context, which fights back this transformation with more control, through the use of indexes and constraints on digital culture. As contrast, P2 replaced the schedule with full workdays. This enabled the use of commercial off-the-shelf (COTS) computer games, especially massively multiplayer online (MMO) games, as re-placement for schoolbooks (not all books). The study is based on interviews with the pupils as well as daily participatory observations for two years. Further, data about attendance over two years and grades at the start and end of P2 are presented. The results show that most of the pupils returned to school, became interested in learning again and got grades. They expressed a sense of freedom, which is closely related to the voluntary aspect of playing a game. In other words, to do things for the sake of the actitivity itself, ra-ther than some external learning goal. The paper concludes with a comparison between P2 and traditional school, based upon the study and suggests future research. A review of related research is also included.

  • 34.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lange, Göran
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    System Design Requirements for Formal Education Based on COTS Entertainment Computer Games2015In: Proceedings of The 9th European Conference on Games-Based Learning: ECGBL 2015 / [ed] Robin Munkvold, Line Kolås, Academic Conferences and Publishing International Limited, 2015, p. 598-604Conference paper (Refereed)
    Abstract [en]

    Computer games can be designed as tools for school, but formal education can also be game-oriented based on dialogue enabling the use of commercial-off-the-shelf (COTS) entertainment games. The latter design was applied in two upper-secondary school trial educations, called the Digital Room. A problem is that teachers have to grade pupils based on assessment of the learning process through playing COTS games together with the pupils, while retaining compliance with the school regulations which can also change over time. The question is: what are the requirements for designing a system supporting teachers in bridging this gap? This paper describes and compares two trials of the Digital Room, enabling a long-term study between 2003-2013 with secondary school pupils and teachers. To answer the question in this paper, teachers from both trials were interviewed and situations were analysed based on a critical realist approach. Lack of time to manage and reflect on the documentation for assessment was a critical part of the results, and a teacher support system was explicitly asked for. Knowing what to document was crucial as games have many modes of expression, and understanding how to assess what has been documented was the hardest part. Conclusions are that a knowledge management system (KMS) could aid teachers in supporting each pupil to fulfil their goals and the requirements of the existing school system. Due to the expressed lack of time for management and assessment of documentation, the KMS should compile the data of each pupil’s actions in the game as basis for grading. Further, this KMS could be used for further learning by combining explicated knowledge from the socialisation process. Pupils could also add explicit information to the KMS about findings on the Internet and from oral dialogue with peers and teachers. Thus, the KMS must enable multimodal expressions to be as accessible as possible, including pupils with impairments. Information must be searchable and sortable which can be a challenge to achieve with other modes of expression than text. Further, the KMS design has to include both pupils and teachers in evaluations, and be easy to adapt when new regulations create new conditions. Future research includes implementing and evaluating the system in a similar game-oriented formal education context outside of traditional school.

  • 35.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Perera, Harsha
    Anuradha, Upul
    Game Based Learning of Programming in Underprivileged Communities of Sri Lanka2016In: Proceedings of the 10th European Conference on Games Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, p. 773-780Conference paper (Refereed)
    Abstract [en]

    Game based learning (GBL) has emerged during the last decade in so-called high-income countries with good access to computers, while many low and middle-income countries are starting to explore GBL and its potential in education. For instance, the increased use of smartphones in Sri Lanka provides better opportunities to play games. Furthermore, a first GBL course at the University of Colombo was organised in 2015. In this study, an effort to raise awareness of the various possibilities of ICTs within underprivileged communities of Sri Lanka was made. A free, web-based game for learning programming was used at two different telecentres during three workshops, with three different age groups: 1) 14 students aged 10-18; 2) 19 students aged 8-16; and 3) 18 school leavers aged 15-20. Telecentres are places providing access to computers, Internet and various services. The progress of participants through the game was observed and notes were taken during the workshops, followed up by group interviews, and a survey of all participants. Our findings show that the participants found the game to be fun and of medium difficulty level. They also expressed that they need to learn English better and improve their computer skills to be able to learn more programming. Despite the limited Internet access, limited number of computers, and language barriers, most students and school leavers completed between 10 to 15 puzzles, including programming concepts of commands, conditions and events. The youngest participants (8 years old) completed at least 5 puzzles. From our results we conclude that without prior programming experience, all the participants became motivated to learn more about programming within the 1.5 hours of the workshop with this GBL approach. This indicates that the learning curve of the GBL approach to learn programming is considerably low whereas the motivation to learn through GBL is high. Furthermore, the GBL approach has good potential to raise awareness of learning opportunities at telecentres. Skills in programming games and related ICT skills can be beneficial for the whole community; it may enable further development of services and designs addressing the local needs. In our future work we aim to follow-up through online communication with the participants regarding how they can continue to learn more about programming and other ICT skills.

