KELOMPOK 2

JURNAL VOKASIONAL

Di susun oleh :

Rahma vira
17010044005

Eni listianingrum
17010044008

Ardhia
17010044034

Tribudi
17010044045

Veronika 17010044090

JURUSAN PENDIDIKAN LUAR BIASA

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI SURABAYA

2020

Can 3D Gamified Simulations Be

Valid Vocational Training Tools for
Persons with Intellectual Disability?
An Experiment Based on a Real-life Situation
REHA
B
A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

Ariel von Barnekow1,2; Núria Bonet-Codina1,2; Dani Tost1 , 2

1
Research Center of Biomedical Engineering, Universitat Politècnica de Catalunya, Barcelona, Spain;

© Schattauer 2017 Methods Inf Med 2/2017

 A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

2
Institut de Recerca Sant Joan de
Keywords tasks easy to do from a technological
Simulation, gamification, serious game, pointof-view. A pilot experiment was
intellectual disability, social conducted to test the pedagogical
empowerment, vocational training efficacy of this tool on intellectually
disabled workers and students. Results:
Summary User scores in the gamified simula tion
Objective: To investigate if 3D gamified
follow a curve of increasing progression.
simulations can be valid vocational
When confronted with reality, they
training tools for persons with
recognized the scenario and tried to
intellectual disability. Methods: A 3D
reproduce what they had learned in the
gamified simulation com posed by a set
simulation. Fi nally, they were interested
of training tasks for cleaning in hostelry
in the tool, they showed a strong feeling
was developed in collaboration with
of immersion and engagement, and they
professionals of a real hostel and
reported having fun. Conclusions: On the
pedagogues of a special needs school.
basis of this experiment we believe that
The learning objectives focus on the
3D gamified simulations can be efficient
acquisition of vocabulary skills, work
tools to train social and professional skills
procedures, social abilities and risk
of persons with intellectual disabilities
prevention. Several accessibility features
contributing thus to foster their social
were developed to make the
inclusion through work.

Correspondence to: Methods Inf Med 2017; 56: 162–170

Dani Tost https://doi.org/10.3414/ME16-02-0014
Universitat Politècnica de Catalunya received: March 6, 2016 accepted:
Escola Tècnica Superior d‘Enginyeria December 1, 2016 epub ahead of
Industrial de Barcelona Av. Diagonal 647 print: January 24, 2017
08028 Barcelona
Spain Funding
E-mail: dani@cs.upc.edu This work has been funded by Indra and
Fundación A ddecco.
Déu, Barcelona, Spain UN Convention on the strong reliance on the
Rights of Persons with D other people’s
isabilities [2]. reinforcement [5].
Unfortunately, the However,
1. Introduction employment rate among unemployment of
Persons with Intellectual people with ID is less persons with ID is only
Disabilities (ID) are one than a half as for general partially related to the
of the social groups with population [3], and more severity of their
a higher risk of exclusion than a half of persons disability; it is also largely
in Western countries. with ID are out of the attributable to systemic
Having a stable, labor force – that is and social barriers and to
meaningful employment neither working nor inadequate recruitment
wnloaded by: Karolinska Institutet. Copyrighted material.

develops a sense of looking for a job [4]. methods [6]. As a matter

identity and social status,
and it has been stressed
as a key factor of social
inclusion and
psychological wellbeing
[1]. Besides, working on
an equal basis with
others has been
recognized as a right of
persons with ID by the
Intellectual disability
involves cognitive
impairments such as
memory, attention,
language and spatial
orientation, lowered self-
regulation and social
development, together
with a deficiency of
intrinsic motivation and a
of fact, recent studies [7]
have shown that hiring
persons with ID is not as
challenging as expected,
it has positive effect in
strength- ening an
inclusive organization
culture, and it enhances
the corporate image. In
addition, employees with

© Schattauer 2017 Methods Inf Med 2/2017

 A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

ID are dependable, thereby facilitate their The personal

engaged, they have a integration in a work accompaniment of
great attendance, place and their efficacy students with ID is a key
attention to quality and a at work [8]. Moreover, success factor in
high productivity. vocational training has vocational education,
Moreover, their attitude been found to increase because each individual
projects positively on motivation and thereby has particular pedagogic
other workers the likelihood of a person requirements [10].
motivation [7]. with ID to obtain a job Moreover, since persons
There is a number of [9]. Finally, vocational with ID have difficulty in
evidences that vocational training can bring transferring skills,
education of individuals evidences of the training should ideally
with ID can improve their capacities of persons take place on the work
cognitive performance with ID, contributing to place. Unfortunately, the
and social behavior, break preconceived amount of
increase their functional concerns of potential
independence, and employers [9].
resources needed for this personal guidance at the acquired in these
work sites is often unsustainable [10]. Determining games, through
strategies for ensuring personalized, easy to transfer playing, students get
training at a reasonable cost is an ongoing subject. familiarized with
Computer simulations of work procedures can computer technology, a
provide unsupervised and personalized learning. knowledge which is
Gamified computer simulations add game viewed nowadays as an
ingredients such as scoring, awards, timing and essential requisite to
attractive graphical designs to these simulations in access to life-enhancing
order to foster engagement [11]. Gamified applications.
simulations can incorporate dynamic game There is an only limited
balancing strategies to customize feedback number of games and
mechanisms and levels of difficulty on the basis of simulations addressing
player abilities. This feature is particularly suitable to specifically vocational
address the diversity of learning rhythms and training for persons
capabilities [12]. with ID. Most existing
“Serious” educational games are computer games solutions address
designed with learning as the primary objective. By generic behavioral
opposite to gamified computer simulations, they are abilities and practical
not aimed at training a specific procedure, but compe- tences but not
rather at acquiring skills indirectly through game specific professional
activities. Available pilot research findings have skills.
shown that the principal obstacle of using digital Figure 1
games-based learning and gamified simulations with
students with ID is related to accessibility problems.
Stand- ard computer games and simulations do not
meet the special needs of this type of users [13]. In
particular, they do not take into account the
requirements of lower and adaptive pace, clear and
short instructions, use of oral or iconic messages
whenever possible [14]. To be effective with persons
with ID, they should be either adapted to these
requirements or designed specifically for this target.
Several successful gaming experiences have been
carried out in the classrooms to learn general
cognitive skills [15, 16] and mathematics [17, 18] to
children with ID. In addition to the core skills

© Schattauer 2017 Methods Inf Med 2/2017

 REHA
B
A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

Downloaded by: Karolinska Institutet. Copyrighted material.

A e
n
3

For instance, Standen et al. [19, 20] focus on

decision making and response time. Various
gamified simulations exist to learn routes for public
transportation [21, 22, 23, 24]. Others address
money management through the simulation of
shopping activities [25, 26]. Finally, some games
are centered in two relevant aspects of
independent living: self-care (hygiene and
appearance) [27], and healthy alimentary habits
[28]. In the frame of the GOET project [29], 10
games to support ID persons in getting and keeping
a job were developed, most of them centered in
the above mentioned generic skills. Torrente et al.
[26] have developed a game oriented at training e-
mailing and usage of office equipment for non-
severely disabled persons based on a 2D generic
scenario. Up to our knowledge, there is no previous
experience in developing and analyzing the transfer
value of 3D games for vocational training of
persons with ID based on the simulation of real-life
tasks of actual work sites.
The motivation of our work is to fill this gap. We
present IntegraGame a 3D gamified simulation
devoted at training persons with ID as room
attendants. The aim of this gamified simulation is
to bridge the gap between the classroom education
and the work-place by providing a virtual training
as similar as possible to reality.

2. Objectives
The main aims of this work are:
• To design and develop a gamified simu-

o lation for professional training of

1 http://www.icaria.biz
v cleaning tasks in hostelry based
2 http://www.escolataiga.com
e on a real usecase 3 http://www.inouthostel.com
r D
v
i s
e c
w e
n
o a
f r
i
t o
h

© Schattauer 2017 Methods Inf Med 2/2017

 A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

: r
o
t o
h m
e .

c
o
r
r
i
d
o
r
,

t
h
e

r
o
o
m
s

a
n
d

b
a
t
h
r
o
o
m
s

a
n
d

t
h
e

c
l
e
a
n
i
n
g
3. Methods
REHA
B

© Schattauer 2017 Methods Inf Med 2/2017

 A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

3.1 Development

IntegraGame was developed in collaboration with a non-profit organization, Icaria1 devoted at

promoting work integration of persons with disabilities. This organi- zation manages three work
places and the special need school Taiga2. We selected as reference their hostel, InOut3 in which 90
% of the workers have a disability. The training focuses at forming room attend ants. We selected
this professional profile because, according to different studies [30], hostelry is one of the economic
sectors that can offer better professional opportunities to persons with ID.

The gamified simulation was developed following an agile user-centric methodology, on the basis of
the real cleaning procedures of the hostel. It is based on a first-person perspective with users
controlling the virtual camera position and orientation. It is adapted to touch screens as well as to
mouse interfaces. The 3D environment reproduces faithfully the part of the hostel were most

of the cleaning tasks happen (see ▶ Figure 1). The graphical model is composed of four different
types of space: rooms (S1), cleaning room (S2), corridor (S3) and bathrooms (S4). The cleaning tasks
were modeled on the basis of observing and filming the actual procedures of the hostel. The textual
description of the task models were first discussed with the hostel managers before their
implementation, and they were tested and validated by them after with IntegraGame. Finally, the
successive prototypes were tested by 4 actual workers of the hostel with ID and 3 persons of the
managing staff without ID. These preliminary tests had a double objective: check the correctness of
the task models and validate their usability. The tempos of the tasks and the contents of the
messages were composed following the recommendations of real vocational training [31]. The
accessibility features provided in IntegraGame are described in Section 3.3.

3.2 Tasks
A recommendation of real vocational training is to break professional activities into simple and short
tasks [30]. Therefore, we divided the daily work simulation into 6 small tasks addressing different
situations: preparation of the cleaning cart, entering in a room, checking a room, cleaning it and
making the beds. A session is composed of a combination of these tasks in the desired order and
number of repetitions. In addition, a familiarization task has been designed to help players to get
used to this technology. This task surveys all the interactions that players need to do in the
simulation: navigation, camera orientation and object manipulations such as pick, drag, drop and
use. For each of these interactions, first an explanation on how it must be undertaken is shown.
Then, the player is invited to do it by himself/herself a para- meterized number of times. ▶ Table 1
describes these tasks: their identifier, learning objectives, generic skills, contents and virtual
environment in which it happens.

