Intrinsic Integration and the Design of Games for Auditory Perceptual Learning
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The document discusses the design of auditory learning games for improving listening and language skills among people with hearing impairment. It emphasizes the integration of auditory training with game mechanics to enhance motivation and engagement, addressing challenges such as patient dropout from traditional training methods. A framework for developing these games is proposed, incorporating technology-enhanced learning and adaptive training strategies.
![The ProblemSweetow & Sabes (2006, p555) “Despite the high motivation and willingness of the subjects in this project, over 20% initially enrolled in the project dropped out of the study. It is clear that not all patients will be willing to put forth the time or effort required to complete this, or any, rehabilitation program [...]. This cannot be blamed entirely on patients, however. Some audiologists may be reluctant to require patients to add further effort beyond the purchase of hearing devices.”Potentially the problem arises because the training is derived from auditory testing paradigms based on psychophysics & signal detection theory](https://image.slidesharecdn.com/iteg-oct09-091112100842-phpapp02/85/Intrinsic-Integration-and-the-Design-of-Games-for-Auditory-Perceptual-Learning-3-320.jpg)
Intrinsic Integration and the Design of Games for Auditory Perceptual Learning
- 1. Intrinsic Integration and the Design of Games for Auditory Perceptual LearningInteractive Technologies and Games: Education, Health and DisabilityNottingham27 October 2009Nicolas Van Labeke, Daniel Shub, Mike SharplesNational Biomedical Research Unit in HearingLearning Sciences Research Institute – University of Nottinghamwww.lsri.nottingham.ac.uk/nvl/http://hearing.nihr.ac.uk/
- 2. Perceptual Learning & Auditory TrainingPerceptual learning is the relatively permanent change of perception following sensory experienceAuditory training improves listening and language/literacy skills and reduces the handicap associated with hearing impairmentA wide range auditory training software exists
- 3. The ProblemSweetow & Sabes (2006, p555) “Despite the high motivation and willingness of the subjects in this project, over 20% initially enrolled in the project dropped out of the study. It is clear that not all patients will be willing to put forth the time or effort required to complete this, or any, rehabilitation program [...]. This cannot be blamed entirely on patients, however. Some audiologists may be reluctant to require patients to add further effort beyond the purchase of hearing devices.”Potentially the problem arises because the training is derived from auditory testing paradigms based on psychophysics & signal detection theory
- 4. Auditory Testing/Training (1)STAR package – MRC Institute of Hearing Research, Nottinghamhttp://www.ihr.mrc.ac.uk/
- 5. Auditory Testing/Training (2)Sound Express – TigerSpeech Technologyhttp://www.tigerspeech.com/tst_soundex.html
- 6. Auditory Testing/Training (3)Hoop Nut – Scientific Learning®BrainApps™http://www.scilearn.com/products/brainapps/hoop-nut/
- 7. The SolutionRealising that:training for learningtesting of learningAim: Combine auditory perceptual learning, technology-enhanced learning and game theories to create auditory learning games suitable for use outside the labDesign games that are intrinsically motivatingWide range of age- and disability-related factors of people with hearing loss favours a casual game approachPrinciples of auditory learning suggest the use of intrinsic integration (Habgood 2007)
- 8. Intrinsic Integration (Habgood 2007) How do we design effective learning games?Learning materialMotivational factors: challenge, fantasy, curiosity, control, cooperation, competition, recognition (Malone & Lepper 1987)Core mechanicsRules of the game Essential interactions required to create gaming experienceExplain individual preferences to gamesDefine different game genre & flow experience
- 9. Intrinsic Integration (Habgood 2007) Motivational effects of challenge, control, etc. are realized through the core mechanics
- 10. Integrate the learning material with the core mechanics and NOT the fantasy “Deliver learning material through the parts of the game that are the most fun to play, riding on the back of the flow experience produced by the game, and not interrupting or diminishing its impact” “Embody the learning material within the structure of the gaming world and the player’s interactions with it, providing an external representation of the learning content that is explored through the core mechanics of the gameplay”
- 11. Core Mechanics & Auditory TrainingAuditory Testing/TrainingAuditory Learning GameFlexible core mechanicsInteraction with stimuli (i.e. doing something with them)Engaging flow experience
- 12. Better conditions for realisation of motivational factors
- 13. Design Space? Specific core mechanicsInteraction limited to stimuli delivery/detection mechanismMonotonous flow experience
- 14. Unfavourable conditions for realisation of motivational factors
- 15. Limited user engagement (e.g. extrinsic motivation) ????