  • 36.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Neves, José Carlos
    Lusófona University, CICANT, Lisbon, Portugal.
    Mozelius, Peter
    Mid-Sweden University, Department of Computer and Systems Sciences, Östersund, Sweden.
    Sousa, Carla
    Lusófona University, CICANT, Lisbon, Portugal.
    Mantovan, Lara
    Ca' Foscari University of Venice, Department of Linguistics and Comparative Cultural Studies, Venice, Italy.
    Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities2022In: Proceedings of the 16th European Conference on Games Based Learning ECGBL 2022 / [ed] Conceição Costa, Academic Conferences International (ACI) , 2022, p. 597-604Conference paper (Refereed)
    Abstract [en]

    Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions.

  • 37.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Söderström, David
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Karlsson, Olov
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Peiris, Ranil
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Inclusive competitive game play through balanced sensory feedbackManuscript (preprint) (Other academic)
  • 38.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Söderström, David
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Karlsson, Olov
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Peiris, Ranill
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Inclusive Competitive Game Play Through Balanced Sensory Feedback2017In: Harnessing the Power of Technology to Improve Lives / [ed] Peter Cudd, Luc de Witte, IOS Press, 2017, p. 961-968Conference paper (Refereed)
    Abstract [en]

    While game accessibility has improved significantly the last few years, there are still barriers for equal participation and multiplayer issues have been less researched. Game balance is here about making the game fair in a player versus player competitive game. One difficult design task is to balance the game to be fair regardless of visual or hearing capabilities, with clearly different requirements. This paper explores a tentative design method for enabling inclusive competitive game-play without individual adaptations of game rules that could spoil the game. The method involved applying a unified design method to design an unbalanced game, then modifying visual feedback as a hypothetical balanced design, and testing the game with totally 52 people with and without visual or hearing disabilities in three workshops. Game balance was evaluated based on score differences and less structured qualitative data, and a redesign of the game was made. Conclusions are a tentative method for balancing a multiplayer, competitive game without changing game rules and how the method can be applied.

  • 39.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Return on Investment in Game Accessibility for Cognition Impairments2013In: Assistive Technology: From Research to Practice / [ed] Pedro Encarnação, Luís Azevedo, Gert Jan Gelderblom, Alan Newell, Niels-Erik Mathiassen, IOS Press, 2013, p. 577-582Conference paper (Refereed)
    Abstract [en]

    The computer game industry sales are counted in billions of dollars, and gamers with disabilities play more casual games than non-disabled gamers. Yet many potential gamers are excluded and gamers with cognition impairments have not been in focus for research and development. With recently published game accessibility guidelines as a framework, professional game producers were surveyed about the number of man-hours needed to implement basic guidelines for cognition. The survey data was compared with a previous survey on the number of people with cognition impairments constituting barriers to gaming, showing that return on investment may be achieved.

  • 40.
    Westin, Thomas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wiklund, Mats
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Regression from game-oriented to traditional school2015In: Journal of Educational Technology Systems, ISSN 0047-2395, E-ISSN 1541-3810, Vol. 43, no 4, p. 349-370Article in journal (Refereed)
    Abstract [en]

    Pupils in Sweden are socialized in commercial off-the-shelf games, and, therefore, game-oriented formal education can constitute a foundation for further socialization of pupils excluded in school. However, digital illiteracy and traditional views among school staff forced a regression from the game-oriented formal trial education in this study back to the traditional education form. Research questions were as follows: How did the pupils act upon the consequences of the regression? How can these acts inform the design of education in digital culture? These questions were addressed using ethnography over 3 years. The pupils' acts differed depending on their socialization in school and in games. While the game-oriented formal education included all in the socialization process, the regression caused half of the pupils to drop out. The pupils' acts are discussed with a conceptual framework. Conclusions show the need for digital literacy and understanding pupils' perspectives on education among school staff.

  • 41.
    Wiklund, Mats
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Inclusion of Disaffected Youth and Avoidance of Stigmatising Remedial Education Groups Through Game-based Learning2014In: Proceedings of the 8th European Conference on Games Based Learning / [ed] Busch, C., Reading: Academic Conferences Publishing, 2014, p. 128-Conference paper (Refereed)
    Abstract [en]

    Well-designed games can support intrinsic as well as extrinsic motivation, but to what degree the use of computer games stimulates learning has been widely discussed during the last decade. Some researchers claim that it is the underlying architecture in digital games that provides the learning potential. The use of computer games as a tool for social inclusion in remedial education has also been investigated and presented as a promising idea. Less has been written on how groups should be formed to support school drop-outs and scaffold their inclusion and create a way towards a second chance to education for disaffected youth. The aim of this study is to describe and discuss how game based learning might facilitate the integration of disaffected youth through the avoidance of stigmatising remedial education groups. Empirical data has been collected from a secondary education initiative called The Digital Room. This was a project where all participants had a strong interest in computer games but different educational background. The two main groups can briefly be described as students with grades in core subjects in a traditional secondary school curriculum, and school drop-outs without a complete set of core subject grades. Interviews were conducted with participants from both groups in a longitudinal study between 2005 and 2010, including a retrospective follow-up. Findings show that the initial group division that still was present after two years of the project later had dissolved when new interviews were carried out towards the end of the project. From a teacher’s perspective this game-based setup facilitated individual student support in a heterogeneous group with large variations in study techniques and learning tempo.