Id Learning objectives Generic skills Description Space

T1 LO1.1 Remember which cleaning products Cognitive: Users have to open the closet containing the products S2
and tools are necessary attention, and fill the cart. The cart is located nearby the closet
LO1.2 Prepare the cleaning cart in a tidy memory and so that navigation is not needed. Users simply rotate
manner language the camera to look in one or the other direction.
LO1.3 Identify all the cleaning products
d by: Karolinska Institutet. Copyrighted material.

and tools visually and by their name

T2 LO2.1 Knock at the door before entering Social: politeness Users have to knock at the door before entering in a S3
LO2.2 Wait if there is someone inside Behavioral: room. Various situations can happen: empty room,
containment room occupied by a guest that leaves the room or that
LO2.3 Insist if the guest doesn’t leave
stays inside.
T3 LO3.1 Discern if an object is or not Cognitive: Before cleaning a room, users have to check if there S1
valuable attention and are valuable objects. If so, they call the supervisor
LO3.2 Do not to touch the valuable memory with a virtual phone. They need to confirm which

© Schattauer 2017 Methods Inf Med 2/2017

 Downl
A. von Barnekow et al.: Gamified Vocational Training of Persons with164
ID

personal objects of the rooms objects they have seen, first in a 2D panel and next in
LO3.3 Notify the supervisor when needed Behavioral: the 3D room.
LO3.4 Be precise in notifying the situation decision making
T4 LO4.1 Recognize the trash to throw in the Cognitive: Users have to tidy up and then clean the room, step S1
garbage bag attention, memory, by step. They open the window to aerate, collect the
LO4.2 Tidy up the only the guest things executive functions garbage, and clean the furniture and the floor. At the
that disturb cleaning and spatial end, they should remember to close the window and
orientation turn off the lights.
LO4.3 Follow a routine procedure (the Social: ambient
correct tool and the correct order) awareness
LO4.4 Focus on side details such as
cleaning all corners of the table
LO4.5 Freshen the room. Turn off the
lights
T5 LO5.1 Prepare the beds following the Cognitive: Users have to change bed linens and make one of the S1
hostel procedure executive beds of the room according to the hostel procedure.
LO5.2 Put the dirty sheets in the laundry functions and
truck spatial
orientation
T6 LO6.1 Keep the environment tidy and Social: Users are told to pick an object in the cart at the end S3
clean even though this is not a engagement, of the corridor. In their way to the cart, they must
specific task responsibility and collect all the garbage they find.
ambient
awareness
Table 1 Description of the virtual tasks, learning objectives and skills.

© Schattauer 2017 Methods Inf Med 2/2017

162

▶ Figure 2 shows a screenshot of some

REHA
of the tasks.

B
3.3 Accessibility There are three main axis
of accessibility intervention in IntegraGame:
interaction, instructions and pacing.
Concerning the interaction, the simulation
provides three features: simple click or
touch interaction, automatic navigation and
restricted selection. User input is based on
click or touch interactions. Thus, it can be
played with a mouse, based on one-button
click and mouse movement or on a touch
screen. A click or touch on an object
launches the action associated to that
object if any. If the object is far from the
scope of the user’s avatar, an automatic
navigation towards it takes place before
launching the action. In order to reduce Figure 2 Some screen shots of the tasks; Top left: prepare the cart; Top right: clean the
possible errors, selection is restricted at room; Bottom left and right: knock at the door and wait until the client exits.
each step of the simulation to the next
required action. Thus, when users click on
objects not related to the current goal of
the task, the corresponding actions are not in order to reinforce the verbal and written Finally, concerning pacing, users have no
launched, providing thus an error-free play. messages, iconic images of the objects to be limit of time to do each action. The next
In actions where navigation is not required,
collected are shown at a side of the screen action is only required when the current one
because all the relevant elements are at the has been done. Since the play mode is error-
reach of the user, navigation is directly and objects involved in the next action blink free, all users finish the simulation having
disabled, for instance, in Task 1 and Task 2 and are highlighted. Finally, in all tasks all done all the tasks, unless they quit before.
where only camera rotation is needed. This actions attempts yield a feedback message, The instruction is repeated after a lapse of
avoids users getting puzzled in the always in positive style. Two levels of time of inactivity.
environment and trying to repair their difficulty were implemented for all the
errors instead of focusing at the correct way tasks: in the first level all instructions were 3.4 Pilot
of doing the task. Most of the actions are
posted and in the second level, users had to The pilot was done two times at 14 months
done instantaneously, but others require a
continuous interaction. For instance, perform the tasks without step-by-step of interval (Iteration 1 in April 2015 and
cleaning the table requires to keep the instructions, only with the initial Iteration 2 in June 2016). In the first
button pressed (or touched) and moving on specification of the goal of the task. iteration
top of it, simulating the gesture of
scrubbing, until it is clean enough. Finally, Table 2 Description of the exercises of the real-life experiment.
camera rotation is handled either with Id Description Material Space
mouse movements or with touches in a
E1 Equivalent to task T1. Various items of all the The corridor with a
navigation widget that frames the 3D The instructor explains that the user has to open the objects available in the cleaning closet
scenario. It is restricted to small angles, in closet containing the cleaning products and tools and corresponding virtual task
order to avoid users navigating looking at fill the cart located nearby the closet. First, the user plus some others, also
the floor or at the ceiling. fills the cart without guidance, and then the instructor related to cleaning.
Concerning instructions, they are provided signals the missing objects if any.
always verbally, with a simple and clear
style optionally complemented with a
written message to reinforce the reading
skills of users that have them. The
instructions are direct, straightforward and
in imperative mode. In addition, in Task 1,

Methods Inf Med 2/2017 © Schattauer 2017

 A. von Barnekow et al.: Gamified Vocational Training of Persons with166
ID

E2 A fusion of tasks T2, T3 and T4. Table 4 Assessment criteria of the learning objectives in the virtual training (tref =
The instructor explains that the user has to check a
reference time, n = number of actions, nref = reference number of actions).
room. The user carries a garbage bag and a walkie-
talkie. He/she has to knock at the door before familiarization task and less in the other tasks. They played 4 times through a
entering in the room (reference to task T2), then period of 1 month for the first iteration and 4 times (2 per level of difficulty)
check if there is a valuable object and if so call the
during 2 weeks for the second iteration. The real-life experiments were done a
supervisor with the walkie-talkie (T3), collect the
garbage and turn off the light and close the windowweek after the virtual training finished in the two iterations. In the preliminary

Downloaded by: Karolinska Institutet. Copyrighted material.

before leaving (T4). tests during the development of IntegraGame, we had seen that
although the mouse version was more difficult, it was nevertheless
usable. Therefore, since the school did not have touch screen devices, the
Table 3 Characteristics of the users groups. mouse version was used.
REHA

The real-life experiment was carried on at InOut hostel. It put into

Iteration 1
scene the tasks of the simulation in the real scenario through two
B

Virtual Real-life experiment exercises: on one hand, T1, and on the other hand, T2, T3 and T4
Training
(4 times)
PLAYER
GROUP
CONTROLmerged (see ▶ Table 2). We did not roleplay each task separately
GROUP
because of time restrictions. The first iteration was intended at
Women 5 2 0 reproducing level of difficulty 1. Thus, we gave step-by-step
Men 4 3 5 instructions and helped users when they asked so. The second
Total users 9 5 5 iteration reproduced level of difficulty 2, and thus, we let users act
the simulation had only one level of difficulty without detailed instructions. ▶ Table 2 summarizes the contents of
which was found insufficient by teachers. these real-life tasks.
Thus, the software was enhanced to include a
second level of difficulty which was tested in 3.5 Participants
the second iteration. Each iteration was
LOdivided Metrics
into two steps: training in the Acceptance Participants of the pilot were
classroom with IntegraGame and
criteria selected by Taiga’s teachers among a
group of students aged between 15 to 18
LO1.1 Time to prepare the cleaning trolley in T1 t < 2 * tref
and with different ID degreed (between 40
LO1.3 Wrong actions between the instruction to pick an object n < 4 * nref % to 65 %). One of the participants had, in
and the action to grab this object in T1 addition, a visual impairment of 80 %. The
LO2.1 Wrong actions on the door before the knocking action in n=0 families were informed of the experiment
T2 and gave their permission for the
LO2.2 Wrong actions between the voice answer of the guest and n=0 participation and filming. A concern of
the next instruction in T2 teachers was to clearly transmit to families
LO2.3 Time and wrong actions between the second instruction t < 2 * tref and n = that the experiment was not a selection
and the knock again action in T2 0
process, so they talked personally with
each family to explain the goals of the
LO3.2 Wrong actions on a valuable object in T3 n=0
pilot.
LO3.3 Time between the instruction and the call to the t < 2 * tref For the first iteration, 9 participants took
supervisor in T3 the simulation-based training and 10 did
LO3.4 Objects selected in the 2D interface when the OK button is only the correct the real-life experiment (5 among these 10
pressed in T3 object had participated in the simulation-based
LO4.1 Wrong actions between the instruction to throw the first n=0 training and 5 had never used
object to the garbage and the action to throw the last one IntegraGame). For the second iteration
in T4 there were 6 students in the virtual
training and 13 in the real-life simulation (6
LO4.2 Wrong actions between the instruction and the action to n=0
tidy up the last object in T4 of which had make the virtual training). ▶
LO4.3 Time to do the whole T4 t > 4 * tref Table 3 summarizes the composition of the
groups.
LO4.4 Time between grabbing the cleaning cloth to clean the t > 2 * tref
3.6 Evaluation
table and the completing the action in T4
LO4.5 Wrong actions between the instruction and the correct n=0 For the evaluation, the whole description
action in T4 for: opening the window, closing the window of the user play was recorded click after
and turning off the lights click, the virtual distance traveled by the
LO5.1 Time to do the whole T5 t > 2 * tref
LO5.2 Wrong actions between the instruction to remove
© Schattauer the
2017 nMethods
=0 Inf Med 2/2017
sheets and the correct action in T5
LO6.1 Wrong actions on the toilet paper before throwing all the n=0
garbage in T6
 A. von Barnekow et al.: Gamified Vocational Training of Persons with166
ID

user’s avatar and the time per action, The results of the real-life experiments are shown in ▶ Table 7 and 8. ▶ Table 7
were computed. Furthermore, the shows the marks obtained in the real-life
following values were computed: Table 5 Assessment criteria of the learning objectives in the real-life experiment.
• Correct actions: actions that the

