Evaluating the Potential of the Nintendo Wii to Support Disabled Students in Education Authors: Christopher Bailey, Dr. Elaine Pearson, Accessibility Research Centre School of Computing University of Teesside, Middlesbrough, TS1 3BA 1.0 Introduction This report describes a JISC TechDis HEAT project investigating the accessibility of the Nintendo Wii console and the potential of the device and selected games to support students with disabilities (principally physical and learning disabilities). It provides an overview of the initial investigations, details of the evaluations and includes suggestions for further work. The Nintendo Wii is one of latest generation of video games consoles and incorporates a number of innovative features designed to target a broader demographic of users than other gaming systems. The most distinguishing feature is its wireless controller, the Wii Remote; this contains a sensor which can detect motion and rotation in three dimensions. This is not based on the traditional gamepad controller design, but instead assumes a onehanded remote control-based design. This was done to make motion sensitivity more intuitive, as a remote design is fitted perfectly for pointing and to make the device seem more familiar to the non-gaming public. It allows players to control elements of the game, such as swords or tennis rackets, by pointing at their television and moving their arm and hands. A secondary motion-sensitive controller, the Nunchuk, was also examined. This controller is contoured so it can be gripped by the player in their palm. The use of a virtual environment such as those found in games has the potential for users to participate on equal terms regardless of some kinds of disability. Conversely, the level of physical interaction required by the Wii console is not something which been previously seen on a mainstream basis, and this, combined with the nature of the games available for the Wii, such as Wii Sports, has specific considerations in terms of accessibility and engagement as well as the social aspects of gaming. The project evaluated the accessibility of the Wii games console, its control devices (both the Wii Remote and Nunchuk) and the interaction afforded with the games by the controllers. In addition, a number of games were used to evaluate the potential for supporting students with different types of disability in an educational context. The examined games were: • Wii Sports: A sports simulator featuring Tennis, Ten-Pin bowling, Baseball, Golf and Boxing. • Wii Play: Features nine mini games including simulations of Table Tennis and Billiards. • Cooking Mama: A cooking game in which player must follow instruction to cook a variety of recipes. • Wing Island: A flight simulator game. • Mario Strikers Charged Football: A multiplayer team game loosely based on the rules of football. ICS204 • 03/2013 • Page 1 of 16 Jisc TechDis

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2.0 Project Background Research shows that video games can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioural change. Videogames can also provide elements of interactivity, and are fun and stimulating (Griffiths, 2002). Video games have been used to help develop social skills in children and adolescents who have severe cognitive disabilities and developmental problems like Autism (Sedlak et al,. 1982; Gaylord-Ross et al., 1984; Demarest, 2000). Although autistic children can have serious deficiencies in language and understanding, video games are one activity they can excel at and can assist them in developing language skills, social skills and basic mathematics and reading abilities. Video games have been used to train small groups of children with multiple disabilities to make scan and selection responses, skills which were transferred to a communication device (Horn, 1991). Other research has shown that videogames can help children with learning disabilities develop spatial abilities (Masendorf, 1993), complete problem solving exercises (Hollinsworth & Woodward, 1993), and mathematical ability (Okolo, 1992a). Games have been used as a form of physiotherapy or occupational therapy, such rehabilitation of mobility problems, with many different groups (Szer, 1983; King, 1983; Sietsema et al., 1993; Krichevets et al, 1994). Games have also been used to encourage physical activity in wheelchair users (O’Connor et al, 2000), and as a muscle training aid for young patients with muscular dystrophy (Vilozni et al., 1994). Using video games in this context can be of benefit as it removes some of the boredom associated with making a series of repetitive movements and can act as a distraction from pain. Experts in the field suggest that if care is taken in the design, and if they are put into the right context, videogames have the potential to be used as training aids in classrooms and therapeutic settings, and to provide skills in psychomotor coordination, and in simulations of real life events (Griffiths, 2003). One of the limitations with this area of research is that reported positive effects from video games in a health and fitness context, is that bespoke games were used, rather than those that were commercially available. In addition, much of the previous research dates from the 1980s and early 1990s and therefore may not be as relevant to modern games consoles and games, particularly considering the interactive nature of the Wii. This project aimed to contribute to the body of research on the use of video games in education in the context of next generation gaming. The project focuses on evaluating the potential of the Wii and commercially available games to assist in the development of key skills, to provide students with an adequate simulation of real-life events and its potential for used in the areas of health and therapy. The rationale for the project is that the innovative features of the Wii console have different accessibility considerations in terms of the physical interaction the user has with the console and new engagement mechanisms compared to previous games consoles. The physical nature of the interaction may engage particular groups in individual and collaborative activities, which they otherwise may not previously have been able to take part in. ICS204 • 03/2013 • Page 2 of 16 Jisc TechDis

