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Open Access Publications from the University of California

Scholarly Works (3 results)

  • Article
  • Peer Reviewed
2022 Games + Learning + Society Conference Proceedings (2022)

Members within and outside game design and game studies communities have critiqued the lack of diversity in the fields. Encouraging school-age children and youth from diverse backgrounds is one approach to addressing this concern. New Mexico State University’s (NMSU) Learning Games Lab has developed a Toolkit that enhances children and youth’s interests in being game developers, knowledge and skill in reviewing games and digital media, and engagement in the game design process. By using teaching and learning principles based in Universal Design for Learning, culturally responsive education, and media literacy, the Learning Games Lab creates learning experiences that cultivate a sense of belonging in game communities and foster critical thinking and creativity for children and youth of diverse backgrounds.

    Cover page: Developing the Learning Games Lab Toolkit: Engaging Learners from Diverse Backgrounds in Game Design
    • Article
    • Peer Reviewed
    2022 Games + Learning + Society Conference Proceedings (2022)

    Accessible games are valued, doable and ultimately, accessible design is teachable. While the game community has been increasing its accessibility efforts, it can still feel challenging for design teams to prioritize and design for accessibility, particularly on games for learning. Some guidelines can be overwhelming and intimidating and may present contradictions when addressing different players’ needs. Learners need an opportunity to think through accessibility needs on a spectrum, consider categories (such as visual, hearing, motor and cognitive), and review designs in ways that are meaningful and doable. Designers and design students can learn accessibility design through a collaborative and participatory process. This established accessibility framework has been designed to help a facilitator guide participants through best practices on accessibility and apply it to the design process of transformational games. This collaborative learning leads to shared reflection on how to best teach accessibility and can be adjusted for use in formal classes or informal professional settings tailored based on the participants' needs.

      Cover page: Teaching game accessibility to designers and design students
      • Article
      • Peer Reviewed
      UCLA Previously Published Works (2018)

      Background

      As mobile devices are becoming ubiquitous, technology-based interventions provide a promising strategy to positively influence health behaviors of families with young children. However, questions remain about the feasibility and acceptability of intervention delivery via mobile apps in low-income, rural settings and among families with preschoolers.

      Objective

      The aims of this study were to understand the content and context of mobile device use for preschoolers; explore parent beliefs on this topic, including the acceptability of intervention delivery via mobile devices; and test a prototype of an app to encourage preschoolers' physical activity with both parents and children.

      Methods

      Parents (n=29) were recruited from 5 preschool centers in eastern, rural Colorado to complete a semistructured telephone interview regarding preschoolers' mobile device use. A second sample of parents (n=31) was recruited from the same preschool centers to view the app prototype independently and provide feedback. A third sample of preschool children (n=24) was videotaped using the app in small groups to measure engagement and record their responses to the app.

      Results

      Five key content areas emerged from the telephone interviews: (1) mobile devices are an important part of families' everyday routines, and parents have parameters governing their use; (2) parents often use mobile devices as a tool for behavior management; (3) parents clearly distinguish between mobile device use for learning versus entertainment; (4) parents have an overarching desire for balance in regard to their child's mobile device use; and (5) parents were generally supportive of the idea of using mobile apps for intervention delivery. From the app prototype testing with parents, participants reacted positively to the app and felt that it would be useful in a variety of situations. Testing with preschoolers showed the children were highly engaged with the app and a majority remained standing and/or actively moving through the entire length of the app.

      Conclusions

      Mobile devices are already integrated into most families' daily routines and appear to be an acceptable method of intervention delivery in low-income families in rural Colorado. The physical activity app represents an innovative way to reach these families and, with further improvements based on participant feedback, will provide children with a unique opportunity to practice key movement skills.
        Cover page: Mobile Device Use Among Rural, Low-Income Families and the Feasibility of an App to Encourage Preschoolers’ Physical Activity: Qualitative Study
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