REHA
player is requested to do and that LO Metrics Acceptance criteria

B
he/she has done. LO1.1 Percentage of objects put on the cleaning trolley in 100 % (iteration 1)
• Related actions: auxiliary actions E1 80 % (iteration 2)
needed to perform the correct ones LO1.2 The manner to put the objects on the cleaning Balanced distribution of
such as navigation, and opening and
trolley in E1 objects
closing doors.
LO2.1 To knock or not before opening the door in E2 Door knocked
• Incorrect actions: actions that the
user has incorrectly intended to do LO2.2 To open the door or not between the answer of the Not to open the door
but that have not happened in error- guest and the next action in E2
free mode. LO2.3 Time between the answer of the guest and t < 12
knocking at the door again in E2
For the real-life experiment, the LO3.1 The type of object reported by the user to the All notified objects are
evaluation was necessarily more
supervisor in E2 valuable
subjective. There were two non-teacher
evaluators per experiment who LO3.2 Number of valuable objects touched by the user in No valuable objects
counted times, correct and incorrect LO3.3 E2 touched
actions and need of help. On the basis To remember or not to use the walkie-talkie Walkie-talkie used without
LO Iteration 1 help of the instructor
without the Iteration 2
in E2 help
of these observations, a mark was
assigned to every subject. The marks LO3.4 Number of valuable objectsLevel 1 to the
notified AtLevel
least2one valuable
were compared and discussed with First game Last
supervisor in E2 game First game Last game First game
object Last game
teachers. LO4.1 44
LO1. Objects picked67
up and thrown
33 into the garbage
83 bag At 50
least one garbage
67
▶ Tables 4 and 5 summarize the 1 in E2 object
metrics used to evaluate each of the LO4.5 33
LO1. To remember or67not to close
50the window and67 lights At 50
least one action
50
learning objectives and the acceptance 3 at the end without the help of the instructor in E2
criteria that are measured in terms of experiment
LO2. 44 in a scale
44of 1 to 1083 group)
67 and users
67that have100
not do it
number of wrong a ctions (n) and
(control group). ▶ Table 8 shows the
1 (minimum, maximum, mean and
elapsed time needed to perform the
LO2. 67 deviation values
standard 67 among83 the 83 67 67
action (t) in comparison to the time percentage of users that passed the
2 group of users) for users having done
needed by a user without disabilities at acceptance criterion for every
low pace (reference time). Some of the LO2. 78 training (player
the virtual 89 83 83 33 67
3
assessed learning objective.
learning objectives of the virtual
training could not be evaluated in the LO3. 67 78 33 67 100 100
real-life experiment, as explained 2
above, because not all the tasks were LO3. 56 89 0 33 50 83
role-played due to time restrictions. 3
LO3. 11 0 33 50 50 67
4
4. Results LO4. 50 88 17 67 83 67
The results of the virtual training are 1
shown in ▶ Table 6 that indicates, for LO4. 50 88 17 67 33 50
every learning objective, the 2
percentage of users who passed the LO4. 88 100 67 67 33 67
acceptance criteria. Only the first and 3
last time the users did the simulation is LO4. 75 88 83 100 100 83
represented. A per task analysis of the 4
evolution of the results of the first LO4. 63 75 33 83 67 83
iteration can be found in [32]. 5
LO5. 67 100 33 83 50 50
1
LO5. 89
© Schattauer 2017 100
Methods Inf67Med 2/2017 83 67 100
2
LO6. 25 75 50 67 83 100
1
 A. von Barnekow et al.: Gamified Vocational Training of Persons with166
ID

Table 6 Results of the virtual training. LO2.3 40 40 50 57

Percentage of users that passed the
LO3.1 80 60 50 43
acceptance criteria for every learning
LO3.2 100 100 17 14
objective.
Table 7 LO3.3 80 60 50 43
REHA

Iteration LO3.4
Iteration 80 60 50 43
B

1 2 LO4.1 100 100 83 71

PLAYER CONTROL PLAYER
LO4.5 100 20 67 29
GROUP GROUP GROUP
Results of the real-life experiment: percentages of users that had passed the acceptance
(5 users) (5 users) (6 users)
criteria for every learning objective.
E1 min 4,00 3,00 3,75
max 10,00 8,00 9,88
mean 7,20 5,80 7,95
SD 2,59 2,17 2,35
E2 min 7,50 6,25 1,00
max 8,75 8,75 9,00
mean 8,25 8,00 5,33
SD 0,68 1,12 2,66
TOTA min 5,75 5,75 2,38
L max 9,38 7,88 9,44
mean 7,73 6,90 6,64
SD 1,62 1,11 2,46
5. Discussion game in comparison to the first one,
Results of the real-life experiment: marks
obtained by the users in a range of 0 to 10, which indicates that students have
Concerning the virtual training, the
for the two exercises E1 and E2 and global learned. This observation is also true for
results confirm that all students could
result with equal weight of the two the second level of difficulty. An
use the gamified simulation and most of
exercises. exception is LO3.4 for the first iteration
them passed the acceptance criterion at
in which users did it worse at the last
the last game (▶ Table 6). The game. This learning objective consists of
differences in the results of the two identifying the valuable object in the 2D
iterations for level of difficulty 1 can be interface. In general, it has the worse
explained by the fact that the groups scores. This may be due to the fact the
were small and the individual skills of change of context from 3D to 2D was
the users play an important role in the puzzling for the users. In addition, the
results. However, in both cases there is recognition of valuable objects is
a clear progression in the results of the difficult, because the concept of value
last depends on cul-
tural reasons that vary among persons. Comparing the levels of difficulty in the
second iteration, the score of the first game of the second level of difficulty is in
Table 8 general lower than the score of the last game of the first level. This is expectable,
LO Iteration 1 because
Iteration 2 increasing the level of difficulty requires an adaption. However, the
by: Karolinska Institutet. Copyrighted material.

PLAYER CONTROL PLAYERresults of the last game of level 2 are comparable and sometimes
GROUP GROUP GROUP better that those of level 1, which can also be seen as a sign of
(5 users) (5 users) successful learnship.
(6 users)
LO1.1 100 100 83 According to the teachers observations in the classroom, students
understood the environment, the interaction rules and the aim of the
LO1.2 80 40 83
training. They did not report having difficulties in using the mouse for
LO2.1 100 80 50 navigation, although in the validation tests held during the
LO2.2 80 100 50 development of the project, it was clear that the touch device was

© Schattauer 2017 Methods Inf Med 2/2017

 Downlo
A. von Barnekow et al.: Gamified Vocational Training of Persons with166
ID

easier for them. The feeling of

immersion was strong, some students
answering orally to the character inside
the room or knocking directly on the
screen at the virtual door in Task 2. All
students felt attracted by the software
and wanted to play. They were
concentrated while playing. The global
feeling of teachers was that
IntegraGame was a useful tool that
could complement effectively their
work, and that it could be used not only
for that particular vocational training,
but also as a complementary exercise of
the current curriculum, which they have
actually done. The major flaw that
found in the first iteration was the fact
there was only one level of difficulty.
This drawback was corrected in the
second iteration. They valuated as an
achievement the fact that in the second
level of difficulty users could do the
tasks without per-action instructions.
Concerning the results, they confirmed
that they were expectable taking into
account the capacities and skills of each
individual, which are seen as the major
factor of success.
Concerning the real-life experiment,
several factors should be taken into
account aside from the fact that the
users had trained or not: the specific
intellectual capabilities of the subjects
and their emotions. The fact that the
environment was new for them, that
they were filmed (in the first iteration),
and that they were the center of
attention somewhat conditioned their
behavior. Nevertheless, the global im-

© Schattauer 2017 Methods Inf Med 2/2017

162

pression of the mediators was positive: trained students immediately recognized of the software is modular and allows re-
the situation and in general resolved it better than the others. It can be seen in ▶ using the objects and actions. Moreover,
Table 7 that the trained group has higher better marks than the control group in we believe that gamified simulations like
the two exercises and the two iterations. The results of iteration 2 are in general IntegraGame can help companies to
worse than those of iteration 1, because the level of difficulty was higher, with less systematize and document their work
guidance. However, the difference between the trained group and the control procedures, which can be beneficial also
group is higher with the highest level of difficulty. When analyzing the learning for non disabled persons.

objectives separately (▶ Table 8), the same observations can be done: in general
Acknowledgment
the player group outperforms the control group. An exception is LO2.1 to LO2.3
related to knocking at the door (see ▶ Table 1) which are slightly lower in the Many thanks are due to InOut hostel,
especially Maria Jose Pujol, Kika Sauret
second iteration. This result seems to indicate that social abilities may be more
and Noemi Caparrós and to the teachers
difficult to acquire and retain than procedural ones.
of Taiga, in particular Carmen Rodenas
▶ Table 8 also shows better results in the first iteration (easier) than in the and Miguel Martinez. Finally, this work
second (more difficult). This is particularly visible in the learning objectives LO3.1 could not have been done without the
to LO3.4, where the intervention of the instructors were key to help users joy and sympathy of InOut workers and

REHA
remember to iden- tify the valuable objects. The difficulty of these learning Taiga students who participated in the

B
objectives is consistent with the observations of the virtual training. The major design and the validation of
difference between the player group and the control group corresponds to LO1.2 IntegraGame.
and LO4.5. In LO1.2, 80 % of the trained subjects put all objects and all of them in
the same order and place than in the simulation, in comparison to 40 % on on-
players (83 % to 57 % in the second experiment). In LO4.5 100 % of the players References
remembered at least one of the two objectives (close the door and turning off the 1. Stenfert B, Kahn S, Hearn M. An Evaluation of
light), in comparison to 20 % of the nonplayers (67 % to 29 % in the second Target Supported Employment Agency:
iteration). Employers Satisfaction and Psychological Well-
being and Working Conditions of Employees.
The Skill Journal. 2000; 67: 24–33.
2. Parmenter T. Promoting training and
6. Conclusions employment opportunities for people with
intellectual disabilities: international
Vocational training is essential to promote the integration of persons with ID in experience. Digital Commons @ILR; 2011.
the work force. It is however demanding in terms of personal and time resources. 3. Siperstein GN, Parker RC, Drasche M. National
snapshot of adults with intellectual disabilities
The hypothesis of this paper is that 3D gamified simulations can complement
in the labor force. Journal of Vocational
vocational training by providing self-contented instructional materials that can be Rehabilitation. 2013; 39(2013): 157–165.
played ubiquitously, as often as needed. The efficacy of serious games and 4. Erickson W, von Schrader S .Disability Statistics
simulations depends on one hand on their accessibility to users with ID, and on from the 2010 American Community Survey
(ACS). Ithaca, NY: Cornell University
the other hand on the similarity of the virtual tasks to real ones. We have Employment and Disability Institute (EDI);
conducted a pilot study that has involved students and workers with ID, educators 2012.
and employers in the design a gamified simulation based on a real-life use-case. 5. Wilmshurst L. Clinical and Educational Child
The validations results on the simulation have shown that the technology is usable Psychology an Ecological-Transactional
Approach to Understanding Child Problems and
and attractive to students. The next step in the development of this technology is Interventions. Hoboken: Wiley; 2012.
to implement more levels of dif ficulty in the simulation, to increase the number of 6. Ellenkamp JJ, Brouwers EP, Embregts PJ, Joosen
situations and add more challenge through the inclusion of virtual rewards. MC, van Weeghel J. Work Environment-Related
In order to measure the transfer value of the simulation, we have set up an Factors in Obtaining and Maintaining Work in a
Competitive Employment Setting for
experiment comparing the real-life skills of trained students and non-trained Employees with Intellectual Disabilities: A
students. The evaluation is complex, subject to a diversity of factors such as the Systematic Review. J Occup Rehabil. 2016;
level of disability of the person, his/her motivation for the task and mostly 26(1): 56–69.
contingencies of the experiment itself such as the fact of filming, time restriction, 7. I4CP. Employing People with Intellectual and
Developmental Disabilities. Report of the
and the presence of educators and school mates. However, in spite of its Institute for Corporate Productivity; 2014.
limitation and the reduced number of subjects, the pilot showed us that there was 8. Drysdale J, Casey J, Porter-Armstrong A.
a noticeable difference between trained and non-trained students. In addition, Effectiveness of training on the community
educators and employers considered it useful, and educators have integrated it as skills of children with intellectual disabilities.
Scandinavian Journal of Occupational Therapy.
curricular activity. 2008; 15(4): 247–255.
Broadening the scope of application of the simulation to other daily-life
environments and procedures is relatively easy and cheap, because the structure

