Video Games in Education of Deaf Children

A Set of Pratical Design Guidelines

Rafael dos Passos Canteri

, Laura S

anchez Garc

ıa

, Tanya Amara Felipe de Souza

and Carlos Eduardo Andrade Iatskiu

UFPR - Federal University of Paran

a, Paran

a, Brazil

INES - National Institute of Deaf Education, Rio de Janeiro, Brazil

Keywords:

Deaf Education, Video Games, Educative Games, Assistive Technologies.

Abstract:

Deaf communities are quite unsupported in terms of assistive technology. These communities have many

special needs in terms of Education, Communication and Leisure which, most of the time, are not attended.

There is a great variety of studies that ensure the beneﬁts the educative video games bring to children. How-

ever, Deaf communities do not have satisfactory softwares of this kind as well. The present study shows a set

of guidelines, based on known educative video games models and on a Deaf children education methodology,

intended to support game developers when creating educational video games for Deaf children. Following the

guidelines, the construction of a game for Deaf children is presented in order to show the effectiveness of the

guidelines within the design process and to assess them.

1 INTRODUCTION

Deaf communities have struggled for many years for

recognition due to their differentiated condition. They

have been submitted to treatments with the intention

of removing the “problem” that they were supposed to

have. Their acquisition of certain basic rights, such as

allowing the use of Sign Language, a language more

natural for the Deaf, only recently began (Guimar

aes,

2013). After years of struggles and achievements, the

Deaf began to be considered as citizens, members of

a minority whose inclusion brings together social, po-

litical and citizenship dimensions (Skliar, 1999).

There is a lack of technological artifacts to sup-

port teaching and learning of the Brazilian Sign Lan-

guage (Libras) for the Deaf, their families and their

teachers. This shortage is observed at all levels of for-

mal education. Even for the American Sign Language

(ASL), which is the language that has the greater vari-

ety of technological support tools, this gap exists (Ko-

rte et al., 2012).

Among the technological artifacts needed for the

Deaf, we can quote the electronic games. Video

games form an area of extensive commercial and cul-

tural success, but they can also be efﬁciently em-

ployed as educational tools. There is a vast amount

of studies (Squire, 2003) (Squire and Jenkins, 2003)

(Prensky, 2003) (Amory and Naicker, 1999) (Virvou

et al., 2005) (Korte et al., 2012) supporting the bene-

ﬁts that these games can bring to children.

Even non-educational games ensure several ben-

eﬁts to the children that play them, as improving the

physical, mental and creative abilities of the players

(Barab et al., 2005) (Bourgonjon et al., 2011) (Song

and Zhang, 2008). Educational video games have the

potential to, besides ensuring the advantages of en-

tertainment electronic games, support the teaching-

learning process at virtually every subject in any ﬁeld

of knowledge.

In this sense, this work intends to create a set of

guidelines that leads the construction of video games

for Deaf children education, mainly between 0 to 6

years old. This way, the creation of new games for

these communities can be encouraged and oriented.

The guidelines proposed are based on well-known

and referential models of educative games and on a

Deaf children teaching-learning methodology.

The remainder of this paper is as follows: Sec-

tion II discusses related researches that have the Deaf

community as the target audience, in the research

group where this study was conducted. It also ad-

dresses the subjects of educative games and the teach-

ing methodology of hypotesis. Section III presents the

core of the work, the proposed guidelines. Section IV

shows some features of the software developed and

its assessment. Finally, Section V ends the paper with

122

dos Passos Canteri R., Sánchez García L., Amara Felipe de Souza T. and Andrade Iatskiu C..

Video Games in Education of Deaf Children - A Set of Pratical Design Guidelines.

DOI: 10.5220/0005397701220129

In Proceedings of the 17th International Conference on Enterprise Information Systems (ICEIS-2015), pages 122-129

ISBN: 978-989-758-098-7

 2015 SCITEPRESS (Science and Technology Publications, Lda.)

the conclusions.