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3.0 Project Description Since the release of the Wii there has been discussion in the gaming community about accessibility issues surrounding the console. Traditionally, games rely on players making movements and pressing button combinations on a control pad gripped with two hands. Many of the games for the Wii, such as Wii Sports, are played by making larger movements of one hand or arm which has different accessibility considerations. Initial examinations of the equipment and games were conducted by members of the project team, as well as with members of the Accessibility Research Centre (ARC) at the University of Teesside. The games were evaluated in terms of their accessibility features and limitations, their gameplay elements were noted and the physical requirements needed to play the game were recorded. The aim was to identify the types of game and elements within those games that are appealing and could provide support to disabled students in achieving the stated goals of the games. Following on from this, we conducted a number of focus group sessions with disabled students to further test the accessibility of the Wii in terms of physical interaction and the extent to which disabled students are able to participate in the games. In this preliminary study, focus groups were drawn from students aged between 16-22 years old, with different types of disability; their experiences were observed and recorded. Each student’s interaction was recorded on video to allow for further analysis. The groups were drawn from a local Further Education College, Redcar and Cleveland College and Portland College, a national specialist residential college for students with a wide range of people with physical disabilities.

Equipment Examined The project examined the following pieces of equipment: • Wii console, • Wii Remote controller, • Nunchuk controller, • Logic 3 Wii Sports Pack. • The Wii Sports Pack contains 4 accessories which fit onto the Wii Remote: • undefined undefined • Baseball bat, • undefined undefined • Tennis racket, • undefined undefined • Golf club, • Undefined undefined • Controller-style hand grip. These were evaluated both in terms of ergonomics and whether using them increased the realism of the games, or would increase the transferability of the skills. Figure 3.1 shows the Wii Remote, Figure 3.2 the Nunchuk and Figure 3.3 the Wii Sports Pack.

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Figure 3.1: The Wii Remote Controller

Figure 3.2: The Nunchuk Controller

Figure 3.3: Wii Sports accessories pack.

Games Examined Three types of games were be used in this evaluation. The games were chosen from those available in May 2007 and were selected on the basis that their specific gameplay elements had the potential to develop skills in users, or could support students in their learning. It should be noted that the games were chosen based on their manufacturers descriptions only and not from previous gameplay experience. The game types used in the evaluation were: •

Simulation of real life activities (Cooking Mama, Wii Play, Wii Sports):

These games were chosen for their requirements of the user to simulate real life events. In the case of Cooking Mama, Wii Sports and some elements of Wii Play, the user must ICS204 • 03/2013 • Page 4 of 16 Jisc TechDis

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perform physical movements similar to what they would be expected to carry out if performing the activity in real life. These games were evaluated in terms of their success and potential for supporting young adults with learning difficulties and students with physical disabilities in developing transferable life-skills in a fun, motivating and safe environment. •

Team games (Mario Strikers: Charged Football, Wii Sports):

These games were chosen as they offer the option of two or more players playing simultaneously on the same team. They were evaluated in terms of their opportunities for the development of collaboration, communication and group decision making skills as well as for their physical requirements. Mario Strikers in particular incorporates strategic elements in its gameplay. Both games have multiplayer modes for up to four participants. The focus here was on students with social/emotional and/or learning difficulties, and those with physical disabilities. •

Adventure game ( Wing Island ):

This game was chosen for its potential to provide players with an experience they might not otherwise have, in this case, flying. It was also chosen for its novel control mechanism in which the user must perform movements with the Wii Remote to control the planes movements. The evaluation focussed on its potential for use in an educational context for supporting activities such as field trips and work experience. The focus group included students with both physical and learning disabilities.

