Involving children and young adults with complex needs in game design

Involving young people with complex needs in game design can be a challenging research endeavor, particularly when working within a school context. In this paper, we discuss findings from two case studies where we worked with young adults with visual impairment, and young people with mobility disabilities. We focus on ethical challenges that emerged during the research process, and we discuss management strategies to foster the establishment of inclusive and engaging field research into video games for young people with complex needs

Designing games for the rehabilitation of functional vision for children with cerebral visual impairment

Evidence has accumulated that visual rehabilitation for patients with neurological visual impairment can be effective. Unfortunately, the existing therapy tools are repetitive, uninteresting, and unsuitable for use with children. This project aims to improve the engaging qualities of visual rehabilitation for children, through the design of therapy tools based on game design principles. Development is ongoing in a participatory, user-centred manner in conjunction with a specialist centre for childhood visual impairment. This paper outlines design requirements and briefly reports early findings of the development process

The table-top visual search ability test for children and young people: normative response time data from typically developing children

Five table-top tasks were developed to test the visual search ability of children and young people in a real-world context, and to assess the transfer of training related improvements in visual search on computerised tasks to real-world activities. Each task involved searching for a set of target objects among distracting objects on a table-top. Performance on the Table-top Visual Search Ability Test for Children (TVSAT-C) was measured as the time spent searching for targets divided by the number of targets found. 108 typically developing children (3-11 years old) and 8 children with vision impairment (7-12 years old) participated in the study. A significant correlation was found between log-transformed age and log-transformed performance (R^2=0.65, p=4×〖10〗^(-26)) in our normative sample, indicating a monomial power law relationship between age and performance with an exponent of -1.67, 95% "CI" [-1.90,-1.43]. We calculated age-dependent percentiles and receiver operating characteristic curve analysis indicated the 3rd percentile as the optimal cut-off for detecting a visual search deficit, giving a specificity of 97.2%, 95% "CI" [92.2%,99.1%] and sensitivity of 87.5%, 95% "CI" [52.9%,97.8%] for the test. Further studies are required to calculate measures of reliability and external validity, to confirm sensitivity for visual search deficits, and to investigate the most appropriate response modes for participants with conditions that affect manual dexterity. Additionally, more work is needed to assess construct validity where semantic knowledge is required that younger children may not have experience with. We have made the protocol and age-dependent normative data available for those interested in using the test in research or practice, and to illustrate the smooth developmental trajectory of visual search ability during childhood

The effectiveness of self-advocacy videos to inform enablers about the support needs of students with vision impairment

The aim of this project was to understand how enablers (e.g. teaching assistants, paraprofessionals, support workers, etc.) access and use information about students with vision impairment (VI) to support them in specialist education. The one-page profile is used widely as a tool for learner-centred planning and information, and is generally seen to be effective and accessible. However more recent studies have demonstrated that video is an extremely effective medium for training and support in a range of settings. We investigated whether student self-advocacy video clips would be an effective and accessible medium for presenting information about students’ support needs. This study took the form of a pre- and post-questionnaire. The aim of the pre-questionnaire was to gauge current levels of enabler confidence and assess the effectiveness of existing methods of accessing learner information. 15 enablers were given this questionnaire to complete. Six students (aged 11-17) with VI and additional complex support needs were then each supported to develop a short video in which they expressed their support needs in an education setting. The enablers were asked to watch the video clips, and complete the post-questionnaire to assess the impact these videos had on their confidence and understanding. 12 out of the 15 enablers returned the second questionnaire. The questionnaire results demonstrated that current methods for accessing learner information were not wholly effective. Enablers found video to be a desirable and accessible format for presenting learner information. Participants found the medium of video to significantly aid retention and recollection of student information. From the findings it emerged that one-page profiles remained the preferred single method of accessing student information. However, overall, we found that enablers favoured a multi-method approach to presenting and accessing learner information that was dependent on time and context

Evaluation of ‘Eyelander’: a video game designed to engage children and young people with homonymous visual field loss in compensatory training

