Non-formal Learning through Ludic Engagement within Interactive Environments

    Research output: Book/ReportPh.D. thesisResearch

    Abstract

    Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.

         The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children’s actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child’s facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children’s dynamic movements when acting, reacting, and interacting in a gameplaying activity.

         The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement.

    Original languageEnglish
    Place of PublicationMalmö, Sweden
    PublisherMalmö Högskola
    Number of pages183
    ISBN (Print)9185042226
    Publication statusPublished - 2006

    Fingerprint

    Patient rehabilitation
    Robotics
    Boring
    Encapsulation
    Feedback
    Communication
    Sensors

    Keywords

    • Non-formal learning
    • interactive environments
    • intuitive interaction
    • interactive play
    • rehabilitation
    • sensor technology
    • non-intrusive interface
    • case studies
    • activity
    • action

    Cite this

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    title = "Non-formal Learning through Ludic Engagement within Interactive Environments",
    abstract = "Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children’s actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child’s facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children’s dynamic movements when acting, reacting, and interacting in a gameplaying activity.     The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement.",
    keywords = "Non-formal learning, interactive environments, intuitive interaction, interactive play, rehabilitation, sensor technology, non-intrusive interface, case studies, activity, action",
    author = "Eva Petersson",
    year = "2006",
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    isbn = "9185042226",
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    }

    Non-formal Learning through Ludic Engagement within Interactive Environments. / Petersson, Eva.

    Malmö, Sweden : Malmö Högskola, 2006. 183 p.

    Research output: Book/ReportPh.D. thesisResearch

    TY - BOOK

    T1 - Non-formal Learning through Ludic Engagement within Interactive Environments

    AU - Petersson, Eva

    PY - 2006

    Y1 - 2006

    N2 - Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children’s actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child’s facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children’s dynamic movements when acting, reacting, and interacting in a gameplaying activity.     The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement.

    AB - Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children’s actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child’s facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children’s dynamic movements when acting, reacting, and interacting in a gameplaying activity.     The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement.

    KW - Non-formal learning

    KW - interactive environments

    KW - intuitive interaction

    KW - interactive play

    KW - rehabilitation

    KW - sensor technology

    KW - non-intrusive interface

    KW - case studies

    KW - activity

    KW - action

    M3 - Ph.D. thesis

    SN - 9185042226

    BT - Non-formal Learning through Ludic Engagement within Interactive Environments

    PB - Malmö Högskola

    CY - Malmö, Sweden

    ER -