The use of augmented toys to facilitate play in school-aged children with visual impairments
Source
Research in Developmental Disabilities, 85, (2019), pp. 70-81ISSN
Publication type
Article / Letter to editor
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Organization
SW OZ BSI OLO
Rehabilitation
Journal title
Research in Developmental Disabilities
Volume
vol. 85
Languages used
English (eng)
Page start
p. 70
Page end
p. 81
Subject
Learning and Plasticity; Radboudumc 3: Disorders of movement DCMN: Donders Center for Medical Neuroscience; Radboud University Medical Center; Rehabilitation - Radboud University Medical CenterAbstract
Background: Children with visual impairments (VIs) face challenges in social play activities, which limits their opportunities to practice social skills. Aims: We investigated whether augmented toys were effective to facilitate play in 52 children with VIs who attended special schools for students with visual impairments and blindness. Methods and procedures: 52 children with VIs (mean age: 9.22 years, SD = 2.07) played three times with both an augmented and a non-augmented toy. A Playmobil® knight's castle was augmented with Radio Frequency Identification (RFID) technology, such that each play figure produced audio feedback during play. The RFID-technology could be activated and deactivated. Social and cognitive aspects of play were coded from video and data were analyzed using multilevel logistics. Outcomes and results: Children showed less disengagement and more parallel play, but less cooperative play when they used the augmented versus the non-augmented castle. This pattern persisted after repeated play sessions with both toys. Conclusions: The addition of sounds to physical toys increased shared attention between children with VIs during the exploration of play materials, yet it interfered with social interaction during peer play.
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- Academic publications [245263]
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- Faculty of Medical Sciences [93208]
- Faculty of Social Sciences [30345]
- Open Access publications [106129]
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