  • 42.
    Wiklund, Mats
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Biometric Belt and Braces for Authentication in Distance Education2016In: 15th European Conference on e-Learning (ECEL 2016): Proceedings / [ed] Jarmila Novotna, Antonin Jancarik, Academic Conferences Limited, 2016, p. 702-708Conference paper (Refereed)
    Abstract [en]

    Assessment of students in traditional higher education has always had mechanisms to prevent cheating and plagiarism, and the same need exists today for online assessment in virtual learning platforms. The number of students that are suspended from courses in tertiary education has increased in the last decade and there is a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero-tolerance emphasis also would risk inhibiting students' intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. New technology opens up opportunities for online authentication through biometrics, but raises new ethical issues in the fields of integrity and data protection. The aim of this study is to explore and discuss how a reliable model for online authentication in distance education could be constructed with the use of biometrics without the risk of unnecessary integrity violation. Data has been collected in a literature study and discussed in the light of existing technology applied to the field. Findings show that promising digital techniques exist which could be combined to assure authentication in online exams without violating students' privacy or storing sensitive data. A suggestion is to develop a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data is stored. Conclusions are that online examination becomes feasible when the associated cheat risks are not zero but as low as in traditional examination, and that students' integrity have to be considered in all learning modalities.

  • 43.
    Wiklund, Mats
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Rudenmalm, William
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Evaluating Educational Games Using Facial Expression Recognition Software: Measurement of Gaming Emotion2015In: Proceedings of the 9th European conference on game-based learning / [ed] Robin Munkvold, Dr Line Kolås, Reading: Academic Conferences Publishing, 2015Conference paper (Refereed)
    Abstract [en]

    The issue of using educational games versus entertainment games as the base for learning environments is complex, and various data to base the decision on is needed. While participants’ verbal accounts of their situation is important, also other modes of expression would be meaningful as data sources. The availability of valid and reliable methods for evaluating games is central to building ones that are successful, and should preferably include outside measurements that are less affected by the participants’ choice of what to share. The present study considers a method using software for analysing facial expressions during gameplay, testing its ability to reveal inherent differences between educational and entertainment games. Participants (N=11) played two games, an entertainment game and an educational game, while facial expressions were measured continuously. The main finding was significantly higher degrees of expressions associated with negative emotions (anger [p < 0.001], fear [p < 0.001] and disgust [p < 0.001]) while playing the educational game, indicating that participants were more negative towards this game type. The combination of cognitive load inherent in learning and negative emotions found in the educational game may explain why educational games sometimes have been less successful. The results suggest that the method used in the present study might be useful as part of the evaluation of educational games.

  • 44.
    Wiklund, Mats
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norberg, Lena
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mapping of cheat preventing mechanisms between traditional and on-line examination2014In: DSV writers hut 2014: proceedings / [ed] Gustaf Juell-Skielse, Department of Computer and Systems Sciences, Stockholm University , 2014Conference paper (Other academic)
    Abstract [en]

    Preventing cheating in online as well as more traditional examination is important, but achieving zero cheating is hard or impossible without repelling not only cheaters but also those who would not cheat. A zero-tolerance emphasis on cheating shifts the focus from what is being learned to test scores, destroying the intrinsic motivation of learning. Test scores are only meaningful within the education, while the actual learning is what creates meaning outside of the education. What forms of cheat prevention in online examinations are reasonable in relation to traditional examination, without ruining the students' intrinsic motivation? A literature study was conducted. From the discussion of previous research it can be concluded that zero tolerance of cheating in online examination is unrealistic, unnecessary and not required compared to traditional examination. Further, zero tolerance could also ruin the intrinsic motivation of learning. This enables forms of examination such as web camera observation but also dialogue based interaction for examination.

  • 45.
    Yildiz, Sammy
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Carlsson, Anton
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Järnbrand, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sandberg, Tomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Westin, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design of a Game Community Based Support System for Cognitive Game Accessibility2018In: Interactivity, Game Creation, Design, Learning, and Innovation: Proceedings / [ed] Anthony L. Brooks, Eva Brooks, Nikolas Vidakis, Springer, 2018, p. 238-247Conference paper (Refereed)
    Abstract [en]

    Cognitive game accessibility concerns removing unnecessary barriers for people with cognitive disabilities to participate in game play. Cognitive accessibility may involve the content of the game that requires work by game designers with limited time but also perhaps limited awareness of the issues and opportunities. The focus here is on people in the game community without cognitive disabilities to contribute with content for cognitive accessibility. The problem is that there is no support system for game community-based contributions of simplified texts and other modalities in games. This paper presents three iterations of a support system, within a design science framework with prototypes, interviews and observations, to answer: Which requirements need to be met for a game community-based system for making quest descriptions more accessible for people with cognitive disabilities affecting language? How can a system for contributions of simplified text be designed from the perspectives of experienced gamers? The conclusions were: (1) a set of requirements and a digital prototype available online; (2) experienced gamers understood how the interface of the prototype worked; and (3) further support functionality would benefit the users of the system. Future work is to evaluate community contributions by involving people with mild cognitive disabilities in game play studies.

1 - 45 of 45
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