Metode Inf Med 2/2017 © Schattauer 2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 167

9. Katz I, Cohen R. Assessing autonomous motivation in students with cognitive impairment. Journal of 32. Bonet-Codina N, von Barnekow A, Tost A, Tost
Intellectual & Developmental Disability. 2014; 39(4): 323–332. D. IntegraGame: A Real-life Inspired Serious
10. Verdonschot M, de Witte P, Reichrath E, Buntinx WH, Curfs LM. Community participation of people Game for Social and Professional Training of
with an intellectual disability: a review of empirical findings. J Intellect Disabil Res. 2009; 53(4): 303– People with Intellectual Disability. Proceedings
318. of the 3rd 2015 Workshop on ICTs for
11. Zyda M. From Visual Simulation to Virtual Reality to Games. Computer. 2005; 38: 25–32. Improving Patients Rehabilitation Research
12. Langone J, Clees TJ, Rieber L, Matzko M. The Future of Computer-Based Interactive Technology for Techniques; 2015. p.10–13.
Teaching Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Practice.
Journal of Special Education Technology. 2003 ; 18(3): 5–16.
13. Standen PJ, Brown DJ. Virtual Reality in the Rehabilitation of People with Intellectual Disabilities:
Review, Cyberpsychology & Behavior. 2005; 8(3): 272–282.
14. Saridaki M, Gouscos D, Meimaris MG. Digital Games-Based Learning for Students with Intellectual
REHA

Disability. In: Connolly T, Stansfield M, Boyle

L, editors. Games – Based Learning Advancements for Multi – Sensory Human Computer Interfaces
B

– Techniques and Effective Practices. New York: Information Science Reference (an imprint of IGI
Global); 2009. p. 304–325.
15. Martins T, Carvalho V, Soares F, Moreira MF. Serious game as a tool to intellectual disabilities
therapy: Total challenge. IEEE Conference on Serious Games and Applications for Health; 2011. p.
1–7.
16. Brown DJ, McIver E, Standen PJ, Dixon P. Can Serious Games Improve Memory Skills in People with
ID? Journal of Intellectual Disability Research. 2008; 52(89): 678.
17. Brown DJ, Ley J, Evett L, Standen PJ. Can participating in games based learning improve mathematic
skills in students with intellectual disabilities? 1st IEEE International Conference on Serious Games
and Applications for Health; 2011. p. 1–9.
18. Curatelli F, Martinengo C. Design criteria for educational tools to overcome mathematics learning
difficulties. Procedia Computer Science. 2012; 15: 92–102.
19. Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. An evaluation of the use of a
computer game in improving the choice reaction time of adults with intellectual disabilities. Journal
of Assistive Technologies. 2009; 3(4): 4–11.
20. Standen PJ, Rees F, Brown DJ. Effect of playing computer games on decision making in people with
intellectual disabilities. Journal of Assistive Technologies. 2009; 3(2): 4–12.
21. Melching LC, O’Brien E. Computer-based video instruction to teach students with intellectual
disabilities to use public transportation. Education and Training in Developmental Disabilities. 2010;
4: 230–241.
22. Brown DJ, McHugh D, Standen P, Evett L, Shopland N, Battersby S. Designing Location based
Learning Experiences for People with Intellectual Disabilities and Additional Sensory Impairments.
Computers and Education. 2011; 6(1): 11–20.
23. Brown D, Standen PJ, Saridaki M, Shopland N, Roinioti E, Evett L, Grantham S, Smith P. Engaging
students with intellectual disabilities through games based learning and related technologies. In:
Stephanidis C, Antona M, editors. Proceedings of the 7th international conference on Universal
Access in Human-Computer Interaction: applica tions and services for quality of life – Volume Part
III (UAHCI’13), Vol. Part III. Berlin, Heidelberg: Springer-Verlag; 2013. p. 573–582.
24. Alaribe I. Design a Serious Game to Teach Teenagers with Intellectual Disabilities How to Use Public
Transportation. Procedia – Social and Behavioral Sciences. 2015; 176(20): 840–845.
25. Lopez-Basterretxea A, Mendez-Zorrilla A, GarciaZapirain B. A telemonitoring tool based on serious
games addressing money management skills for people with intellectual disability. Int J Environ Res
Public Health. 2014; 11(3): 2361–2380.
26. Torrente J, Blanco A, Moreno-Ger P, FernándezManjónn B. Designing Serious Games for Adult
Students with Cognitive Disabilities. In: Huang T, Zeng Z, Li C, Leung C, editors. Neural Information
Processing, Lecture Notes in Computer Science Volume 7666 [Internet]. Berlin Heidelberg: Springer;
2012. p. 603–10.
Downloaded by: Karolinska Institutet. Copyrighted material.

27. Choi K, Wong P, Chung W. Using computer-assisted method to teach children with
intellectual disabilities handwashing skills. Disabil Rehabil Assist Technol. 2012; 7(6): 507–
516.
28. Rodríguez IA, López-Basterretxea A, MéndezZorrilla B, García-Zapirain B. Helping
children with Intellectual Disability to understand healthy eating habits with an IPad
based Serious Game. 18th IEEE Conference on Serious games; 2013. p. 169–173.
29. Sik Lányi C,Brown DJ, Standen P, Lewis J, Butkute V. User Interface Evaluation of
Serious Games for Students with Intellectual Disability. In: Miesenberger K, Klaus J,
Zagler W, Karshmer A, editors. Proceedings of the 12th international conference on
Computers helping people with special needs: Part I (ICCHP’10). Berlin Heidelberg:
Springer; 2012 . p. 227–234.
30. Fundación Once. Análisis de perfiles profesionales del sector de la hostelería
susceptible de ser ocupados por personas con discapacidad. 2006. Available from:
http://sid.usal.es/idocs/F8/FDO19203/ empleo_hosteleria.pdf.
31. Shearman F, Sheehan C. Vocational skills training for people with intellectual
disabilities: A Multi-faceted Approach. Proceedings of Pathways 5: reviewing the past,
adapting to the future: national conference; 2000. p. 1–28.

© Schattauer 2017 Metode Inf Med 2/2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 167
REHA

Fokus Theme - Artikel dari orang dengan ID yang keluar dari

B

angkatan kerja - yang tidak bekerja atau

mencari pekerjaan [ 4].
cacat intelektual melibatkan gangguan
kognitif seperti memori, perhatian, bahasa
Dapat 3D Gamified Simulasi Jadilah Hari Alat Pelatihan dan orientasi
Keterampilan untuk Penyandang Cacat Intelektual? spasial, menurunkan self-regulasi dan
pembangunan sosial, gether untuk- dengan
kekurangan vasi moti- intrinsik dan
ketergantungan yang kuat pada penguatan orang
Percobaan Berdasarkan Situasi kehidupan nyata lain [5]. Namun, kerja un- orang dengan ID hanya
sebagian terkait dengan keparahan kemampuan
dis- mereka; juga sebagian besar disebabkan
Ariel von Barnekow 1,2; Núria Bonet-Codina 1,2; Dani Tost 1,2 hambatan Temic dan sosial sistematis dan metode
1 Pusat Penelitian Biomedis, Universitat Politècnica de Catalunya, Barcelona, Spanyol; perekrutan yang tidak memadai [6]. Sebagai soal
2 Institut de Recerca Sant Joan de Deu, Barcelona, Spanyol fakta, studi terbaru [7] telah menunjukkan bahwa
ing orang hir- dengan ID tidak seperti menantang
seperti yang diharapkan, memiliki efek positif
dalam kekuatan - hening budaya organisasi
inklusif, dan meningkatkan citra perusahaan.
Kata kunci tugas mudah dilakukan dari teknologi pointof-view. Sebuah Dalam disi ad-, karyawan dengan ID yang
diandalkan, terlibatnya, mereka memiliki
Simulasi, gamification, permainan serius, percobaan pendahuluan dilakukan untuk menguji keampuhan kehadiran besar, di- berikut tegangan untuk
cacat intelektual, pemberdayaan sosial, pedagogis alat ini pada pekerja cacat intelektual dan mahasiswa. kualitas dan produktivitas yang tinggi. Selain itu,
proyek sikap mereka positif pada pekerja motivasi
pelatihan kejuruan lainnya [Ada sejumlah bukti bahwa
hasil: Skor pengguna di gamified Simula tion mengikuti kurva

meningkatkan kemajuan. Ketika dihadapkan dengan realitas,

Ringkasan Objektif: Untuk menyelidiki
apakah simulasi gamified 3D bisa menjadi
alat pelatihan kejuruan berlaku untuk orang
dengan cacat intelektual. metode: Sebuah
3D gamified simulasi com ditimbulkan oleh
serangkaian pelatihan tugas untuk
membersihkan di hostelry dikembangkan
dalam kolaborasi dengan profesional dari
sebuah asrama nyata dan pendidik dari
sekolah kebutuhan khusus. Tujuan
pembelajaran fokus pada perolehan
keterampilan kosakata, tata kerja,
kemampuan sosial dan pencegahan risiko.
Beberapa fitur aksesibilitas dikembangkan
untuk membuat
Surat menyurat ke:
Dani Tost
Universitat Politècnica de Catalunya Escola Tecnica
unggul d'Enginyeria Industrial de Barcelona Av.
Diagonal 647 08028
pendidikan kejuruan individu dengan ID
dapat meningkatkan kinerja kognitif dan
mereka mengakui skenario dan mencoba untuk mereproduksi perilaku sosial, meningkatkan
apa yang telah mereka pelajari dalam simulasi. Akhirnya, mereka kemandirian tional func- mereka, dan
tertarik pada alat ini, mereka menunjukkan perasaan yang kuat dengan demikian memfasilitasi integrasi
mereka di tempat kerja dan keberhasilan
perendaman dan keterlibatan, dan mereka melaporkan
mereka di tempat kerja [8]. Selain itu,
bersenang-senang. kesimpulan: Atas dasar percobaan ini kami pelatihan kejuruan telah ditemukan
percaya bahwa simulasi gamified 3D dapat menjadi alat yang untuk meningkatkan vasi moti- dan
dengan demikian kemungkinan dari
efisien untuk melatih keterampilan sosial dan profesional
anak per- dengan ID untuk mendapatkan
penyandang disabilitas intelektual kontribusi sehingga untuk pekerjaan [9]. Akhirnya, pelatihan
mendorong inklusi sosial mereka melalui kerja. kejuruan dapat membawa bukti-bukti
dari kapasitas orang dengan ID,
kontribusinya ting untuk memecahkan
kekhawatiran terbentuk sebelumnya dari
pengusaha tential po- [9].
Iringan pribadi penyok stu- dengan ID merupakan
faktor kunci keberhasilan dalam pendidikan
kejuruan, karena masing-masing vidual puncak-
memiliki pedagogik khususnya require- KASIH
[10]. Selain itu, karena orang dengan ID
mengalami kesulitan dalam mentransfer
Metode Inf Med 2017; 56: 162-170 keterampilan, pelatihan idealnya berlangsung di
https://doi.org/10.3414/ME16-02-0014 menerima: 6 tempat kerja. Sayangnya, jumlah
sumber daya yang dibutuhkan untuk
Maret 2016 diterima: 1 Desember 2016 epub depan cetak: 24

Januari 2017
Ance guid- pribadi ini di lokasi kerja
Barcelona Spanyol pendanaan

sering tidak berkelanjutan [10].