4.0 Preliminary Evaluations The main Wii menu is well organised, has a clear design and relies on graphics, rather than lots of text. Where text instructions are provided they are written in simple language and supplemented with graphics. The main accessibility considerations are that the user must use the Wii Remote to move the cursor and select items. In-game menus all allow the user to move the cursor with the directional pad button which can provide an easier alternative. In addition, no audio alternative is provided for text-based instructions. The Wii Remote contains an internal speaker which provides audio prompting for some games so that the player knows when it is their turn, or provides feedback to the user by vibrating; for example it will vibrate when the player swings too hard in the golf game in Wii Sports.

Wii Sports Wii Sports contains five sports games which are all accessed from a well designed menu which has a clear layout and large icons. As well as using the Wii Remote to point to and select the icons, the user also has the option of using the directional pad. Wii Sports includes a training mode know as Wii Fitness which encourages the user to play every day to lower their fitness age. The user must play events from Wii Sports games and will be given specific tasks, such as knocking down a certain number of pins.

Tennis The player controls the swing of the racket and the serve, but not the players’ movement, which is automatic. When serving the user must either press the trigger button on the Wii Remote or flick their wrist to serve the ball and then make a movement with their arm or ICS204 • 03/2013 • Page 5 of 16 Jisc TechDis

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wrist to hit the ball. In general, the game does require some practice to be able to play effectively as the timing of the movements is very important. Up to 4 players can play simultaneously. If players are playing on opposing teams then the screen is split, with each player viewing the action from their players’ perspective. If players are on the same team then the screen is not split. When using the tennis racket attachment from the Wii Sports pack the user still has easy access to the buttons and it does make gameplay more intuitive. However, the racket is not as easy to grip as the Wii Remote and makes it significantly heavier.

Baseball This game can be played with both one and two players. When playing a one player game the user takes turns to bat and bowl, with the game being viewed from their perspective. When playing with two players the screen is not split; the action is always viewed from the batters’ perspective. To bat, the player must swing the Wii Remote in a horizontal motion. When bowling the player swings vertically in an overarm motion. The instructions suggest that the player does need a wide range of movement. In practice, the range of motion required is not great, but the player does need quick reactions and must be able to perform quick movements.

Bowling This game can be played with up to four players, each taking their turn to bowl. The player must hold the trigger button on the Wii Remote down, perform the bowling action, then release the button to bowl. In multiplayer mode the player receives an audio prompt when it is their turn. There are some text-based instruction but these are supplemented with onscreen animations which demonstrate the movement the user needs to complete.

Golf The game can be played with both one and two players; in two player mode the player take turns. The game requires the player to hold the Wii Remote so it is pointing down and then perform a swing. On screen animations demonstrate the movement the user needs to complete the action.

Boxing This is the only Wii Sports game to require the Nunchuck and therefore needs the user to hold a controller in each hand; the Wii Remote is held in the players’ dominant hand. This is the most active game from Wii Sports and requires the biggest range of movement. The user must hold the controllers in front of their face in a ‘guard’ stance, move their arms forward to throw punches and tilt their body left or right to dodge their opponents’ punches. Users must replicate real-life movements to perform specific actions, such as an uppercut punch.

Wing Island This game provides the user with a basic flight simulator. The game contains a great deal of on-screen text, none of which has an audio alternative, although it is generally not essential to read all of this. The game contains a training mode in which text instructions ICS204 • 03/2013 • Page 6 of 16 Jisc TechDis

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are supplemented with on-screen diagrams and animations to teach the user the movements required to play the game. The Wii Remote is used to control the movements of the aeroplane while the Nunchuk is used to control the camera viewpoint in one player mode, or to enable the two player mode. The player must tilt the Wii Remote left and right to turn, or tilt it vertically to ascend and descend. The directional pad is used to speed up and slow down the plane. Quite delicate movements are required to control the plane, so good motor skills are beneficial. To gain a quick boost of speed, or to brake sharply the user must hold the Wii Remote horizontally and move it sharply to the left or right, respectively. To perform a quick turn the user must wave the remote in the required direction. To change the formation of multiple aircraft the user must press a button and move the Wii Remote simultaneously, each formation requires a different movement.