2 RELATED RESEARCH

The projects of the research group in Human-

Computer Interaction for Social Inclusion of the

Computer Department of Universidade Federal do

Paran

a have focused efforts in providing socially in-

spired and socially based technology solutions for

brazillian Deaf communities. In this sense there are

the works (Bueno, 2014) (Guimar

aes, 2013) (An-

tunes, 2011).

The work of (Antunes, 2011) developed a compu-

tational model for the description of the phonological

aspects of Libras signs in order to support different

application needs. This is the core of the architecture

that allows for the construction of technological and

computational useful artifacts for Deaf communities.

(Guimar

aes, 2013) built a Pedagogical Compu-

tational Architecture to assist in the development of

technological tools to mediate the communication and

educational process between Deaf children and their

hearing parents. This architecture serves as a support

for Bilingual Literacy in written Brazilian Portuguese

and Libras.

(Bueno, 2014) described, with focus on the users

(Deaf children enrolled from kindergarten through 5th

grade of elementary school), the full potential of a

literacy supporting virtual environment. Such an en-

vironment will allow the teacher to select materials

from several textual genres and explore them with the

students aiming at learning to read and write in Por-

tuguese.

2.1 Educational Computer Games

Video games have become one of the most important

areas of entertainment nowadays. There is no way

of denying the fact that children and teenagers love

computer games (Virvou et al., 2005). Games are

a human activity that took throughout history many

anthropological, cultural, philosophical, psychologi-

cal, educational deﬁnitions and meanings (Laranjeira

et al., 2011).

New teaching and learning resources have been

added to education to enhance learning in different

ways. Digital games can make learning less mechan-

ical, and more fun for students.

Video games have been widely used in the teach-

ing of several subjects (Costa, 2012). Studies such

as (Alves, 2005) (Schcroter, 2004) (Squire and Jenk-

ins, 2003) prove that games not only satisfy the en-

tertainment needs of children, but also contribute to

their cognitive, social, emotional and cultural devel-

opment. Besides the known beneﬁts of video games,

such as increased concentration and logical thinking

(Amory and Naicker, 1999) (Melonio and Gennari,

2013), the game and the play as social actions are

human activities that allow children to assimilate and

recreate sociocultural experiences of the adults.

By engaging with the game, the child comes out of

passivity, is faced with a challenge situation and has

various tools with which he/she must solve proposed

problems. When playing a game, there is a need to

train new cognitive associations in order to reach a so-

lution (Pereira, 2007). Differentiated lessons that aim

to work with well-targeted and objective recreational

activities are a creative way to develop the oral com-

munication skills of learners in the classroom (Costa,

2012).

Despite the vast amount of contributions that the

games bring to the school, they should not be used as

substitutes for the classroom, but rather as a comple-

mentary tool used in conjunction with the class (Vir-

vou et al., 2005). Currently writers, researchers, com-

panies, armies, foundations and game designers are

united with the goal of sharing the potential of digital

games for learning (Prensky, 2003).

2.2 Early Childhood Education of Deaf

The methodology for early childhood education of

the Deaf (Felipe, 2000), the main basis for the set

of guidelines presented in this paper, is mainly based

on the concept of semantic triples. This means that

for each semantic ﬁeld (e.g. food, transportation, an-

imals) there is an element that matches the word in

Portuguese, the sign in Libras and a corresponding

picture in fruitful physical education practices. This

was the basis of the methodology being followed.

With it, the student gets to know the vocabulary of

the topics with which he/she has or will have frequent

contact. The vocabulary is needed for further linguis-

tic achievements.

This methodology can be used in various game

genres such as action games, adventures, puzzles and

even sports. For example, on a side-scroller platform

game, the student/player would be required to ﬁnd the

3 elements (Libras, Portuguese and visual representa-

tion) related to a given concept in some stage before

being allowed to proceed to the next level.

Another possibility that the methodology ad-

dresses is games that allow the ﬁtting of the letters of

the alphabet with the letters shown in Libras (ﬁnger-

spelling). This ﬁngerspelling is used by the Deaf to

refer to proper names and to words that have no cor-

responding sign in Libras. Such an approach could

VideoGamesinEducationofDeafChildren-ASetofPraticalDesignGuidelines

123

be adopted in the early [and easier] stages of a game,

and only in the later stages the game could offer the

semantic triples.