Karya ini telah didanai oleh Indra dan Fundación Addecco.
Menentukan strategi untuk memastikan
E-mail: dani@cs.upc.edu
personalisasi, mudah untuk pelatihan
1. Perkenalan
transfer pada biaya yang wajar adalah
Penyandang Cacat Intelektual (ID) adalah
salah satu kelompok sosial dengan risiko subjek yang sedang berlangsung.
yang lebih tinggi dari pengucilan di negara-
negara Barat. Memiliki stabil, pekerjaan Simulasi komputer
yang bermakna mengembangkan rasa
identitas dan status sosial, dan telah kerja prosedur-
ditekankan sebagai sebuah faktor kunci
dari inklusi sosial dan kesejahteraan prosedur dapat
psikologis [1]. Selain itu, bekerja atas dasar
kesetaraan dengan orang lain telah diakui memberikan tanpa
sebagai hak orang dengan ID dengan
campur PBB Con- tentang Hak-hak pengawasan dan
Penyandang Cacat [2]. Sayangnya, tingkat
ment employ- antara orang dengan ID per- belajar
kurang dari setengah seperti untuk
populasi umum [3], dan lebih dari setengah sonalized. simulasi

© Schattauer 2017 Metode Inf Med 2/2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 167

komputer Gamified menambahkan bahan-bahan permainan seperti scoring, (kebersihan dan Ance tampil lagi)
[27], dan kebiasaan pencernaan profit, Ica- ria 1 d
penghargaan, waktu dan desain grafis yang menarik untuk simulasi ini untuk
yang sehat [28]. Dalam rangka integrasi kerja pen
keterlibatan asuh [11]. simulasi Gamified dapat menggabungkan permainan proyek GOET [29], 10 game untuk mengelola tiga tem
dinamis menyeimbangkan strategi untuk menyesuaikan mekanisme umpan balik orang dukungan ID dalam khusus Taiga 2. Kam
dan tingkat kesulitan atas dasar kemampuan pemain. Fitur ini par- ticularly cocok mendapatkan dan mereka, InOut 3 di m
mempertahankan pekerjaan Ing kereta-berfokus p
untuk mengatasi keragaman irama dan kemampuan [12] belajar. “Serius”
dikembangkan, sebagian besar Kami memilih profil p
permainan pendidikan adalah permainan puter com- dirancang dengan belajar dari mereka berpusat di atas men- studi yang berbeda [
sebagai tujuan utama. Dengan berlawanan dengan simulasi komputer gamified, tioned keterampilan generik. ekonomi yang dapa
Torrente et al. yang lebih baik untuk
mereka tidak ditujukan untuk melatih prosedur tertentu, tetapi lebih pada
[26] telah mengembangkan
memperoleh keterampilan secara tidak langsung melalui kegiatan permainan.
permainan berorientasi pada
Tersedia temuan penelitian percontohan telah menunjukkan bahwa kendala utama
pelatihan e-mail dan penggunaan Simulasi gamifie
menggunakan game berbasis digital pembelajaran dan simulasi gamified dengan peralatan kantor untuk orang non- metodologi penggun
prosedur pembersih
siswa dengan ID berhubungan dengan masalah aksesibilitas. Berdiri - game cacat berat berdasarkan skenario didasarkan pada su

komputer ard dan simulasi tidak memenuhi kebutuhan khusus dari jenis pengguna generik 2D. Sampai langkan tahu- dengan pengguna m
mempunyai posisi d
kami, dengan layar sentuh
[13]. Secara khusus, mereka tidak memperhitungkan persyaratan yang lebih
lingkungan yang me
rendah dan adaptif kecepatan, instruksi yang jelas dan singkat, penggunaan pesan asrama yang paling

lisan atau ikon bila memungkinkan [14]. Agar efektif dengan orang-orang dengan
ID, Motivasi dari pekerjaan kami adalah
untuk mengisi kesenjangan ini. Kami hadir
IntegraGame 3D gami- fied simulasi yang
ditujukan untuk melatih orang dengan ID
Beberapa pengalaman gaming yang sukses telah dilakukan di ruang kelas
sebagai kamar pembantu. Tujuan dari
untuk belajar keterampilan kognitif umum [15, 16] dan matematika [17, 18] simulasi gamified ini adalah untuk
untuk anak-anak dengan ID. Selain keterampilan inti yang diperoleh dalam menjembatani kesenjangan antara

permainan ini, melalui bermain, siswa mendapatkan dibiasakan dengan pendidikan kelas dan pekerjaan-tempat
dengan menyediakan ing kereta-maya
teknologi komputer, pengetahuan yang dilihat saat ini sebagai syarat penting
semirip mungkin dengan realitas.
untuk akses ke aplikasi ing enhanc- hidup.
REHA
B

Ada hanya jumlah terbatas dari permainan dan simulasi menangani pelatihan specifi- Cally
kejuruan bagi penyandang ID. Kebanyakan solusi yang ada mengatasi kemampuan generik
perilaku dan kompetensi praktis - tences tetapi keterampilan profesional tidak spesifik.
Gambar 1
Sebuah gambaran dari skenario 3D: koridor, kamar dan kamar mandi dan membersihkan kamar.
lation untuk pelatihan profesional tugas ing bersih-
1 http://www
di hostelry didasarkan pada kasus penggunaan- http://www.e
nyata om 3
http://www.inouthostel.com
Misalnya, Standen et al. [19, 20] pembersihan mandi (S4). model tugas
•
REHA

Untuk menyediakan fitur aksesibilitas untuk antarmuka

fokus pada pengambilan tugas terjadi Tugas pertama kali
dalam rangka memfasilitasi penggunaan grafis 3D untuk
B

keputusan dan waktu respon.

orang dengan ID (lihat ▶ membersihka dibahas
Berbagai simulasi gamified ada Angka 1). n dimodelkan dengan agers
untuk belajar rute untuk angkutan • Untuk menganalisis pencapaian tujuan
Model grafis atas dasar asrama pria-
umum [21, 22, 23, 24]. pembelajaran dalam simulasi mengamati sebelum
terdiri dari
pengelolaan uang alamat lain • Untuk mengevaluasi potensi transfer keterampilan tual vir- empat jenis dan fil- ming pelaksanaann
melalui simulasi belanja activ- ities
keterampilan nyata dari sebuah kelompok pengguna ruang: kamar prosedur ya, dan
[25, 26]. Akhirnya, beberapa yang mereka diuji
uji (S1),
permainan yang berfluktuasi
membersihka sebenarnya dan divalidasi
terus- menerus-abad dalam dua
n kamar (S2), dari asrama. oleh mereka
aspek yang relevan dari indepen- Deskripsi setelah
koridor (S3)
penyok hidup: perawatan diri 3. Metode
dan kamar tekstual dari dengan

© Schattauer 2017 Metode Inf Med 2/2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 167

id Tujuan Pembelajaran
IntegraGame. Akhirnya, diundang untuk melakukannya T1 LO1.1 Ingat yang produk pembersih dan alat- Kog
prototipe cessive SUC- diuji sendiri / dirinya para - jumlah alat yang diperlukan Siapkan keranjang mem
oleh 4 pekerja yang meterized kali. ▶ Tabel 1 ahli LO1.2 pembersih secara rapi
sebenarnya dari asrama
Taurat de- tugas-tugas ini:
dengan ID dan 3 anak per- identifier mereka, tujuan LO1.3
dari staf mengelola tanpa pembelajaran, keterampilan Mengidentifikasi semua produk pembersih dan
alat-alat visual dan dengan nama mereka
ID. generik, isi dan lingkungan tual mengetuk di pintu sebelum
T2 LO2.1 memasuki Tunggu jika ada seseorang di dalam Sosi
Tes-tes awal memiliki jective vir- di mana hal itu terjadi. Bersikeras
LO2.2 jika tamu tidak meninggalkan membedakan Peri
ob- ganda: memeriksa apakah suatu cont
kebenaran dari tugas LO2.3 objek atau tidak Do berharga untuk tidak
menyentuh
model dan memvalidasi T3 LO3.1 benda-benda pribadi berharga dari kamar Kog
kegunaan mereka. Tempo perh
LO3.2 mem
tugas dan isi dari pesan
yang terdiri mengikuti
LO3.3 Beritahu supervisor bila diperlukan Jadilah
rekomendasi dari tepat Perila
LO3.4 dalam memberitahukan situasi Kenali kepu
pelatihan kejuruan nyata sampah
[31]. fitur aksesibilitas T4 LO4.1 untuk membuang di kantong sampah Kog
yang disediakan di mem
ekse
IntegraGame dijelaskan LO4.2 Merapikan hanya hal-hal tamu yang orie
membersihkan mengganggu
dalam Bagian 3.3.