Cooking Mama Cooking Mama focuses on using cooking skills such as chopping, peeling, slicing in order to follow a number of recipes. The menus are very cluttered, with lots of on-screen movement, this can be distracting. A relatively small cursor is used which can make selecting items a challenge. The game does appear to be useful for teaching sequencing and it does use true to life ingredients. The user must carry out the movements with the Wii Remote to match those on-screen. The user is given text instructions, but these are not supplemented with an audio version. Graphics are displayed on-screen, but these are not always sufficient to inform the user what is required from them. Not all the actions that the player is asked to perform match those that would be expected in real life, although many do, such as chopping and peeling. With some movements the user is required to press a button while performing the action, such as sawing and cutting. The two player mode results in a split screen where both players play simultaneously.

Mario Strikers Charged Football The game used graphics based menus meaning there is not much on-screen text. Up to four players can play simultaneously. Players need to use both the Wii Remote and the Nunchuk. Only the game menus and some special gameplay elements utilise the motion sensitivity feature of the Wii Remote, but for the gameplay elements, fast motor control is essential. The game is very fast paced and it can be difficult to determine what is happening. There are some tactical elements as the player must choose a captain and vice captain by their individual attributes; they can be stronger offensively, stronger defensively, have more power or be a playmaker.

Wii Play Wii Play contains nine simple mini-games designed to familiarise the player with the novel control mechanism. Simple text instructions are provided where necessary. The games, and the movements required are as follows: • Shooting Range : A point and shoot game where the user must aim the cursor. • Find Mii: Pick matching character out from a crowd by aiming the cursor. • Table tennis: Move Wii Remote from side-to-side to hit the ball. • Pose Mii: Change position of character to match that of the one displayed on screen, user must twist the remote to match the characters position. In later levels ICS204 • 03/2013 • Page 7 of 16 Jisc TechDis

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• • • • •

the user must both rotate the Wii Remote and press a button to change the characters’ pose. Laser Hockey: An air hockey simulation where the user moves and twists the controller to hit the puck. Billiards: The user must hold the Wii Remote vertically and move it back then forward to strike the ball, mimicking the real life action. Fishing: User moves the rod over the screen and then jerks the Wii Remote to catch fish. Charge: The user holds the Wii Remote horizontally and steers by moving the Wii Remote left or right, tilts it to accelerate and slow down and lifts it to jump. Tanks: A simple strategy game where the user must navigate around a maze with the aim of destroying the opponents’ tank.

While Wii Play is useful for teaching users the range of movements required to play Wii games, in order to get the greatest benefit the user must complete all nine activities. As the time we had available for each student in the evaluation was limited it was decided that we would not use this game.

5.0 Focus Group Evaluation Sessions Redcar and Cleveland College The first evaluations were held at Redcar and Cleveland College , a mainstream Further Education establishment. Four, hour long sessions were held, each attended by a number of students aged between 16-19 years old. Students were asked to complete a questionnaire prior to playing the console and were then asked questions during their session. All sessions were recorded with the students’ permission.

Student A Student A was female, aged 17 years old and studying for ‘A’ levels. She was in a wheelchair and had Cerebral Palsy, although this did not particularly affect her hands. She played games such as The Sims and Brain Training on her PC and Nintendo DS, but found them boring after a while. She found that her poor balance sometimes affected her ability to play games. She was observed playing both the tennis and bowling games from Wii Sports against another student. She commented that she thought the game would be good for use in Physical Education lessons. After a little practice she was able to play both the games effectively. She tried the tennis racket attachment from the Wii Sports pack but found it a too heavy. While playing bowling she learnt that she had to compensate for the fact that she had to bowl slightly to one side due to the restriction of sitting in a wheelchair. Her tutor commented that she found it positive that the student was able to participate with the other students in the game.