3 THE GUIDELINES AND THE

MODEL

Hearing children have little or no difﬁculty in playing

and understanding current video games and, if they

face any difﬁculty, there are tutorials and tips for them

in text or voice in their language. Deaf children, on

the other hand, can not take advantage of such assis-

tance, because most of them do not understand the

written Portuguese, nor can they hear the voices of

narrators. This reveals a great research question: How

to make games suitable for deaf children?

Associated with this issue, there are all the bene-

ﬁts of the use of computer games in education. There-

fore, in addition to understanding how to develop

video games for Deaf children, another relevant ques-

tion is: How to create educational video games for

children of these communities?

3.1 Methodological Steps

The two questions in the preceding paragraphs have

directed the whole work. All the methodological steps

pursued are described in the following paragraphs.

Common guidelines between the recent studies

(Korte et al., 2012) (Song and Zhang, 2008) (Ibrahim

and Jaafar, 2009) in the ﬁeld of Educative Games

were accepted and incorporated on the model right

away. When guidelines were not consensual among

all the papers, the ones that met the requeriments of

Education of Deaf were included.

The core structure of an educational Deaf chil-

dren methodology (Felipe, 2000), previously devel-

oped and tested by an expert at this matter, was used

to build the speciﬁc guidelines that concern the Deaf

children. The association between this structure and

the educative games models oriented the creation of

the new guidelines this paper proposes.

Most of the general guidelines for the construction

of educational software games can be applied in the

context of Early Childhood Education of Deaf. How-

ever, when there were inconsistencies between the

identiﬁed general guidelines for educational games

and speciﬁc methodology of early childhood educa-

tion of Deaf, scientiﬁc papers involving Deaf games

that meet the guidelines of educational games such as

(Melonio and Gennari, 2013) were used as decision

arguments.

3.2 The Proposed Guidelines

This subsection lists and explains all the guidelines

created. The guidelines are ordered taking into ac-

count the sources that supported their creation, i.e. if

the guideline is based on educational games models,

Deaf education or general Deaf games. Each guide-

line presented is also followed by an example, oftenly

based on real games, that makes its understanding

simpler and easier.

Based on the previously discussed main models

of educational games design accepted in the scien-

tiﬁc community, the following guidelines were sug-

gested for the design and implementation of educa-

tional games for the Deaf:

G1: When planning an educational game, it is

necessary to ﬁrst deﬁne what the designer/pedagogue

wants to teach in the game. E.g. if the game is going

to teach greetings and farewells, this is the ﬁrst thing

that must be decided in the game making.

G2: After deﬁning the learning goal, the target

audience and its age must be speciﬁed. This has sev-

eral reasons: adequacy of the interface with anima-

tions and graphics appropriate for the players’ age,

use of language easily understood by the target audi-

ence, deﬁning the scope and depth of content, among

others. E.g. in a puzzle game some cognitive tasks

can not be performed by children below certain ages.

G3: The genre of the game being developed

should be chosen to suit the target audience and the

content being taught. E.g. the developer should not

build a RTS ou FPS game for a child. The educational

effect would be lost within the game complexity.

G4: The objectives need to be clear and have di-

rect association with the teaching of the desired con-

tent. E.g. matching illustration or animations with the

content being taught.

G5: The games must contain tutorials on how to

play them. An educational game will have no edu-

cational way of teaching a certain subject if it is not

even able to teach the player how to use it. E.g. a brief

video with the basics in the begining of the game play.

G6: The feedback for the players’ actions must

always be as fastest and as understandable as possible.

E.g. when an error is committed, the screen reaction

must be fast and understandable.

G7: In addition to the feedback system, a sys-

tem of player evaluation and performance record is

required. E.g. some kind of score system that records

the players successes and ﬂaws.

G8: The evaluation system needs to have mean-

ingful grades or quantiﬁers. E.g. numbers, coins,

hearts, bars, etc.