LO4.3 Ikuti prosedur rutin (alat yang benar dan Sosi

urutan yang benar) Fokus pada detail amb
samping seperti

LO4.4 membersihkan seluruh pelosok meja

3.2 Tugas
Sebuah rekomendasi dari pelatihan LO4.5 Menyegarkan ruangan. Matikan lampu
kejuruan nyata adalah memecah Siapkan
T5 LO5.1 tempat tidur mengikuti prosedur hostel Kog
kegiatan profesional dalam tugas- ekse
tugas sederhana dan singkat [30]. orie
LO5.2 Menempatkan lembar kotor di truk laundry
Oleh karena itu, kami membagi
simulasi pekerjaan sehari-hari
menjadi 6 tugas-tugas kecil T6 LO6.1 Jauhkan rapi lingkungan dan bahkan bersih Sosi
meskipun ini bukan tugas tertentu tang
menyikapi situasi yang berbeda: kesa
penyusunan keranjang pembersih,
masuk dalam ruangan, memeriksa Tabel 1 Uraian tugas virtual, tujuan dan
keterampilan belajar.
sebuah ruangan,

membersihkan dan
membuat tempat tidur. Sesi
terdiri dari kombinasi tugas-
tugas ini dalam urutan yang
diinginkan dan jumlah
pengulangan. Dalam hasil
penjumlahan, tugas sosialisasi
telah de- ditandatangani untuk
membantu pemain untuk
terbiasa dengan teknologi ini.
Tugas survei ini semua tindakan
antar bahwa pemain perlu
melakukan dalam lation simu-:
navigasi, orientasi kamera dan
manipulasi objek seperti pick,
drag, drop dan digunakan. Untuk
masing-masing tions interaksi,
arolinska Institutet. Copyrighted

pertama penjelasan tentang

bagaimana harus dilakukan
ditampilkan. Kemudian, pemain

© Schattauer 2017 Metode Inf Med 2/2017

 Downloaded
material.
162

3.3 Aksesibilitas

REHA
Ada tiga poros utama intervensi

B
aksesibilitas di IntegraGame: interaksi,
petunjuk dan mondar-mandir.
Mengenai interaksi, yang lation simu-
menyediakan tiga fitur: klik sederhana atau
interaksi sentuh, navigasi otomatis dan seleksi
terbatas. input pengguna berdasarkan klik atau
sentuhan interaksi. Dengan demikian, dapat
dimainkan dengan mouse, berdasarkan klik dan
mouse gerakan satu tombol atau layar sentuh.
Sebuah klik atau sentuhan pada objek
meluncurkan tindakan terkait dengan yang objek
jika ada. Jika objek jauh dari lingkup avatar
pengguna, navigasi otomatis ke arah itu terjadi
sebelum meluncurkan tindakan. Dalam rangka
Gambar 2 Beberapa screen shot dari tugas; Kiri atas: mempersiapkan gerobak; Kanan atas: bersih ruangan; Bawah kiri dan kanan:
untuk mengurangi kemungkinan kesalahan, mengetuk pintu dan menunggu sampai pintu keluar klien.

seleksi terbatas pada setiap langkah simulasi

untuk tindakan yang diperlukan berikutnya. Jadi,
ketika pengguna mengklik pada objek yang tidak untuk memperkuat pesan verbal dan tertulis, Akhirnya, mengenai mondar-mandir, pengguna
berkaitan dengan tujuan saat tugas, tindakan yang gambar ikon dari objek yang akan tidak memiliki batas waktu untuk melakukan
dikumpulkan ditampilkan pada sisi layar dan
sesuai tidak diluncurkan, menyediakan dengan setiap tindakan. Tindakan berikutnya hanya
benda yang terlibat dalam aksi blink
demikian bermain bebas dari kesalahan. Dalam berikutnya dan disorot. Akhirnya, dalam diperlukan ketika saat telah dilakukan. Karena
tindakan di mana navigasi tidak diperlukan, karena semua tugas semua tindakan upaya
menghasilkan pesan umpan balik, selalu modus bermain bebas kesalahan, semua
semua unsur yang relevan di jangkauan pengguna, dalam gaya positif. Dua tingkat kesulitan pengguna menyelesaikan simulasi telah
navigasi langsung dinonaktifkan, misalnya, dalam dilaksanakan untuk semua tugas: di tingkat
melakukan semua tugas, kecuali mereka berhenti
pertama semua instruksi yang diposting dan di
Tugas 1 dan Tugas 2 di mana rotasi kamera hanya tingkat kedua, pengguna harus melakukan sebelum. instruksi diulang setelah selang waktu
diperlukan. Menghindari pengguna ini semakin tugas dengan-instruksi langkah-demi-langkah,
tidak aktif.
hanya dengan spesifikasi awal dari tujuan dari
bingung di lingkungan dan mencoba untuk
tugas.
memperbaiki kesalahan mereka bukan berfokus
pada cara rect cor- melakukan tugas. Sebagian
besar tions ac- dilakukan secara instan, tetapi 3 ,4 Percontohan
Pilot dilakukan dua kali di 14 bulan interval
yang lain memerlukan interaksi terus menerus.
(Iterasi 1 pada bulan April 2015 dan Iterasi 2
Untuk sikap in, membersihkan meja membutuhkan
pada Juni 2016).
untuk menjaga tombol ditekan (atau menyentuh)
Pada iterasi pertama
dan ing mov- di atasnya, simulasi gerakan
menggosok, sampai cukup bersih. Akhirnya, rotasi
kamera ditangani baik dengan gerakan mouse
atau dengan sentuhan dalam widget navigasi yang Meja 2 Deskripsi latihan percobaan kehidupan nyata.
frame 3D sce- nario. Hal ini dibatasi untuk sudut id Deskripsi Bahan Ruang
kecil, untuk pengguna menghindari navigasi
E1 Setara dengan tugas T1. Instruktur menjelaskan Berbagai item dari semua Koridor dengan
melihat lantai atau langit-langit. bahwa pengguna harus membuka lemari yang berisi benda yang tersedia dalam lemari pembersih
produk pembersih dan alat-alat dan mengisi keranjang tugas virtual yang sesuai
terletak dekat lemari. Pertama, pengguna mengisi ditambah beberapa orang
lain, juga terkait dengan
gerobak tanpa bimbingan, dan kemudian instruktur
pembersihan.
sinyal benda hilang jika ada. Sebuah fusi tugas T2, T3
dan T4. Instruktur menjelaskan bahwa pengguna
harus memeriksa sebuah ruangan. Pengguna
membawa kantong

Metode Inf Med 2/2017 © Schattauer 2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 166

E2 sampah dan walkie-talkie. Dia / dia harus mengetuk tabel 4 Kriteria penilaian dari tujuan pembelajaran dalam pelatihan virtual (TREF =
pintu sebelum masuk di ruang (referensi untuk tugas
T2), kemudian memeriksa apakah ada benda
berharga dan jika begitu panggilan pengawas dengan
walkie-talkie (T3), mengumpulkan sampah dan
mematikan cahaya dan dekat jendela sebelum
meninggalkan (T4).
tabel 3 Karakteristik dari kelompok pengguna.
REHA
referensi waktu, n = jumlah tindakan, Nref = nomor referensi tindakan).
tugas sosialisasi dan kurang dalam tugas-tugas lainnya. Mereka bermain 4 kali
melalui periode 1 bulan untuk pertama iterasi dan 4 kali (2 per tingkat kesulitan)
selama 2 minggu untuk iterasi kedua. Percobaan kehidupan nyata dilakukan
seminggu setelah pelatihan tual vir- selesai dalam dua iterasi. Dalam tes awal
selama mentukan mengembangkan- dari IntegraGame, kami telah melihat bahwa
al- meskipun versi tikus adalah kultus lebih kesukaran, itu tetap digunakan. Oleh
karena itu, sejak sekolah tidak memiliki perangkat layar sentuh, versi tikus digunakan.

Percobaan kehidupan nyata dilakukan pada pada InOut hostel. Ini

Downloaded by: Karolinska Institutet. Copyrighted

Iterasi 1
B

menempatkan ke TKP tugas simulasi dalam skenario nyata melalui

Pelatiha eksperimen kehidupan
dua latihan: di satu sisi, T1, dan di sisi lain, T2, T3 dan T4 digabung
nyata
n Virtual
(4 kali) PLAYER PENGENDALI (lihat ▶ Meja 2). Kami tidak role- bermain tugas masing-masing secara
GROUP AN
GROUP
terpisah karena pembatasan waktu. Iterasi pertama adalah ed intend- di
perempuan 5 2 0 mereproduksi tingkat kesulitan 1. Dengan demikian, kami
laki-laki 4 3 5 memberikan petunjuk langkah-demi-langkah dan membantu

Jumlah 9 5 5
pengguna ketika mereka bertanya begitu. Iterasi ond sek-
pengguna
direproduksi tingkat kesulitan
simulasi hanya satu tingkat dari kesukaran culty
yang ditemukan tidak cukup oleh guru. Dengan
demikian, perangkat lunak ditingkatkan untuk
menyertakan tingkat kedua kesulitan yang diuji

material.
pada iterasi kedua. Setiap timbangkan itu-itu
dibagi menjadi dua langkah: pelatihan di dalam
2, dan dengan demikian, kita membiarkan pengguna bertindak tanpa instruksi ekor de-. ▶ Tabel 2
kelas dengan IntegraGame dan merangkum isi tugas kehidupan nyata ini.

sebagian besar untuk

3 ,5 Peserta
Kriteria penerimaan
Peserta dari pilot dipilih oleh guru Taiga di antara
LO metrik
sekelompok mahasiswa berusia antara 15 sampai 18
LO1.1 Waktu untuk mempersiapkan troli pembersihan di T1 t <2 * TREF n
dan dengan ID yang berbeda degreed (antara 40%
LO1.3 tindakan yang salah antara instruksi untuk memilih obyek dan tindakan <4 * Nref sampai 65%). Salah satu peserta memiliki, di samping
untuk mengambil objek ini di T1
itu, gangguan visual 80%. Para keluarga yang di-
LO2.1 tindakan yang salah di pintu sebelum aksi mengetuk di T2 n=0n dibentuk percobaan dan memberikan izin mereka
tindakan yang untuk partisipasi dan fil- ming. Perhatian guru adalah
LO2.2 salah antara jawaban suara tamu dan instruksi berikutnya di T2 =0
untuk jelas mengirimkan kepada keluarga bahwa
percobaan itu bukan proses seleksi, sehingga mereka
LO2.3 Waktu dan salah tindakan antara instruksi kedua dan aksi t <2 * TREF dan n = 0
berbicara secara pribadi dengan masing-masing
mengetuk lagi di T2
keluarga untuk menjelaskan tujuan dari pilot.
LO3.2 tindakan yang salah pada objek yang berharga di T3 n = 0 t <2 * TREF

LO3.3 Waktu antara instruksi dan panggilan untuk supervisor di T3 hanya objek yang benar
Objects dipilih
LO3.4 dalam antarmuka 2D ketika tombol OK ditekan di T3 n=0 Untuk iterasi pertama, 9 peserta mengambil
pelatihan berbasis simulasi dan 10 melakukan
percobaan kehidupan nyata (5 antara 10 ini telah
LO4.1 tindakan yang salah antara instruksi untuk membuang objek pertama untuk
sampah dan tindakan untuk membuang yang terakhir di T4 tindakan yang berpartisipasi dalam pelatihan berbasis simulasi
salah antara instruksi dan
dan 5 tidak pernah menggunakan IntegraGame).
LO4.2 tindakan untuk merapikan objek terakhir di T4 Waktu untuk melakukan n=0
seluruh T4 Untuk asi iter- kedua ada 6 siswa dalam pelatihan
virtual dan 13 dalam simulasi kehidupan nyata (6
LO4.3 t> 4 * TREF t>
yang telah membuat pelatihan virtual). ▶ Tabel 3
LO4.4 Waktu antara meraih kain pembersih untuk membersihkan meja dan 2 * TREF
menyelesaikan aksi di T4 merangkum tion composi- kelompok.