Student B Student B was female, aged 18 years old and had Ataxic Cerebral Palsy. She was able to stand to play the games. She played both PC and Playstation 2 games without any problems and also took part in swimming, horse riding and netball. She was able to play both tennis and bowling with Student A without any problems. She commented that she thought the games were more realistic as they require the players to stand up and perform movements. ICS204 • 03/2013 • Page 8 of 16 Jisc TechDis

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Student C Student C was female, aged 19 years old and had an acquired brain injury. She played games such as Brain Training on the Nintendo DS but found it hard to concentrate and found physical activities too difficult. She was initially very reluctant to take part in the sessions and just wanted to watch other students. She commented that she thought the games would be good for people with joint problems. Eventually she was persuaded to play Cooking Mama as this required less physically activity. She played along with her teacher and grew steadily more confident. She eventually volunteered to play in a game of bowling, which she was able to do without any difficulty.

Student D Participant D was female, aged 17 years old and had Cerebral Palsy. She commented that she had difficulty using the Playstation 2 as she found it fiddly. Although she was able to stand, she had problems walking. The student was observed playing both tennis and bowling and was able to play them both very well. She enjoyed playing the Wii and commented that the Wii Remote would be much easier to use for individuals with poor coordination skills.

Student E Student E was male, aged 18 years old, was in a wheelchair and had Spina Bifida. He had limited mobility and range of movement, although this did not affect his ability to play games on both the Playstation 2 and 3. He also attended the gym. His teacher commented that playing the tennis game was very good for him as he would not normally carry out a swinging movement in his everyday life. He had some difficulty playing bowling and found it annoying and frustrating that an instruction prompt kept popping up while he was still performing his movement. He felt it would have been better if the game allowed him to complete his movement first, before proving him with further instructions.

Students F, G and H Student F was male, aged 18 years old and had been diagnosed with Developmental Dyspraxia. He played driving and adventure games on the Playstation 2, he found his disability did not affect his ability to play games. Student G was female, aged 16 years old and had dyslexia. She played games such as Zoo Tycoon on the PC and had played with a Wii before. She commented that she found playing the Wii easier than other consoles. Student H was female, aged 19 years old and was dyslexic. She played games on the Playstation 2, but often found it hard to understand instructions. All students were able to play tennis and bowling without any problems. With particular reference to bowling, they thought it was much easier playing on the Wii than in real-life.

Students I and J Student I was male, 19 years old and had been diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD) . He no longer played video games as he once damaged his PC because he got so frustrated with it. He refused to take part in any of the gaming sessions. Student J also refused to take part in any of the gaming sessions. He was male, aged 16 years old and was diagnosed with Asperger Syndrome. He stated that he did play video games on the PC, Playstation 2, Playstation Portable and Gameboy Advance. He ICS204 • 03/2013 • Page 9 of 16 Jisc TechDis

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used to play sports, including cricket and football but admitted that he no longer did as he had trouble working in a team. His teacher commented that she thought she would be able to encourage him to play the game if it were in his normal classroom environment. The teachers commented that they thought it would be helpful for the games to have audio to supplement the text based instructions. They also felt that in order to incorporate the games in their lessons they would have to incorporate educational elements, such as maths skills, into the gaming sessions.

Portland College The second evaluations were held at Portland College , a national specialist residential college for students with a wide range of people with disabilities. While the college specialises in assisting students with physical disabilities the students often have associated learning or cognitive difficulties. In total, ten students participated in the focus group sessions; seven of which were male, three were female. The students were all aged between 16-22 years old and were at an academic level of Entry Level 1, 2 or 3 of the national qualifications framework. Due to time constraints, it was only possible to see the students for 30 minutes each. Two students were seen in the first two focus group sessions after which students were seen individually. All sessions were recorded with the students’ permission. Students were asked some introductory questions to gauge their previous experience of games consoles. They were asked which consoles they had previously owned or played, what type of games they enjoyed and were asked to describe any of the difficulties they faced playing games. Students were also asked if they took place in any sports or similar activities. This was done to gauge whether playing games such as Wii Sports would provide them with an experience which would otherwise not be available to them. The students were given a variety of games to play depending on their gender, personal preference and ability level. Each participant was then asked questions both during and at the end of their session.

Session 1 The first session contained two participants, who will be referred to as Student 1 and Student 2. Student 1 was male, aged 22 years old, was in a wheelchair and had Duchenne Muscular Dystrophy. Academically, the student had achieved Entry Level 1. The student had a Wii at home and also played regularly on an Xbox 360 with no apparent problems. The student enjoyed playing sports games such as car racing, ice hockey and football. The student preferred to play the bowling game from Wii Sports as they found it easier to control and it does not rely on quick reaction skills. Student 2 was male, aged 21 and had Cerebral Palsy with Spastic Quadriplegia. Academically, the student had achieved Entry Level 2/3. The student had not played on a Wii before, but had played on a Playstation 2. The student commented that they were able to find ways to play the games as he could hold the control pad with two hands. Student 1 was observed playing Tennis from Wii Sports. He had a great deal of difficulty serving and commented that he found it very hard. He was then observed playing bowling, which he was able to play with no problems. The student was then observed playing the Golf game; without prompting he repositioned his wheelchair sideways so that he was able to assume the correct stance to swing the Wii Remote. At first he had difficulty in holding the Wii Remote so it was pointing down, as required by the game, but after a little practice ICS204 • 03/2013 • Page 10 of 16 Jisc TechDis

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he was able to play the game without serious problems. The student commented that he liked the idea of the games involving some movement. Student 2 was unable to play any of the Wii Sports games. Although he had the range of movement required he was only able to hold the Wii Remote horizontally, with both hands. He was unable to point the Wii Remote in the direction of the screen. The student commented that he would be unable to press the buttons on the Wii Remote while making any sort of movement. He did indicate that he would probably find it much easier using a joystick, or if the buttons could be replaced with switch access. After observing the other student using the Wii, he commented that he was amazed at how difficult it is to play.

Session 2 Student 3 was male, aged 17 years old, was in a wheelchair and had Duchenne Muscular Dystrophy. Academically, the student had achieved Entry Level 3. He had played on a Wii before, but generally played wrestling and football games on the Playstation 2. He found he was able to use the Playstation as he was able to hold the joypad with two hands. The student indicated that he was unable to make the arm movements required to play any of the Wii Sports games. As a result, the student was observed playing Wing Island , as this game requires less movement. He found it difficult to keep the controller stable, when the game required him to hold it level, but was able to practice flying around. The main problems he found were when the game required him to perform quick movements. He suggested that he would find playing the Wii much easier if he had a device which held the Wii Remote in place as he has most movement in his fingers and thumbs. Participant 4 was male, aged 19 years old, in a wheelchair and had Cerebral Palsy which affected both legs and arms. Academically, the student had achieved Entry Level 2/3. He regularly played football and cricket games on a Playstation 2. He first tried to play the tennis game but had although he was able to perform the required movement, he had problems timing the serve action, as this required him to press a button and then make a quick movement. He indicated that he thought he would find bowling easier. The student was observed playing bowling and he was able to play, but often took a number of times to bowl the ball. When he did so, he performed a range of motion which was much less than the game instructions indicate. The student commented that he felt he would need some time to get used to the game.

Session 3 Participant 5 was male, aged 18 years old, was in a wheelchair and had been diagnosed with Duchenne Muscular Dystrophy. Academically, the student had achieved Entry Level 2. He played a range of video games on the Playstation 3 and Playstation Portable (PSP), his favourite being wrestling. The student indicated that they had no difficulty playing these games. The student first attempted to play tennis, but commented that he found it very difficult. He was unable to time his movements so he could hit the ball. He was then observed playing Wing Island . He preferred holding the controller horizontally and could play the game reasonably well. He did have a few problems when required to perform rotation of the Wii Remote. He was able to follow the instructions with the help of the on-screen diagrams. He commented that he would like to play the game more if he found it a bit easier to play.

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Session 4 Participant 6 was female, aged 19 years old, was in a wheelchair and had Cerebral Palsy. Academically, the student had achieved Entry Level 3. She had a Wii at home and was able to play bowling, golf and tennis without any difficulties, bowling being her favourite. She was observed playing bowling and did not have any problems. The student commented that she liked to bowl but has to use a ramp in a bowling alley. She enjoyed using the Wii as it allowed her to perform the bowling action. The student was then observed playing Cooking Mama. She was able to complete the simpler tasks easily but when the tasks became more complex she often ran out of time, although she was able to perform all the necessary movements. She stated that she had cookery lessons at college and although she preferred ‘real’ cooking she found it easier to play the cooking game on the Wii and would like to play it again.

Session 5 Participant 7 was male, aged 16 years old, in a wheelchair and had Cerebral Palsy. He stated that he played games a lot and his favourites were Tekken, Dragon Ball Z, Mario and Sonic. He played games on the Playstation 2, Playstation 3, Nintendo DS and Xbox 360 and had no problems with any of these. The student had no problems navigating the menu systems. He was observed playing tennis, he had some problems serving, but was able to play. He then tried the boxing game but found it difficult performing the punching actions and holding the controllers high enough to perform the ‘guard’ action. The student had no problems playing Wing Island ; although he was unable to read he could follow the on-screen graphics which explained the controls. He commented that he liked all of the games, but just needed some practise.

Session 6 Participant 8 was female, aged 19 years old, was in a wheelchair and had Cerebral Palsy with Spastic Quadriplegia and epilepsy. Academically, the student had achieved Entry Level 3. She stated that she played video games on a Nintendo Gamecube, particularly Mario Party 8. She had played tennis and bowling on the Wii before and had found them easy. The student had problems using the menu screen and controlling the cursor to make selections. She stated that at home, someone would set the game up for her to play. The student was observed playing bowling and although she could play it very well, it was noticed that on a number of occasions, she accidentally pressed buttons on the Wii Remote which brought up a menu screen. The student stated that she bowled at a bowling alley she had to use a ramp so thought that the game was good, as she didn’t need a ramp and was easier to play.

Session 7 Participant 9 was female, aged 17 years old was in a wheelchair and had Cerebral Palsy with Spastic Quadriplegia. Academically, the student had achieved Entry Level 3. The student had used a Playstation 2 but found it very difficult to play most games as she only has good motor control in one of her hands. The student was unable to use the Wii as she was unable to point the remote in the direction of the screen or sensor bar. We were unable to re-position the equipment in an appropriate manner for her. ICS204 • 03/2013 • Page 12 of 16 Jisc TechDis

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Session 8 Participant 10 was male, aged 19 years old and had Cerebral Palsy. Although he was not in a wheelchair he had to sit down to play the game. Academically, the student had achieved Entry Level 3. The student frequently played wrestling and football games on the Playstation 2 but had not played the Wii before. The student was observed playing bowling and became more confident after a few attempts. He was able to play the game, and thought it was good. He then played golf and found it difficult but suggested it would be something he could learn in time. The student played Wing Island and although he was able to play it, he found rotating the Wii Remote difficult. He did not like the game as he prefers more realistic looking games. The student commented that he would have found it useful if the buttons were a little bigger. Selection of Student Comments: • “It’s more challenging than the Playstation or XBOX” • “It looks very hard” • “I’m amazed at how hard it is” • “With this it’s [bowling] more easy” • “It gives you a sense of experience” • “It’s very interactive” • “I like this – it’s like the future of games” • “I love this game!” • “I want one of these!” • “You actually tell it what to do, unlike the PlayStation that tells you what to do” • “It’s like you’re actually in the game”

6.0 Conclusion The evaluations showed that the majority of students were able to play at least one game on the Wii console. Some of the students with more severe difficulties did have problems with particular elements of games, such as serving in tennis. Only two of the students were unable to play any of the games; these were the ones with the most limited motor control and range of movement. With any game, there is a learning curve and it could be the case that students who had difficulties would be able to improve over time. There was evidence to suggest that the Wii does provide a platform which is engaging, motivating and interesting to the learners. There was also evidence to suggest that the games could be used to encourage participation and to build social confidence. There were a number of occasions where those students who were watching were encouraging those who were playing. Games such as Wii Sports may have some potential to be used in a therapeutic setting as with one student their teacher commented that playing the tennis game made him carry out a swinging movement that he would not use in his everyday life. Many students also commented that they thought the physical activity would be good for some users. Games such as Cooking Mama and Wii Sports may have potential to supplement traditional classroom or physical education activities, but many tutors in the Further Education College did indicate that if they were to be used on a mainstream basis more educational elements would need to be incorporated.

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The session showed that the Wii does have very different accessibility considerations to other consoles. While marketed as an accessibility feature, the one handed Wii Remote was actually more difficult to use than a joypad for some of the students with limited movement. They commented that they were usually able to use a traditional control pad design as they were able to hold it with two hands. This suggests that although the control mechanism for the Wii is actually quite forgiving, a certain level of ability is required in order to play successfully. Observing students who had more difficulties playing the game brought us to the conclusion that it would be useful to build some accessibility features in to games. These would include proving an option to have menu items and instructions read aloud, allowing more time for certain activities and the ability to temporarily turn off buttons on the control device that were not required for play.

Further Work Part of the project had hoped to look specifically at a group of young adults with autistic spectrum disorders and the potential of the Wii to act as a motivational tool for this particular group of learners. Unfortunately, it was not possible to arrange this particular session before this report was due for completion. It is anticipated that this session will take place at a future date. In addition, further, more structured focus-group sessions will take in Redcar and Cleveland College . More detailed analysis of the video footage is also required in order to determine which specific movements the students had more difficulty with, as well as looking at the different ways in which they held the controller. Since the original bid was submitted there have been a range of new titles released for the Wii which appear to have the potential for use in an educational, therapeutic or health context. Specific titles which may be of interest are as follows: •

Big Brain Academy for Wii:

Contains a series of mini-games designed to develop identification skills, memory, problem-solving skills, numeracy and visualisation skills. The player is encouraged to play the game regularly so they can improve their skills over time. The game also identifies which of these skills the player is strongest and weakest at. •

My Word Coach:

This game was inspired by ongoing vocabulary acquisition research. It provides the user with activities include word recognition, spelling challenges, and vocabulary definition. The user is encouraged to play the game over a period of time in order to improve their literacy skills. •

Mario & Sonic at the Olympic Games:

Similar to Wii Sports, this game required the user to make physical movements to control their character while competing in events such as athletics, archery, skeet shooting, table

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tennis and gymnastics. This will have specific considerations in terms of accessibility as well as the potential for it to be used in a therapeutic context. • Wii Fit: • Wii Fit uses the Wii Balance Board accessory, a pad that players stand or put pressure on while performing various types of exercise, including callisthenics, yoga, and balancing. The game encourages the user to play over a period of time building up their fitness and strength and reaching their target body mass index. There is great scope to obtain and evaluate these games in focus groups for their potential to support both disabled and non-disabled learners. One of the criticisms of the games from teachers was that there was not enough educational content within the games, such as activities to develop maths skills, and to make them viable for use in a classroom environment they would need to be supplemented with extra activities. Games such as Big Brain Academy and My Word Coach concentrate on developing maths, logic and literacy skills then these may be more appropriate for use in an educational context, can be specifically related to the work carried out in class. Mario & Sonic at the Olympic Games and Wii Fit concentrate on physically activity and may have uses in a therapeutic context or as a supplement to traditional physical education lessons. As many of the games require the user to play activities over a period of time in order to achieve a certain skill level, a longitudinal study would be required in order to properly evaluate their effectiveness in developing these skills. The tutors at Portland College suggested that as many of the students had difficulties playing games that required them to perform actions in a set time, the students would benefit from a game that would react to movements that the students could make in their own time.

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