carolinaaraujo00

[carolinaaraujo00]

Challenge 3

Children with diagnosed communication disorders receive intervention therapy from a speech-language pathologist (SLP) who assesses and treats these conditions that entail difficulties in comprehension and expression in oral language and writing, as well as other forms of non-verbal communication. In Portugal, SLPs provide prevention, evaluation, diagnosis, and intervention services in a range of settings, such as educational (schools), and medical (clinics and psycho-pedagogical reeducation offices), in both the private and public sectors [1].

The SLP is responsible for choosing and tailoring exercises for each patient based on their medical requirements, while also often considering their individual preferences, to increase the likelihood of patients remaining engaged and motivated to pursue and continue with the exercises. This is ever so more important in younger patients and/or patients whose spoken language disorder is a symptom of, or accompanies, other cognitive disorders, such as autism spectrum disorder, and attention deficit hyperactivity disorder, among others [2]. Today's digital landscape allows for newer, more interactive and gamified options of exercises to emerge, and Portuguese SLPs take time to create and share these on platforms such as Facebook, and Wordwall. These exercises will serve as a foundation for my work. The game's atmosphere, theme and narrative will have to be crafted to wrap around small challenges such as the aforementioned, therefore incorporating said exercises in a way that makes them feel less tasking, monotonous and laborious for the players (i.e. patients).

To design and implement a digital game in European Portuguese as a means of supporting language therapy for preschool children, both in session and at home that facilitates the patients' learning process, numerous factors must be considered. For instance, similar to the current practices of Portuguese SLPs, clinicians recommended that games should provide activities that can be tailored to a child's interests (such as Legos) while also allowing these themes to be adjusted to suit each patient's preferences [3]. These considerations have to be duly researched to determine what implications this will have on the game, depending on their feasibility with the available resources. A great example of how to plan, conduct and report research of this type is the work of Frederico Proença, in Development of a Digital Game to raise Young Adults’ awareness of Viral Infections [4].

Development of a Digital Game to raise Young Adults’ awareness of Viral Infections

Frederico's work, much like mine, lays upon the development of a serious digital game, i.e. a game whose purpose goes beyond providing enjoyment, allowing players to procure additional goals, among which knowledge or health [5]. Similarly, it also targets a younger audience, despite not being precisely the same age group. Their dissertation is carefully structured, clearly indicating the research problem, question, purpose and goals, covering the employed methodology, the analysis model, expected results, as well as its contributions and limitations. It provides explicit insight into the sheer work that it takes to conduct this type of research.

Frederico developed Mutation Madness after identifying a problem that required a solution: the population is not aware and prepared for future virus-related health emergencies. It then raised a question, how can digital games raise young adults' awareness of viral infections?

The author proposed to establish a set of guidelines based on existing literature that could be later used for designing and developing virus-themed digital games aimed at raising young adults' awareness of viral infections and their dissemination. Additionally, they intended to develop a digital game, which was validated by experts in the fields of game design and microbiology, as well as to evaluate the prototype in terms of user experience, and, finally, the efficacy of the aforementioned game design guidelines. For this to be possible, the author phased their work as follows: - Identified the best practices and guidelines for educational games, as per established authors in game design and development; - Explored the heuristics of play to create a game capable of evoking playful moments that keep the players engaged, e.g. enforcing certain strategies and knowledge; - Reviewed literature about viruses and viral infections, to obtain a solid, reliable scientific base for the educational content; - Based on the Delphi method, a method used to obtain consensual feedback on certain subjects from a group of informed individuals on the research areas that pertain to said subjects, consulted with informed individuals in game design and microbiology, to strengthen the incorporation of educational content and game design and development strategies; - Development of a prototype of the game; - Evaluated the user experience and the game content; - Analysis of the results. With this, I considered that Frederico's work touched on both the process of conceptualization and development of the Mutation Madness game, as well as its evaluation of usability and user experience, and the benefits that players derived from it. Taking these steps indeed allowed the author to answer the proposed research question, how can digital games raise young adults' awareness of viral infections?

Exploring this dissertation was of much interest to me because in it I reviewed many of my own goals, such as the importance of the initial literature review to apprise better game design choices, the incorporation of the opinions of informed individuals into the conceptualization and development phases in an iterative manner, as well as how to involve players in the development of the game by playtesting sessions that inform about possible necessary changes. It allowed me to better understand which steps and strategies must be taken and followed to obtain successful results. Additionally, I retrieved several bibliographic references of established authors in the field of game design for educational games, which might prove of interest to my dissertation. Examples of said references are Dickey, M. (2015). Aesthetics and Design for Game-based Learning, and Gunter, G. A., Kenny, R. F., \& Vick, E. H. (2008). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. The work of Frederico contributed to a better consciousness of viral infections in young adults and has since been continued through the University of Aveiro's PLAYMUTATION research project (DMPI/001/2022).

References

[1] A. Prates and E. Silva, “A Terapia da Fala em Portugal,” Revista Distúrbios da Comunicação, no. 23(3), pp. 365–368, Dec. 2011.