LO4.5 tindakan yang salah antara instruksi dan tindakan yang benar di T4 n=0
untuk:
membuka jendela, menutup jendela dan mematikan lampu

LO5.1 Waktu untuk melakukan seluruh T5 t> 2 * TREF n

LO5.2 tindakan yang salah antara instruksi untuk menghapus lembar dan tindakan =0
© Schattauer
yang 2017 Metode Inf Med 2/2017
benar di T5

LO6.1 tindakan yang salah pada kertas toilet sebelum membuang semua sampah di n=0
T6
 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 166

tabel 5 Kriteria penilaian dari tujuan pembelajaran dalam percobaan kehidupan

3.6 Evaluasi

REHA
nyata.

B
Untuk evaluasi, seluruh deskripsi bermain LO Metric Kriteria penerimaan
pengguna tercatat klik setelah klik, jarak LO1.1 Persentase benda memakai troli pembersihan di E1
maya bepergian dengan avatar 100% (iterasi 1) 80% (iterasi 2)
pengguna dan waktu per tindakan, yang distribusi Seimbang benda Pintu
LO1.2 cara untuk menempatkan objek pada troli pembersihan di E1 Untuk mengetuk Tidak untuk membuka
com- puted. Selanjutnya, nilai berikut terbentur atau pintu
LO2.1 tidak sebelum membuka pintu di E2 Untuk membuka pintu atau tidak
dihitung: antara
LO2.2
jawaban dari tamu dan tindakan selanjutnya di E2

LO2.3 Waktu antara jawaban dari tamu dan mengetuk pintu lagi t <12
di E2
tindakan yang benar: tindakan yang pemain
diminta untuk melakukan dan bahwa ia / dia telah LO3.1 Semua benda diberitahu berharga
Jenis objek yang dilaporkan oleh pengguna untuk supervisor di E2 Jumlah ada benda
dilakukan.
LO3.2 benda-benda berharga tersentuh oleh pengguna dalam E2 Untuk berharga menyentuh Walkie-talkie
mengingat atau digunakan tanpa bantuan
LO3.3
tidak menggunakan walkie-talkie tanpa bantuan instruktur di E2
• tindakan terkait: tindakan tambahan

diperlukan untuk melakukan yang benar LO3.4 Jumlah benda-benda berharga diberitahukan kepada atasan di E2 Setidaknya satu objek berharga
Objects
seperti navigasi, dan membuka dan menutup
LO4.1 dijemput dan dilemparkan ke dalam kantong sampah di E2 Untuk setidaknya satu objek sampah
ingat atau
pintu. • tindakan yang salah: tindakan yang LO4.5 tidak untuk menutup jendela dan lampu di akhir tanpa bantuan setidaknya satu tindakan
instruktur di E2
pengguna telah salah dimaksudkan untuk
dilakukan, tetapi yang belum terjadi dalam
mode bebas dari kesalahan. Untuk percobaan
kehidupan nyata, evaluasi itu tentu lebih
subjektif. Ada dua evaluator non-guru per
mantan periment yang dihitung kali, tindakan
dan membutuhkan bantuan benar dan tidak
benar. Berdasarkan pengamatan ini, tanda itu
sebagai- ditandatangani untuk setiap subjek.
Tanda dibandingkan dan didiskusikan dengan
guru.

▶ Tabel 4 dan 5 meringkas metrik

yang digunakan untuk mengevaluasi
masing-masing dari inisiatif-inisiatif
objec- belajar dan kriteria penerimaan
yang diukur dalam hal jumlah tindakan
yang salah (n) dan berlalu waktu yang
dibutuhkan untuk bentuk per- tindakan
(t) dibandingkan dengan waktu yang
dibutuhkan oleh pengguna tanpa cacat
pada kecepatan rendah (referensi
waktu). Beberapa tujuan pembelajaran
dari bereksperimen dalam skala 1 sampai
10 (minimum, kelompok) dan
pengguna yang belum melakukannya
maksimum, mean dan standar deviasi
nilai-nilai di antara trolcon
nstitutet. Copyrighted

© Schattauer 2017 Metode Inf Med 2/2017

 Downloaded by: Karolin
LO iterasi 1 Permainan

Iterasi 2 Level 1 Permainan Level

Permainan Permainan Pertama Permainan 2 Pertama Permainan

pertama Barnekow et al
terakhir .: Gamified Pelatihanterakhir
Keterampilan Kerja A. von Penyandang
terakhir ID 166

material.
LO1.1 44 67 33 83 50 50

LO1.3 33 67 50 67 50 100
tabel 6 Hasil dari pelatihan virtual. Persentase
pengguna yang lulus kriteria penerimaan untuk setiap LO2.1 44 44 83 67 67 67
tujuan pembelajaran.
67 67 83 83 67 67
pelatihan virtual tidak dapat dievaluasi dalam kehidupan LO2.2
REHA

nyata mantan periment, seperti dijelaskan di atas, karenaLO2.3 78 89 83 83 33 67

B

tidak semua tugas yang peran-bermain karena

LO3.2 67 78 33 0 67 100 100
pembatasan waktu.
LO3.3 56 89 0 33 33 50 83

LO3.4 11 88 17 50 50 67

LO4.1 50 88 17 67 83 67

LO4.2 50 100 67 67 33 50

LO4.3 88 88 83 67 33 67
4. Hasil
LO4.4 75 75 33 100 100 83

Hasil dari pelatihan virtual ditunjukkan pada ▶

LO4.5 63 100 33 83 67 83

Tabel 6 yang menunjukkan, untuk setiap tujuan

LO5.1 67 100 67 83 50 50

pembelajaran, persentase pengguna yang lulus

LO5.2 89 75 50 83 67 100
kriteria penerimaan. Hanya yang pertama dan
LO6.1 25 67 83 100
terakhir kali pengguna melakukan simulasi
diwakili. Sebuah per tugas sis analisi dari evolusi
hasil iterasi pertama dapat ditemukan dalam [32].

Hasil percobaan kehidupan nyata ditunjukkan pada ▶

Tabel 7 dan 8. ▶ Tabel 7 menunjukkan tanda diperoleh
dalam kehidupan nyata
Table 7 Table 8
Iteration 1 ). ▶ Tabel
Iteration 2 8 menunjukkan persentase kelompok pengguna) untuk pengguna telah melakukan
PLAYER CONTROL
pengguna yang lulus penerimaan cri- terion untuk setiap pelatihan virtual (pemain
PLAYER
dikaji belajar
GROUP (5
users)
GROUP (5
users)
GROUP
users)
(6
objektif .
LO Iteration 1 Iteration 2

PLAYER CONTROL PLAYER CONTROL

E1 min 4,00 3,00 3,75 GROUP (5 GROUP (5 GROUP (6 GROUP (7
users) users) users) users)
max 10,00 8,00 9,88

mean 7,20 5,80 7,95 LO1.1 100 100 83 14

SD min 2,59 2,17 2,35 LO1.2 80 40 83 57

E2 max 7,50 6,25 1,00 LO2.1 100 80 50 57

mean 8,75 8,75 9,00 LO2.2 80 100 50 57

SD min 8,25 8,00 5,33 LO2.3 40 40 50 57

max 0,68 1,12 2,66 LO3.1 80 60 50 43

TOTAL mean 5,75 5,75 2,38 LO3.2 100 100 17 14

SD 9,38 7,88 9,44 LO3.3 80 60 50 43

7,73 6,90 6,64 LO3.4 80 60 50 43

1,62 1,11 2,46 LO4.1 100 100 83 71

Results of the real-life experiment: marks obtained by LO4.5 100 20 67 29

the users in a range of 0 to 10, for the two exercises E1 Results of the real-life experiment: percentages of users that had passed the acceptance criteria for every
learning objective
and E2 and global result with equal weight of the two
exercises.

© Schattauer 2017 Metode Inf Med 2/2017

 Barnekow et al .: Gamified Pelatihan Keterampilan Kerja A. von Penyandang ID 166

Menurut pengamatan guru di kelas, siswa

memahami lingkungan, aturan interaksi dan
tujuan pelatihan. Mereka tidak melaporkan
mengalami kesulitan dalam menggunakan
mouse untuk navigasi, meskipun dalam tes
validasi yang diadakan selama pengembangan
proyek, jelas bahwa perangkat sentuh lebih
mudah bagi mereka. Perasaan terbenam
sangat kuat, beberapa siswa menjawab secara
lisan ke karakter di dalam ruangan atau
mengetuk langsung di layar di pintu virtual di
Tugas 2. Semua siswa merasa tertarik dengan
perangkat lunak dan ingin bermain. Mereka
terkonsentrasi saat bermain. Perasaan global
guru adalah bahwa IntegraGame adalah alat
yang berguna yang dapat melengkapi
pekerjaan mereka secara efektif, dan bahwa
itu dapat digunakan tidak hanya untuk
pelatihan kejuruan tertentu, tetapi juga
sebagai latihan pelengkap dari kurikulum saat
ini, yang sebenarnya telah mereka lakukan.
Kelemahan utama yang ditemukan pada iterasi
pertama adalah kenyataan hanya ada satu
tingkat kesulitan. Kekurangan ini diperbaiki
pada iterasi kedua. Mereka menilai sebagai
pencapaian fakta bahwa di tingkat kesulitan
kedua pengguna dapat melakukan tugas tanpa
instruksi per tindakan. Mengenai hasil, mereka
mengkonfirmasi bahwa mereka diharapkan
dengan mempertimbangkan kapasitas dan
keterampilan masing-masing individu, yang
dipandang sebagai faktor utama kesuksesan.

