Game Jam: Co-designing a Game-based Learning Tool on Internet and Social Media Safety with Young People with Learning Disabilities

Sneha Raman, Tara French, George Crooks (Editor), Digital Health & Care Institute (DHI)

Research output: Other contribution

Abstract

Game Jam employed a participatory design approach to identify opportunities for an interactive game-based learning tool and, to co-design this with young people with learning disabilities for educating them on internet and social media safety. The project involved a sequential series of Experience Labs with the young people and trainers, which spanned a period of five months. Game Jam was carried out in partnership with the Midlothian Council and the University of the West of Scotland.

Using an iterative design approach, four game concepts were co-created by participants and shared in the form of low fidelity prototypes. The final game concept was based on a consolidation of ideas from the four concepts to align with the participants’ preferences and incorporated training themes.
Game developers at the University of West of Scotland developed a proof of concept, which was reviewed with the young people and trainers. This ensured that the game met the learning needs of young people with learning disabilities, and the requirements of the trainers.
Overall, based on findings from the Labs, a game-based learning tool has the potential to support young people in learning about internet and social media safety, and may have application in wider health and social care contexts.
LanguageEnglish
Place of PublicationGlasgow
Publication statusPublished - 2015

Fingerprint

Social Media
Learning Disorders
Disabled Persons
Internet
Learning
Safety
Scotland
Consolidation
Health
Delivery of Health Care

Keywords

  • participatory design
  • young people
  • learning disabilities
  • experience labs
  • game-based learning
  • internet safety
  • social media
  • design tools
  • artefacts
  • co-design

Cite this

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title = "Game Jam: Co-designing a Game-based Learning Tool on Internet and Social Media Safety with Young People with Learning Disabilities",
abstract = "Game Jam employed a participatory design approach to identify opportunities for an interactive game-based learning tool and, to co-design this with young people with learning disabilities for educating them on internet and social media safety. The project involved a sequential series of Experience Labs with the young people and trainers, which spanned a period of five months. Game Jam was carried out in partnership with the Midlothian Council and the University of the West of Scotland.Using an iterative design approach, four game concepts were co-created by participants and shared in the form of low fidelity prototypes. The final game concept was based on a consolidation of ideas from the four concepts to align with the participants’ preferences and incorporated training themes.Game developers at the University of West of Scotland developed a proof of concept, which was reviewed with the young people and trainers. This ensured that the game met the learning needs of young people with learning disabilities, and the requirements of the trainers.Overall, based on findings from the Labs, a game-based learning tool has the potential to support young people in learning about internet and social media safety, and may have application in wider health and social care contexts.",
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Game Jam : Co-designing a Game-based Learning Tool on Internet and Social Media Safety with Young People with Learning Disabilities. / Raman, Sneha; French, Tara; Crooks, George (Editor); Digital Health & Care Institute (DHI).

Glasgow. 2015, .

Research output: Other contribution

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N2 - Game Jam employed a participatory design approach to identify opportunities for an interactive game-based learning tool and, to co-design this with young people with learning disabilities for educating them on internet and social media safety. The project involved a sequential series of Experience Labs with the young people and trainers, which spanned a period of five months. Game Jam was carried out in partnership with the Midlothian Council and the University of the West of Scotland.Using an iterative design approach, four game concepts were co-created by participants and shared in the form of low fidelity prototypes. The final game concept was based on a consolidation of ideas from the four concepts to align with the participants’ preferences and incorporated training themes.Game developers at the University of West of Scotland developed a proof of concept, which was reviewed with the young people and trainers. This ensured that the game met the learning needs of young people with learning disabilities, and the requirements of the trainers.Overall, based on findings from the Labs, a game-based learning tool has the potential to support young people in learning about internet and social media safety, and may have application in wider health and social care contexts.

AB - Game Jam employed a participatory design approach to identify opportunities for an interactive game-based learning tool and, to co-design this with young people with learning disabilities for educating them on internet and social media safety. The project involved a sequential series of Experience Labs with the young people and trainers, which spanned a period of five months. Game Jam was carried out in partnership with the Midlothian Council and the University of the West of Scotland.Using an iterative design approach, four game concepts were co-created by participants and shared in the form of low fidelity prototypes. The final game concept was based on a consolidation of ideas from the four concepts to align with the participants’ preferences and incorporated training themes.Game developers at the University of West of Scotland developed a proof of concept, which was reviewed with the young people and trainers. This ensured that the game met the learning needs of young people with learning disabilities, and the requirements of the trainers.Overall, based on findings from the Labs, a game-based learning tool has the potential to support young people in learning about internet and social media safety, and may have application in wider health and social care contexts.

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