Abstract
This paper presents an alternative approach for the diagnosis of learning difficulties in children. A game-based evaluation study, using Kinaesthetic Learning Difficulties Diagnosis (Kin-LDD), was performed during the actual diagnosis procedure for the identification of learning difficulties. Kin-LDD is a serious game that provides a gesture-based interface and incorporates spatial and time orientation activities. These activities assess children’s cognitive attributes while they are using their motor skills to interact with the game. The aim of this work was to introduce the fun parameter to the diagnostic process, provide a useful tool for the special educators and investigate potential correlations between in-game metrics and the diagnosis outcome. An experiment was conducted in which 30 children played the game during their official assessment for the diagnosis of learning difficulties at the Center for Differential Diagnosis, Diagnosis and Support. Performance metrics were collected automatically while the children were playing the game. These metrics, along with questionnaires appropriate for children and post-session interviews were later analyzed and the findings are presented in the paper. According to the results: (a) children evaluated the game as a fun experience, (b) special educators claimed it was helpful to the diagnostic procedure, and (c) there were statistically significant correlations between in-game metrics and the category of learning difficulty the child was characterized with.
Highlights
There are many different definitions for learning disabilities in the literature [1,2,3,4,5]
According to Hammill [4], learning disabilities describe a heterogeneous group of difficulties related to listening, speaking, reading, writing, reasoning, or mathematical abilities which are intrinsic to the individual and persist for their whole life
The extended duration of the study resulted from the difficulty in locating appropriate candidates and our commitment to reach the number of 30 participants before proceeding with the statistical analysis of the results, to ensure higher confidence intervals
Summary
There are many different definitions for learning disabilities in the literature [1,2,3,4,5]. According to Hammill [4], learning disabilities describe a heterogeneous group of difficulties related to listening, speaking, reading, writing, reasoning, or mathematical abilities which are intrinsic to the individual and persist for their whole life. These difficulties make it harder for affected children to enhance their social, emotional and behavioral skills and to improve their educational performance at school [6]. Children who encounter difficulties in learning should ideally attend a specially designed educational program that meets their individual needs.
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