G9: The interface elements must not distract the

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student’s attention away from its main task. E.g. score

system, hints, close or back buttons, they all must be

discrete.

G10: The difﬁculties and challenges must be

present in the gameplay tasks, not in use of the soft-

ware interface, which needs to be as simpler as pos-

sible. E.g. the interface environment for some games

like The Sims have so many objects in it, that using it

is harder than actually playing the game.

G11: The game needs to offer levels of difﬁculty

or have automatically adaptive difﬁculty according to

the player’s performance. E.g. usually the options of

Easy, Medium and Hard difﬁculties are enough.

G12: Whenever the game provides the player with

complex tasks, it should part them into simpler tasks.

E.g. if the objective of a certain level is: to get to

the end of level, keep the health of the character up to

70% and collect 12 apples. These 3 goals should be

split and carefully informed to the player during the

level in order to make it feasible for the player.

G13: Customization is an useful feature, as play-

ers learn more easily when information is tailored to

their preferences. E.g. allowing the player to choose

the color of the character’s clothes or the cursor of the

mouse.

G14: In order to maintain the interest and atten-

tion of the players, the rewards should be delivered

at the appropriate times. E.g. they must not be too

frequent to the point of making them less desirable,

but should not be too remote to the point of letting the

player bored.

G15: The workload required for receiving re-

wards should be increased over time, as the player’s

skill also increases with playtime. E.g. in order to get

an extra life for the main character, in the ﬁrst level

the player is required to collect 4 apples. In a latter

level the number of apples needed should be the dou-

ble.

G16: The game must offer one task at a time. E.g.

beat the enemy, collect an apple, climb up a stair, etc.

From the methodology of early childhood educa-

tion of Deaf the following guidelines are proposed:

G17: The game needs to incorporate elements

that associate the written language with an illustra-

tion. E.g. taking advantage of the visual features of

a game like graphics, pictures, animations, the lan-

guage should have an element in the game that as-

sociates written Portuguese with some ﬁgure that ex-

plains the concept.

G18: In the cases of younger children (less than 4

years old), preference should be given to games that

associate signs of Libras with illustrations, leaving the

Portuguese aside. E.g. a point-and-click game that

shows the word in Libras when the player clicks an

object, should forget the Portuguese for younger chil-

dren and just show the Libras signs.

G19: Either the most basic levels or for

younger children, levels or activities that associate the

graphemes (letters) with the signed alphabet in Libras

should be offered. E.g. a matching game that ﬁts the

letter A with its correspondent sign in Libras.

G20: Educational games for deaf children should

be constructed from semantic triples (Portuguese, Li-

bras and illustration), especially when the children’s

age is more than 4 years old. E.g. a space shooter

that requires the player to destroy an asteroid which

has the word in Portuguese, an asteroid which has the

word in Libras and an asteroid with a picture of the

corresponding object.

G21: Games should not always be focused on

teaching Libras, but in teaching subjects that are rel-

evant to the human development of the child. E.g.

animals, transportation, hygiene.

The guidelines above are often overlooked in pa-

pers of educative games that have no participation of

experts in education for Deaf.

Finally, from general guidelines of games for

Deaf, the last guidelines that compose the set are the

following:

G22: Texts should be avoided, since Portuguese is

not the primary language of Deaf children. For older

children or for literacy purpose games, this guideline

might be avoided. E.g. video tutorial, animations and

icons in every buttons, etc.

G23: The interface needs bold and bright colors

to please the children, always highlighting the main

task. E.g. the main activtiy of the game must always

be in the center of the screen and with the brighter

colors.

G24: Texts should not have unknown or ambigu-

ous words, moreover, there is preference for the use

of short words. E.g. if really necessary, the words in

a button or in an interface element should be VERY

simple.

G25: Relevant information must contain anima-

tions and highlights in order to draw attention of the

child. E.g. always keep the game action to the center

of the screen and always highlight objects that have

relation with the main task.