[2] Spoken Language Disorders, Publisher: American Speech-Language-Hearing Association. [Online]. Available: https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/ (visited on 10/20/2023).

[3] Y. Du, K. Lubniewski, L. Price, et al., ““They Can’t Believe They’re a Tiger”: Insights from pediatric speech-language pathologist mobile app users and app designers,” English, International Journal of Language and Communication Disorders, vol. 58, no. 5, pp. 1717–1737, 2023, ISSN: 1368-2822. DOI: 10.1111/1460-6984.12898.

[4] F. Proença, “Development of a Digital Game to raise Young Adults’ awareness of Viral Infections,” Jul. 2022.

[5] R. Dörner, S. Göbel, W. Effelsberg, and J. Wiemeyer, Serious Games: Foundations, Concepts and Practice. Jan. 2016, ISBN: 978-3-319-40611-4. DOI: 10.1007/978-3-319-40612-1.

[carolinaaraujo00]

Challenge 2

My dissertation aims to create a digital game in European Portuguese as a means of supporting language therapy for preschool children, both in session and at home. Note that the purpose of this work has been narrowed, from speech and language therapy to language therapy, as a result of further discussions with my advisors, including the therapist.

Speech and language therapy are two separate fields of study, and each subdivides itself into many different areas of intervention, meaning it would not be feasible to aim for a solution that would encompass all areas. According to the American Speech-Language-Hearing Association [1], people with a spoken language disorder (SLD) face challenges in acquiring and using language due to difficulties in comprehension and/or production in any, or multiple, of the 5 domains of language: phonology, morphology, syntax, semantics and pragmatics.

Having little to no prior knowledge about these topics, especially scientifically supported information and data, it is of the utmost importance that preliminary research is conducted about subjects such as:

Spoken language disorders in preschool children;

Different methods used during therapy intervention sessions for preschool children;

Mechanics used in digital games to assist language/speech therapy for preschool children;

Methods used in digital games to best engage preschool children, in order to retain their attention, and enhance the potential for better results;

Methods used in digital games to include the parents of preschool children.

This information will be sourced from scientific literature, such as peer-reviewed studies, and conference papers, but also from conversations with specialists in the field of speech and language therapy for children.

The exploration and understanding of the most relevant studies and theories on these topics, as well as the current context of the problem is, indeed, invaluable. It will be a continuous component of this dissertation, with a heightened focus during the initial stages of the project. This will establish a strong, robust foundation of knowledge, allowing for a deeper understanding of the issues at hand, and, in turn, fuel me with information that can directly be applied to the conceptualization, development, testing and deployment of a possible solution.

The purpose of the game will be to immerse children in a new universe, making therapy not feel like therapy. This will be achieved by delivering intervention exercises as a means of achieving progress in the overall game, for example having to answer correctly to the identification of images to unlock a door and move on to new challenges. There are age-appropriate considerations that need to be taken into account when designing the game, such as the developmental stage of the target audience and how to appeal to them, as explored in Chapter 9 of Digital Storytelling, Tackling Projects for Children [2]. It is, however, yet to be determined if these exercises will encompass all five domains of SLD, or focus on the selection of a few. The Programa de Intervenção em Competências Linguísticas [3] is the only Portuguese-validated program for intervention in the domains of semantics, morphology and syntax, and is currently and habitually used by therapists in sessions. It provides great insight into what types of games and play are employed with preschool children, which will later serve as an inspiration, and moulded to fit a digital game format, used amongst other game mechanics directed towards this age group.

Therefore, this represents an instance of action research, more specifically interactive research, using an interpretive approach. The primary goal is to address a practical issue, specifically the absence of digital game-based resources within the context of Portuguese language therapy for preschool children. This involves taking proactive steps and developing a solution, therefore action research, commencing with a comprehensive and thorough literature review on pertinent subjects to best inform future decision-making for the product. These decisions will be shared with all stakeholders, and their experiences with the product will be assessed, to register, and subsequently analyze, all their input and feedback. If deemed necessary and feasible, adjustments will be made to the product, in order for it to best fit the requirements, perspectives, motivations and expectations of the professional practitioners and the target audience, hence an interpretive approach. This forms a cyclical process, as the product will continually undergo development and improvement phases, thus too, an interactive approach to the development of a solution.

Moreover, considering that the primary objective of this dissertation is not to validate the solution through a case study, but rather to introduce a solution validated by the stakeholders actively engaged in the process, it paves the way for potential future research with an explanatory focus, as other researchers may be interested in assessing the potential impact of my work.

References

[1] Spoken Language Disorders, Publisher: American Speech-Language-Hearing Association. [Online]. Available: https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/ (visited on 10/20/2023). [2] C. H. Miller, Digital Storytelling: A Creator’s Guide to Interactive Entertainment. USA: Taylor & Francis, 2004, ISBN: 0-240-80510-0. [3] M. Lousada, M. Ramalho, and C. Marques, Programa de Intervenção em Competências Linguísticas. Universidade de Aveiro, 2015.