Mengenai percobaan kehidupan nyata,

beberapa faktor harus diperhitungkan selain
dari fakta bahwa pengguna telah dilatih atau
tidak: kemampuan intelektual spesifik dari
subjek dan emosinya. Fakta bahwa lingkungan
itu baru bagi mereka, bahwa mereka difilmkan
(dalam iterasi pertama), dan bahwa mereka
adalah pusat perhatian agak mengkondisikan
perilaku mereka.,

© Schattauer 2017 Metode Inf Med 2/2017

 176

A. von Barnekow et al.: Gamified Vocational Training of

Persons with ID

REHA
B

© Schattauer 2017
tekanan para mediator positif: siswa yang terlatih segera mengenali situasinya dan secara umum
menyelesaikannya lebih baik daripada yang lain. Itu bisa dilihat di ▶ Tabel 7 bahwa kelompok yang dilatih memiliki
nilai lebih tinggi daripada kelompok kontrol dalam dua latihan dan dua iterasi. Hasil iterasi 2 secara umum lebih
buruk daripada iterasi 1, karena tingkat kesulitan lebih tinggi, dengan sedikit panduan. Namun, perbedaannya
antara yang terlatihkelompok dan kelompok kontrol lebih tinggi dengan tingkat kesulitan tertinggi. Ketika
menganalisis tujuan pembelajaran secara terpisah (▶ Tabel 8), pengamatan yang sama dapat dilakukan: secara
umum kelompok pemain mengungguli kelompok kontrol. Pengecualian adalah LO2.1 hingga LO2.3 terkait dengan
mengetuk pintu (lihat ▶ Tabel 1) yang sedikit lebih rendah pada iterasi kedua. Hasil ini tampaknya menunjukkan
bahwa kemampuan sosial mungkin lebih sulit untuk diperoleh dan dipertahankan daripada yang prosedural. ▶
Tabel 8 juga menunjukkan hasil yang lebih baik pada iterasi pertama (lebih mudah) daripada pada iterasi kedua
(lebih sulit). Ini terutama terlihat dalam tujuan pembelajaran LO3.1 hingga LO3.4, di mana intervensi dari instruktur
adalah kunci untuk membantu pengguna mengingat untuk mengidentifikasi benda-benda berharga. Kesulitan
tujuan pembelajaran ini konsisten dengan pengamatan pelatihan virtual. Perbedaan utama antara kelompok
pemain dan kelompok kontrol sesuai dengan LO1.2 dan LO4.5. Dalam LO1.2, 80% subjek terlatih menempatkan
semua objek dan semuanya dalam urutan dan tempat yang sama daripada dalam simulasi, dibandingkan dengan
40% pada pemain (83% hingga 57% pada percobaan kedua). ). Dalam LO4.5, 100% pemain mengingat setidaknya
satu dari dua tujuan (menutup pintu dan mematikan lampu), dibandingkan dengan 20% dari non-pemain (67%
hingga 29% pada iter kedua) - asi).

6. Kesimpulan

Pelatihan kejuruan sangat penting untuk mempromosikan integrasi orang-orang dengan ID dalam angkatan kerja. Namun itu
menuntut dalam hal sumber daya pribadi dan waktu. Hipotesis dari makalah ini adalah bahwa simulasi gamified 3D dapat
melengkapi kejuruan pelatihan dengan menyediakan bahan-bahan struktural yang puas diri yang dapat dimainkan di mana saja,
sesering yang diperlukan. Efektivitas permainan dan simulasi yang serius tergantung pada satu sisi pada aksesibilitas mereka
kepada pengguna dengan ID, dan di sisi lain pada kesamaan tugas virtual dengan yang nyata. Kami telah melakukan studi
percontohan yang melibatkan siswa dan pekerja dengan ID, pendidik, dan pemberi kerja dalam perancangan simulasi yang
didasarkan pada kasus penggunaan nyata. Hasil validasi

pada simulasi telah menunjukkan bahwa teknologi tersebut dapat digunakan dan menarik bagi siswa. Langkah selanjutnya dalam
pengembangan teknologi ini adalah untuk menerapkan lebih banyak tingkat kesulitan dalam simulasi, untuk meningkatkan jumlah
situasi dan menambahkan lebih banyak tantangan melalui penyertaan hadiah virtual.

Untuk mengukur nilai transfer simulasi, kami telah menyiapkan pengalaman yang membandingkan keterampilan kehidupan nyata
siswa yang terlatih dan siswa yang tidak terlatih. Evaluasi ini rumit, tergantung pada beragam faktor seperti tingkat
ketidakmampuan seseorang, motivasinya untuk

© Schattauer 2017
 task and mostly contingencies of the ex- periment itself such as the fact of filming, time restriction, and the presence of edu-
cators and school mates.

Lingkungan dan prosedur relatif mudah dan murah, karena struktur perangkat lunak bersifat modular dan memungkinkan
penggunaan kembali objek dan tindakan. Selain itu, kami percaya bahwa simulasi yang telah di-gamified seperti IntegraGame dapat
membantu perusahaan untuk membuat sistematis dan mendokumentasikan prosedur kerja mereka, yang dapat bermanfaat juga
untuk orang-orang yang tidak cacat.

Acknowledgment

Many thanks are due to InOut hostel, es- pecially Maria Jose Pujol, Kika Sauret and Noemi Caparrós and to the teachers of Taiga, in
particular Carmen Rodenas and Miguel Martinez. Finally, this work could
not have been done without the joy and sympathy of InOut workers and Taiga stu- dents who participated in the design and the
validation of IntegraGame.

References
1. Stenfert B, Kahn S, Hearn M. An Evaluation of Target
Supported Employment Agency: Employers Satisfaction and Psychological Well-being and Working Conditions of Employees. The Skill Jour- nal. 2000; 67: 24–33.
Downloaded by: Karolinska Institutet. Copyrighted

2. Parmenter T. Promoting training and employment opportunities for people with intellectual disabil- ities: international experience. Digital Commons
@ILR; 2011.

3. Siperstein GN, Parker RC, Drasche M. National snapshot of adults with intellectual disabilities in the labor force. Journal of Vocational Rehabili-
tation. 2013; 39(2013): 157–165.

4. Erickson W, von Schrader S .Disability Statistics from the 2010 American Community Survey (ACS). Ithaca, NY: Cornell University Employ-
ment and Disability Institute ( EDI); 2012.
5. Wilmshurst L. Clinical and Educational Child Psy- chology an Ecological-Transactional Approach to Understanding Child Problems and
Interventions. Hoboken: Wiley; 2012.

6. Ellenkamp JJ, Brouwers EP, Embregts PJ, Joosen

MC, van Weeghel J. Work Environment-Related Factors in
Obtaining and Maintaining Work in a Competitive Employment
material.

Setting for Employees with Intellectual Disabilities: A Systematic Review. J Occup Rehabil. 2016; 26(1): 56–69.

7. I4CP. Employing People with Intellectual and De- velopmental Disabilities. Report of the Institute for Corporate Productivity; 2014.
8. Drysdale J, Casey J, Porter-Armstrong A. Effec- tiveness of training on the community skills of children with intellectual disabilities. Scandina- vian Journal of
Occupational Therapy. 2008; 15(4): 247–255.

9. Katz I, Cohen R. Assessing autonomous moti- vation in students with cognitive impairment. Journal of Intellectual & Developmental Disability. 2014;
39(4): 323–332.

10. Verdonschot M, de Witte P, Reichrath E, Buntinx WH, Curfs LM. Community participation of people with an intellectual disability: a review of empirical
findings. J Intellect Disabil Res. 2009; 53(4): 303–318.

11. Zyda M. From Visual Simulation to Virtual Reality to Games. Computer. 2005; 38: 25–32.

© Schattauer 2017
12. Langone J, Clees TJ, Rieber L, Matzko M. The Fu- ture of
Computer-Based Interactive Technology for Teaching
Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Prac- tice. Journal of Special Education Technology. 2003; 18(3): 5–16.

13. Standen PJ, Brown DJ. Virtual Reality in the Reha- bilitation of People with Intellectual Disabilities: Review, Cyberpsychology & Behavior. 2005; 8(3): 272–282.

14. Saridaki M, Gouscos D, Meimaris MG. Digital Games-Based Learning for Students with Intellec- tual Disability. In:

Connolly T, Stansfield M, Boyle Methods Inf Med 2/2017

A. von Barnekow et al.: Gamified Vocational Training of Persons with ID

L, editors. Games – Based Learning Advancements for Multi –

Sensory Human Computer Interfaces – Techniques and Effective Practices. New York: In- formation Science Reference (an imprint of IGI Global); 2009. p. 304–325.

15. Martins T, Carvalho V, Soares F, Moreira MF. Seri- ous game as a tool to intellectual disabilities ther- apy: Total challenge. IEEE Conference on Serious Games and
Applications for Health; 2011. p. 1–7.
16. Brown DJ, McIver E, Standen PJ, Dixon P. Can Serious
Games Improve Memory Skills in People with ID? Journal of Intellectual Disability Re- search. 2008; 52(89): 678.

17. Brown DJ, Ley J, Evett L, Standen PJ. Can partici- pating in games based learning improve mathe- matic skills in students with intellectual disabil- ities? 1st IEEE
International Conference on Seri- ous Games and Applications for Health; 2011. p. 1–9.

18. Curatelli F, Martinengo C. Design criteria for edu- cational tools to overcome mathematics learning difficulties. Procedia Computer Science. 2012; 15: 92–102.

19. Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. An evaluation of the use of a com- puter game in improving the choice reaction time of adults with
intellectual disabilities. Journal of Assistive Technologies. 2009; 3(4): 4–11.
20. Standen PJ, Rees F, Brown DJ. Effect of playing computer games on decision making in people with intellectual disabilities. Journal of Assistive Technologies. 2009;
3(2): 4–12.

21. Melching LC, O’Brien E. Computer-based video instruction to teach students with intellectual dis- Methods Inf Med 2/2017

© Schattauer 2017
 abilities to use public transportation. Education and Training in Developmental Disabilities. 2010; 4: 230–241.

22. Brown DJ, McHugh D, Standen P, Evett L, Shop- land N, Battersby S. Designing Location based Learning Experiences for People with Intellectual Disabilities and
Additional Sensory Impairments. Computers and Education. 2011; 6(1): 11–20.

23. Brown D, Standen PJ, Saridaki M, Shopland N, Roinioti E, Evett L, Grantham S, Smith P. Engaging students with intellectual disabilities through games based learning
and related technologies. In: Stephanidis C, Antona M, editors. Proceedings of the 7th international conference on Universal Ac- cess in Human-Computer Interaction:
applica - tions and services for quality of life – Volume Part III (UAHCI’13), Vol.
Part III. Berlin, Heidelberg: Springer-Verlag; 2013. p. 573–582.

24. Alaribe I. Design a Serious Game to Teach Teen- agers with Intellectual Disabilities How to Use Public Transportation.
Procedia – Social and Be- havioral Sciences. 2015; 176(20): 840–845.
25. Lopez-Basterretxea A, Mendez-Zorrilla A, Garcia- Zapirain B. A telemonitoring tool based on serious games addressing money management skills for people with
intellectual disability. Int J Environ Res Public Health. 2014; 11(3): 2361–2380.

26. Torrente J, Blanco A, Moreno-Ger P, Fernández- Manjónn B. Designing Serious Games for Adult Students with Cognitive Disabilities. In: Huang T, Zeng Z, Li C, Leung
C, editors. Neural Informa- tion Processing, Lecture Notes in Computer Science Volume 7666 [Internet]. Berlin Heidel- berg: Springer; 2012. p. 603–10.
27. Choi K, Wong P, