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HugBag – literally embracing soundscapes
Summary
Play Experience by Assistive Technology for play
Devices, services & contexts for play with children with disabilities
Name of Play Experience by AT
HugBag – literally embracing soundscapes
Type of project
Intervention
Finished research project
Ongoing research project
Summary
(~150 words: target group, aims, kind of activities, Play Experience by AT (devices, services and contexts) used, play experiences and results)
The thought behind HugBag was to explore potentials in continuous and co-located coupling to a child’s gross motor activity. Concretely, leaning and hugging a big inflated shape creates evolving soundscapes. The construct is made of half an inflated ball resting on a base. A Microsoft® Kinect sensor mounted on the base detects the location and degree of deformation when the ball is indented. These sensors control evolving sounds and light patterns as a response to bodily engagement in such a way that a hit or kick is not as rewarding as leaning or hugging.
Play Experience by Assistive technology
Low-tech, high-tech products, services and contexts for play
Description, intended use(s), intended target group(s), manufacturer/developer, reference
HugBag has been used for exploration and musing over long periods of engagement. The soundscape is experienced as clearly responsive yet always slightly changing. This is due to coded behaviour, but also as it is nearly impossible to replicate such a movement. The effect is a dynamic balance between control and emergence, which gives it its aesthetic appeal and hence, longer engagements.
Context
The context of use
(home, school, rehab center or other environments)
home and rehab center
Type of Play
Type of play in this play system
LUDI Classification of types of play
Cognitive Dimension
Practice
Symbolic
Constructive
Rule play (including videogames)
Social Dimension
Solitary
Parallel
Associative
Cooperative
Objectives
Objectives related to play according to ICF-CY
International Classification of Functioning, Disability and Health - Children & Youth Version (ICF-CY)
Play for the sake of play
Major life areas - d880 engagement in play
d8800 solitary play
d8801 onlooker play
d8802 parallel play
d8803 shared cooperative play
d8808 engagement in play, other specified
d8809 engagement in play, unspecified
Community social and civic life - d920 recreation and leisure time
d9200 play
Play-like activities
Therapeutic and educational objectives
b1 Mental functions
b2 Sensory functions and pain
b3 Voice and speech functions
b4 Functions of cardiovascular, hematological, immunological and respiratory systems
b5 Functions of digestive, metabolic and endocrine systems
b7 Neuromusculoskeletal and movement related functions
d1 Learning and applying knowledge (learning through symbolic play, learning through pretend play)
d2 General tasks and demands
d3 Communication
d4 Mobility
d7 Interpersonal interactions and relationships
Participant
Participant(s)
Number
1-5
5-10
10-20
>20
Chronological Age
0-3 years
3-6 years
6-12 years
12-18 years
Development Age
0-3 years
3-6 years
6-12 years
12-18 years
LUDI Categories of disabilities
Mental/intellectual impairments:
mild
moderate
severe
profound
Hearing impairments
Partially hearing impaired
Deaf
Visual impairments
Partially sighted
Blind
Communication disorders (speech and language disorders)
Physical impairments
Mild
Moderate
Severe
Autism Spectrum Disorders
Multiple disabilities
Explanation
Explanation on the use of low-tech, high-tech devices, services or contexts
Explanation
No instruction, self-discovery of the participant/subject
Verbal instruction, language and communication fitting to chronological age
Verbal instruction, language and communication is adapted
Visual and/or verbal instruction with AAC (Aumentative and Alternative Communication)
Visual instruction with written language
Visual instruction with pictures or drawings
Modeling by therapist/researcher
Hand over hand: therapist/researcher leads the actions of the participant
Prompting: therapist/researcher touches the participant as a key for further actions
Guided discovery: therapist/researcher coaches the participant so s/he discovers how to use the assistive technology
Modeling by peer
Visual instruction by peer
Verbal instruction by peer
Involvement
Adult: therapist/educator/researcher
Parent or significant others
Peer with disabilities
Peer without disabilities
Role
Non-participatory observer
Participatory observer
Providing instruction
After the instruction, providing supervision during play
Evaluation
Evaluation of objectives and outcome measures
Description of outcome measure(s)
Observation by professional/researcher providing the play experience
Observation by other professional/researcher
Video analysis
Feedback from client/parents/professionals
(validated and reliable) outcome measures like tests, self-reports of client/system, questionnaires
Information about availability of outcome measure: publisher, website, contact person
This artefact is a prototype. See the references for possible availability.
Achievements
Summary of achieved effects
the design's potential for connecting in the sense of supporting attention and grasp of cause and effect, and immersion understood as a situated interplay between exploration and musing.
References
References to the intervention or research project
Contact Person
Héctor A. Caltenco Certec, Dept. of Design Sciences, LTH P.O Box 118 221 00 Lund, Sweden hector.caltenco@certec.lth.se
Website
http://sid.desiign.org/portfolio/hugbag-design/
Publication
Caltenco, H. A., & Larsen, H. S. (2014). Designing for Engagement: Tangible Interaction in Multisensory Environments. NordiCHI ’14 Proceedings of the 8th Nordic Conference on Human-Computer Interaction: Fun, Fast, Foundational, 1055–1058. http://doi.org/10.1145/2639189.2670274
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