Motivation, Creativity, Play & Learning: convergence towards new human performance potentials

Technological advances open up creative avenues with which to explore, analyse, and challenge apparent human performance limitations. Possibilities are thus offered to optimise the involved learning potentials, and thereby improve children’s quality of life in different ways depending on their needs and desires. This paper presents results from SoundScapes body of research which is utilising technology in assistive (re)habilitation from Virtual Interactive Space (VIS); furthermore the paper describes what emerges in play scenarios that utilise enabling technology. The involved study exhibits implementation of robotic physical movement synchronously manipulated from sourced data movement information of a human. SoundScapes is a concept based on non-verbal communication and stimulation through interactive play with sounds and images, which is being realised in the production of a non-wearable sensor system for motion capture. This translates movement into real-time control of selected audio-visual feedback. The paper exhibits interactive play as an essential multi-layered utility for children to learn through gesture and movement. In sessions the child reaches beyond his/her current limitations to achieve learned control and success, attributes often rare in their world but which are both joyful and challenging for the child. This learning is usually not considered as learning in a traditional formal sense, rather as exploration and curiosity. Field-experimental studies were implemented among user groups of children, including children with severe physical/multi disabilities. The sourced capture of the human data is from enhanced virtual interactive space created from sensors. The data is constituted of the situated multimodal communication and forms of expression. The ‘VIS’ is considered as an artefact serving as a powerful resource for the child to express him/herself and a framework for analysis as the space directly actualises the child’s competences and emotions. The results highlight the positive effect of physical control by those with limited facility. Furthermore results disclose a learning potential, indicating the importance of meaningful creation through interaction in causal multimedia spaces to support children’s motivation or desire to learn. Finally the results conclude the potential of implementation as a supplement to traditional learning and therapy techniques.