Design and Evaluation of a Virtual Reality Game to Improve Physical and Cognitive Acuity

Physical and mental health are both integral to healthy living and ageing, and a causal-cum-symbiotic relationship has been observed between the two. Physical and cognitive activities such as exercise and board games are known to promote healthy ageing. In this regard, highly engaging lightboard games are known to improve hand-eye coordination, reflexes, and motor skills for individuals. Immersivity of virtual reality games can transform mundane and repetitive exercise routines into stimulating experiences, and they can be utilized by users to improve physical and cognitive performance from the comfort of their homes. In this study, we adopt design science framework to design, develop and evaluate a VR BATAK lightboard game to improve physical reaction, hand-eye coordination, visual memory and cognitive processing. Based on the findings from evaluation over three phases, we propose three design principles related to accessibility, sensory cueing and cognitive loading, as theoretical and practical contributions of this study

Improving accessibility of tactile interaction for older users: lowering accuracy requirements to support drag-and-drop interaction

International audienceMobile applications offer great possibilities to the aging population but older adults face accessibility problems when using devices equipped with touchscreen. In order to respond to older users' special needs, it is necessary to support older users during tactile interaction to reduce error rates. The aim of this study is to evaluate the effects of the accuracy requirements for drag-and-drop interaction. 24 able-bodied older adults with different profiles (aged 65 to 86 years old, with corrected and not corrected eyesight, normal and low dexterity, different levels of education, different experience of use of computers and touchscreen) executed a series of tactile puzzle games on smartphone and tablet, with pen and fingers. We evaluate the number of errors for two levels of accuracy required for positioning the puzzle pieces: 95% (higher) and 80% (lower). Older adults made fewer errors of accuracy during lower accuracy levels and consequently fewer supplementary gestures for positioning the targets. Besides, lowering the accuracy requirement was an effective support for interaction because it also reduced the effects of users' profiles, improving the accessibility for people with no experience of use of computers

Perceptions of Older Adults on the Use of an Interactive Video Game in Promoting Health and Well-Being

Background: This study explored the perceptions of older adults on the use of a custom built interactive video game (IVG) in promoting health and well-being among the older adult population. Method: This qualitative study used a phenomenological approach and enrolled 10 older adults over the age of 65 years in a client-centered, custom-built interactive video game program. This program was designed to promote activity tolerance, balance, range of motion, cognitive skills, and enjoyment through physical activity. The participants completed up to 12 Coin Catcher IVG sessions over a 4-week period. A postprogram, semi-structured, and audio-recorded interview explored their perceptions and experiences of the IVG. Results: The participant interview transcripts were individually coded, categorized, and then collapsed into broader themes. The three themes emerged as: I was thinking all the time, it is a good workout, and I thought it was fun. Conclusion: The custom built IVG is perceived by the older adult population to be engaging and meaningful while promoting physical performance

An analysis of social interaction between novice older adults when learning gesture-based skills through simple digital games

This paper reports three exploratory empirical studies with older adults that had little or no prior experience with interactive technologies. The participants were introduced to interactive technology by playing games on touchscreens, playing in pairs with the assistance of a mentor. We focus on two principle aspects, the peer-to-peer interaction during these sessions, and the role of the mentor in progressing the sessions. In the case of peer-to-peer interaction we looked for ways in which players supported each other during interaction to assess the role of peer interaction in this context. In the case of mentoring, we examined the efficacy of a minimalist approach where verbal encouragement, suggestions or (in the last resort) intervention are used to provide support to learners. The sessions showed that learners typically could play and learn basic manipulations independently after initial help and guidance from mentors. We also found that peer interaction, both in verbal and non-verbal communication and cooperative action was broadly a positive influence within sessions, suggesting that there is significant value in building confidence as well as in learning