von Barnekow Ariel, Bonet-Codina Núria, Tost Dani
Dani Tost, Universitat Politècnica de Catalunya, Escola Tècnica Superior d'Enginyeria Industrial de Barcelona, Av. Diagonal 647, 08028 Barcelona, Spain, E-mail:
Methods Inf Med. 2017 Mar 23;56(2):162-170. doi: 10.3414/ME16-02-0014. Epub 2017 Jan 24.
To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability.
A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students.
User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun.
On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.
研究三维游戏化模拟是否可成为智障人士有效的职业培训工具。
与一家真实旅社的专业人员以及一所特殊需求学校的教师合作，开发了一个由一系列酒店清洁培训任务组成的三维游戏化模拟。学习目标集中在词汇技能、工作流程、社交能力和风险预防的获取上。从技术角度开发了几个无障碍功能，以使任务易于完成。进行了一项试点实验，以测试该工具对智障工人和学生的教学效果。
用户在游戏化模拟中的得分呈上升趋势。面对现实时，他们能识别场景，并试图重现他们在模拟中学到的东西。最后，他们对该工具感兴趣，表现出强烈的沉浸感和参与感，并表示玩得很开心。
基于该实验，我们认为三维游戏化模拟可以成为培训智障人士社交和职业技能的有效工具，从而通过工作促进他们的社会融入。