G26: Instructions should be placed before the

start of the game. Instructions that need to be inside

the game should be placed in a separate area on the

screen. E.g. a video tutorial that plays automatically

when the game is about to start.

G27: Younger children should have less choices

than the older ones. E.g. games that target ages from

2-6 should have little decision-making and should

guide the player through constant hints and path high-

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125

lights.

G28: The interface needs to be consistent, i.e.,

keeping the same items in the same order at different

screens. E.g. the button to close the game should

always be in the same place, no matter which screen

the action is at the moment.

G29: Objects from the sides need dynamic and

shapes that do not distract the player from the main

task. E.g. static buttons for side options and less col-

ors in the side interface components.

G30: Objects can only have mobility if they have

relationship with the main activity. E.g. avoid mov-

ing/animating the assisting side objects like scoring

system or hints.

G31: The feedback type must be customized for

Deaf children. E.g. there is no point in using audible

feedback, it should be animation or vibration on the

screen.

3.3 The Model

In order to arrange the knowledge produced and facil-

itate its understanding, the following model combines

the elements that compose the work developed. Fig-

ure 1 shows the model proposed.

Figure 1: Model for Educational Games for Deaf Children.

The main inputs for the creation of the guidelines

proposed were Educational Games models and the

Methodology of Education of Deaf. The foundation

of the whole structure is the Motivation. The motiva-

tion is the main component of any effective teaching.

At the bottom of the model lies the result achieved

with this work: early childhood education of the Deaf.

The main contribution of this work lies in the pro-

posed guidelines. It is possible to organize each of

the guidelines of the previous subsection in three cat-

egories: the ones that relate to the interface environ-

ment, those that deal with the gameplay mechanics

that make up the game, and the ones that address the

educational content included. Table 1 separates the

guidelines according to the game components they

correspond.

Table 1: Guidelines Classiﬁcation.

Interface Gameplay Educational

Content

G2 G2 G2

G4 G4

G7 G7

G10 G10

G11

G12

G13

G14

G15

G16

G17 G17

G18 G18

G19 G19

G20

G21

G22

G23

G24

G25

G26 G26

G27 G27

G28

G29

G30

G31

4 THE GAME DEVELOPED

4.1 Game’s Description

To demonstrate the guidelines effectiveness, we de-

veloped a jigsaw puzzle game for education of Deaf

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Figure 2: Screen of Theme Selection.

children. The game was developed in Python pro-

gramming language in association with Pygame, a set

of libraries for game development in Python. In the

game’s interface and interaction environment, the rec-

ommendations suggested in the guidelines were fol-

lowed.

Figure 2 shows the theme selection screen. There,

the player or the instructor decides which topic will

be studied and played at the moment. Currently the

game offer the themes: Animals, Food, Hygiene and

Transportation. All topics were suggested by an ex-

pert in the ﬁeld of early childhood education. Also

these topics are relevant for the age of the target au-

dience. Figure 2 also shows the absence of written

texts and the use of bold colors, as suggested by the

proposed guidelines for little children.

Figure 3 illustrates the game running in the theme

Transportation. The presence of the semantic triples

can be perceived. All the ilustrations have ﬁtting

spaces, this way the student can match the correct

representing the concept. Triples already assembled

successfully by the student go to the right side of the

screen, in a smaller size, so the player can revise them

if necessary. This also frees spaces on the board, al-

lowing the player to stay focused in the incomplete

triples. The game also offers a level of harder dif-

ﬁculty, that has no ﬁtting borders around the ﬁgures.

At this harder level the student has to match the triples

with his own knowledge of Libras and Portuguese.

Also, in the top left corner, there is the ﬁgure of a lit-

tle boy, that corresponds to the game’s evaluation sys-

tem: as the player successfully matches the triples, the

little boy starts receiving clothes pieces and colors.

As the guidelines demand, the game also includes

a tutorial, which intends to teach the player how to

properly play and react to the feedbacks the game

provides. The tutorial is a 3 minutes length video

that shows all the possible interactions the student

may have with the game and the results he gets from

each of them. The student can start the tutorial before

choosing a theme and begining playing.