- 16. Auditory Learning GamesAuditory BubbleTraining for learning testing of learningUsed pre-existing gameFirst iteration:Define elements of auditory gamesIntegrate of auditory learning material & core mechanicsFrozen Bubblehttp://www.frozen-bubble.org/
- 17. Auditory Learning GamesAuditory Bubble & BeyondFuture iterationsPrinciples of auditory learningDesign guidelinesToolkits, authoring tools???
- 18. ?Auditory Learning Games Performance & Psychophysical proceduresAuditory Testing/TrainingAuditory Learning GamePerformance on the game is well definedPerformance on auditory task is unknownWhat to measure? How to measure? How to tailor difficultyEffects of divided attentionvisual & auditory tasksPerformance on the auditory task is well defined allowing:Measurement of auditory learningTailoring of auditory task difficultyLimited cognitive load??
- 19. QuestionsWhat aspects of the design of educational games & other audio-related computer systems are applicable for auditory learning games? How deep should the intrinsic integration between the auditory material and the core mechanics be? How do we address the wide range of age- and disability-related factors of the hearing impaired?
- 20. Appendixes
- 21. Beyond Auditory Learning GamesAn Auditory Learning FrameworkCasual gamesMultiple small self-contained auditory solutionsSeveral games for same auditory task (individual preferences), specific games for specific tasksIntegrated frameworkAudio processing componentsWeb-based deployment: online/offline, game recommendation, in-the-wild training (e.g. mobile)Technology-Enhanced LearningLearner Modelling / Cognitive modellingscaffolding, macro & micro adaptationData integration (from testing, training, self-report, audiologist, …) and visualisation performance, history, progress, …Open Learner Modelling
- 22. Intrinsic Motivation and LearningMalone, T. W., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, Learning and Instruction: Conative and affective process analyses, Snow & Farr (Eds.), pp. 253-223.
- 23. Auditory TrainingtrainingSocialtrainingCognitiveSpeechIntelligibilitytrainingTransfer SkilltrainingPhonemeDiscriminationtrainingPure toneDiscriminationTime
- 24. ReferencesAmitay, S., Hawkey, D. J., & Moore, D. R. (2005). Auditory frequency discrimination learning is affected by stimulus variability. Perception & Psychophysics, 67(4), 691-698.Moore, D. R., Rosenberg, J. F., & Coleman, J. S. (2005). Discrimination training of phonemic contrasts enhances phonological processing in mainstream school children. Brain and Language, 94(1), 72-85.Smith, G. E., Housen, P., Yaffe, K., Ruff, R., Kennison, R. F., Mahncke, H. W., Zelinski, E. M. (2009). A cognitive training program based on principles of brain plasticity: results from the Improvement in Memory with Plasticity-based Adaptive Cognitive Training (IMPACT) study. Journal of the American Geriatrics Society, 57(4), 594-603.Sweetow, R. W., & Sabes, J. H. (2006). The need for and development of an adaptive Listening and Communication Enhancement (LACE) Program. Journal of the American Academy of Audiology, 17(8), 538-558.de Miranda, E. C., Gil, D., & Iório, M. C. M. (2008). Formal auditory training in elderly hearing aid users. RevistaBrasileira de Otorrinolaringologia, 74(6). Fu, Q., & Galvin, J. J. (2007). Computer-Assisted Speech Training for Cochlear Implant Patients: Feasibility, Outcomes, and Future Directions. Seminars in Hearing, 28(2), 142-150. Moore, D. R., Ferguson, M. A., Halliday, L. F., & Riley, A. (2008). Frequency discrimination in children: Perception, learning and attention. Hearing Research, 238(1-2), 147-154. Malone, T. W., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, Learning and Instruction: Conative and affective process analyses, Snow & Farr (Eds.), pp. 253-223. Habgood, M. P. J. (2007). The Effective Integration of Digital Games and Learning Content. PhD thesis, University of Nottingham. Ross, M. (2005). Home-based auditory and speech reading training; A Review of Four Programs. Hearing loss Magazine, November/December, pp. 30-34.