Introduction: Rehabilitation can improve visual outcomes for adults with acquired homonymous visual field loss. However, it is unclear whether (re)habilitation improves visual outcomes for children because previous training schedules have been tiresome, uninteresting, and failed to keep them engaged. In this study we assessed whether children and young people with homonymous visual field loss would adhere to six weeks of unsupervised compensatory training using a specialised video game. Methods: Participants aged between 7 and 25 with homonymous visual field loss completed table-top assessments of visual search across four site visits. Two baseline assessments separated by four weeks evaluated spontaneous improvements before training began. Participants were then given a copy of the video game to use unsupervised at home for six weeks. Two follow-up assessments separated by four weeks were then conducted to evaluate immediate and acutely maintained effects of training. Results. 15 candidates met the inclusion-exclusion criteria, 9 participated, and 8 completed the study. Participants completed an average of 5.6 hours training unsupervised over the six weeks. Improvements on in-game metrics plateaued during week 3 of training. The time taken to find objects during table-top activities improved by an average of 24% (95% CI [2%, 46%]) after training. Discussion: The findings demonstrate that children and young people with homonymous visual field loss will engage with gamified compensatory training, and can improve visual outcomes with less time commitment than adults have required with non-gamified training in previous studies. Appropriately powered, randomised controlled trials are required to evaluate the validity and generalisability of observed training effects. Implications for practitioners: We conclude that (re)habilitation specialists can use specialist video games and gamification to engage children and young people with homonymous visual field loss in long-term unsupervised training schedules

Systems developmental biology: the use of ontologies in annotating models and in identifying gene function within and across species

Systems developmental biology is an approach to the study of embryogenesis that attempts to analyze complex developmental processes through integrating the roles of their molecular, cellular, and tissue participants within a computational framework. This article discusses ways of annotating these participants using standard terms and IDs now available in public ontologies (these are areas of hierarchical knowledge formalized to be computationally accessible) for tissues, cells, and processes. Such annotations bring two types of benefit. The first comes from using standard terms: This allows linkage to other resources that use them (e.g., GXD, the gene-expression [G-E] database for mouse development). The second comes from the annotation procedure itself: This can lead to the identification of common processes that are used in very different and apparently unrelated events, even in other organisms. One implication of this is the potential for identifying the genes underpinning common developmental processes in different tissues through Boolean analysis of their G-E profiles. While it is easiest to do this for single organisms, the approach is extendable to analyzing similar processes in different organisms. Although the full computational infrastructure for such an analysis has yet to be put in place, two examples are briefly considered as illustration. First, the early development of the mouse urogenital system shows how a line of development can be graphically formalized using ontologies. Second, Boolean analysis of the G-E profiles of the mesenchyme-to-epithelium transitions that take place during mouse development suggest Lhx1, Foxc1, and Meox1 as candidate transcription factors for mediating this process

7 Essays on Impact

Edited by Dr Andrew Dean, Dr Michael Wykes & Hilary Stevens, University of ExeterThrough the Jisc-funded DESCRIBE Project we have sought to undertake a rigorous assessment of current standards relating to the evidence of impacts arising from Higher Education research. This document contains seven valuable essays each exploring the topic of Impact. Each essay is distinct and we have sought to enable selected thought-leaders and Impact experts to both review the status quo, and to look to the future, making suggestions and recommendations for the development of Impact in the sector. DESCRIBE has been managed by the University of Exeter’s Research and Knowledge Transfer team in partnership with the Marchmont Observatory. We have sought to combine the latest thinking on research Impact with examples and recommendations which are practical and rooted in the art of the possible.JISC DIINN1

Review of rehabilitation and habilitation strategies for children and young people with homonymous visual field loss caused by cerebral vision impairment

Partial and homonymous visual field loss (HVFL) is a common consequence of post-chiasmatic injury to the primary visual pathway or injury to the primary visual cortex. Different approaches to rehabilitation have been reported for older adults with HVFL and there is evidence to support the use of compensatory training over other proposed therapies. We reviewed the literature to investigate the current state of the art of rehabilitation and habilitation strategies for children and young people with HVFL, and whether there is enough evidence to support the use of these strategies in the paediatric population. We have provided an overview of the existing literature on children and young people with HVFL, a brief overview of rehabilitation strategies for adults with HVFL, and evidence on whether these different interventions have been applied with children and young people effectively. We found that there have been very few studies to investigate these strategies with children and young people, and the quality of evidence is currently low. New research is required to evaluate which strategies are effective for children and young people with HVFL and whether new strategies need to be developed

The potential and value of objective eye tracking in the ophthalmology clinic

Numerous research studies have demonstrated the scope and value of eye movement recording (EMR). There is now potential for EMR to be helpful in a range of clinical contexts and it could be developed as a routine part of the repertoire of clinical investigations offered by the NHS, at least in tertiary centres. We highlight potential uses and challenges below, as a prelude to further development and debat