Figure 3: Game - Transportation Theme.

4.2 An Experts’ Preliminary Evaluation

As a preliminary evaluation, the description and the

executable ﬁle of the game developed were presented

to an expert who agreed to participate in the process

and give his opinion on the quality of the game. Our

hypothesis was that provided the game proved to be

satisfactory, so would be the guidelines that had led

to it.

The report from a researcher of Human-Computer

Interaction of another Brazilian Federal University is

as follows:

“The menu is intuitive, the use of ﬁgures refers to

the existing options. The two game options (with or

without the matching pieces) are easily understood.

The images have backgrounds that contrast with the

drawings. The scorer of the total number of hits is

understandable and the positive or negative that indi-

cate whether the task was completed successfully or

not is also satisfatory. In either game mode, after ﬁn-

ishing the activities, it is not so clear that the player

must click the icon of the ’door’ in order to return to

the main menu and play again. At ﬁrst, one can re-

main waiting some other game instruction after the

image of ’Congratulations’.”

This report shows that the game was rather proper,

following most of the guidelines. As some examples,

we can quote the guidelines G6 and G31 that address

feedback issues or guidelines G23 and G25 that cover

colors and higlights.

Never-the-less, one critical problem was identi-

ﬁed, referring to guidelines G9 - the ’Congratulations’

picture distracts the player - and G10 - the task of go-

ing back to the main menu is harder than it should. Al-

though this makes an author’s mistake clear, for him

not having completely applied his own guidelines, it

also proves that those guidelines were correct.

4.3 A Case Study with the Game

The evaluation with Deaf children was held at the Mu-

VideoGamesinEducationofDeafChildren-ASetofPraticalDesignGuidelines

127

nicipal School of Early Childhood Education and Ele-

mentary Education Geny Jesus Souza Ribas, a school

specialized in the education of deaf children. After

a meeting with the principal and the pedagogues, in

which the game was shown and the process of assess-

ment was discussed, the testing with the children was

scheduled.

The assessment of the game was a qualitative anal-

isys.Two 3 years old deaf boys took part in the tests

[both about to turn 4 years old]. Besides them, an

pedagogue, a hearing instructor ﬂuent in Libras and

three Deaf instructors assisted the assessment.

The students showed great joy with each succesful

match they made in the game and also every time they

initiated a new game. During the ﬁrst 20 minutes of

play, the children needed constant help from the in-

structor. After that time, they began to play alone and

solve the problems without help, this occurred with

both children.

The software had a feedback that alerted the

player when he did something wrong, but the feed-

back didnt show, at the time, which mistake had been

made. From this pertinent remark put by both par-

ticipants, the tool was revised and improved with a

more informative and precise feedback. An interest-

ing comment is that both boys showed enough level

of satisfaction with the game and came out with the

same unique complain. This fact illustrates a differen-

tial feature of qualitative exploratory testing: the dis-

covery of especially good and/or especially bad char-

acteristics of the assessed artifact.

5 CONCLUSIONS AND FUTURE

WORKS

The main contribution of this work lies in the guide-

lines for building computer games with the purpose

of early childhood Deaf children education. From the

knowledge presented in this paper, a set of guidelines

were created, in order to guide programmers, game

designers and game development teams as a whole in

the construction of educational games for the target

audience.

The knowledge generated was then used in the de-

velopment of an educational game for teaching Libras

for Deaf children ranging from 0 to 6 years old. The

software product was tested with two children. The

game will soon be offered for free to all schools that

have Deaf children students in their classes.

As future work we intend to develop a colabo-

rative authorship tool that helps teachers and game

designers in the gathering of materials like images,

games levels, etc. These materials can be used

in several games and the tool will also guide the

teacher/designer in the development of educative

games for Deaf children.

ACKNOWLEDGEMENTS

We wish to thank CAPES foundation and the Re-

uni program for granting the scholarship that made

this study possible. We also want to thank profes-

sors Adriana Vaz, Francine A. Rossi and Andrea F.

Andrade for the authorship of artistic drawings of the

interface.

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