[carolinaaraujo00]

Challenge 1

1. Why this theme for my master's thesis?

I always felt a strong inclination to embrace meaningful challenges, particularly one as impactful as my master's thesis, creating a digital game to assist in speech and language therapy for children. Through discussions with Dr. Ana Rita Valente, an experienced speech and language therapist, I came to realize that the current state of this type of therapy in Portugal remained outdated. Therapists are still relying on creating small, simple games in PowerPoint or on paper, lugging physical materials around, and facing uncertainty regarding whether children were completing their assignments at home — an essential factor for achieving meaningful effects and recovery.

Drawing upon my background in engineering and computer science, coupled with my recent experience in digital game development, I recognized that there was space to develop an efficient, engaging, portable, and adaptable solution, based on what is used nowadays. Furthermore, if devised methodically, this solution will be able to be carried forward by others in the future.

Finally, I recognize the profound impact that great guidance can have on a master's thesis. Therefore, I carefully considered who would oversee my work. Given their demonstrated teaching prowess, organizational skills, and visionary approach, I believe that professors Dr. Samuel Silva and Dr. Liliana Costa will, undoubtedly, be invaluable contributors to this project and its success.

2. Research question and dissertation title

The project is currently in its initial stages of conceptualization, and as a result, critical aspects of digital game development remain undefined. These include factors such as determining the game's genre and its target audience, by specifically pinpointing the age group of children for whom the game will be designed.

Due to these considerations and the evolving nature of the project, neither the research question nor the dissertation title have reached their final form, and will continuously be improved upon, when needed.

Research question

What ludic strategies can be implemented in a digital game to best assist speech and language therapy for children?

Title

Developing a ludic digital game to assist in speech and language therapy for children.

3. Bibliographic references

W. H. Manning, Clinical Decision Making in Fluency Disorders, 3rd ed. Cengage Learning, 2009. Dr. Ana Rita Valente, the speech and language therapist involved in this project, suggested the characterization chapters of this book, as they will provide me with valuable insights into speech impediments, their assessment, and how to facilitate the therapeutic intervention process, particularly in the context of preschool and school-age children. Despite it being a theory-dense, clinical book, by selectively focusing on the chapters that are pertinent to introducing me to the world of speech impediments, it will prove valuable. These chapters are: - Chapter 2: The Nature of Fluent and Nonfluent Speech: The Onset of Stuttering - Chapter 6: Facilitating the Therapeutic Process - Chapter 9: Facilitating Fluency for Preschool and School-Age Children

S. Saeedi, H. Bouraghi, M.-S. Seifpanahi, and M. Ghazisaeedi, “Application of Digital Games for Speech Therapy in Children: A Systematic Review of Features and Challenges,” J. Healthc. Eng., vol. 2022, 2022, doi: 10.1155/2022/4814945. This review article delves into a comprehensive examination of games designed to address speech impediments and alleviate the challenges that they pose for children. The authors conducted their research by accessing reputable scientific sources, including Medline, Scopus, Web of Science, and IEEE Xplore, where they identified 27 relevant articles discussing these therapeutic games. While the integration of games in speech therapy has evidently demonstrated positive outcomes, the paper highlights the obstacles that children faced during gameplay. These challenges are of extreme significance when designing new games for this purpose, as trying to avoid and build around them, will benefit the final product and how users interact with it. Therefore, this source is significant for my work because it enhances my comprehension of these important factors. Additionally, by carefully choosing the most appropriate articles and the games they discuss from the references provided in this review, I can access a plethora of examples illustrating the most prevalent and effective game mechanics applicable to these scenarios, draw parallels between them and understand the best practices. Practical examples of these are: determining the most fitting platforms for the purpose of assisting in speech therapy, both in session and at home (e.g., mobile, computer, both, virtual reality headset, etc)? How are different speech pathologies addressed through game mechanics in digital games?

S. Rogers, Level Up!: The Guide to Great Video Game Design, 2nd ed. John Wiley & Sons, 2010. In order to maintain a smooth and theory-based digital game design process, I opted for this book. It remains relevant and serves as a valuable resource to steer me through established game design practices and workflow procedures, ensuring I stay focused and well-prepared for the tasks ahead. The book touches on the best game mechanics to convey and/or evoke certain emotions, accessible and user-friendly practices for heads-up displays and game menus, camera control and movement, reward systems, among many others. When used correctly, these components can further engage and immerse the player, which will hopefully ensure better results!

[carolinaaraujo00]

This is Child's Play

My dissertation aims to propose a game-based approach to aid in speech and language therapy intervention with children. The focus of this work is to ensure that children are playfully and actively engaged in the therapy sessions, experiencing a sense of progression and improvement. The therapist will be able to customize the sessions to best fit each child's unique requirements and aptitude. This solution aims to be portable, making it possible for the therapy to extend into the home environment and, ideally, involve the legal guardians to further support and motivate the children.

In the current analogue-oriented landscape of speech and language therapy for children in Portugal, the introduction of a digital gamification approach has the potential to make a valuable contribution to supporting this young audience, and potentially make them more receptive to the intervention sessions.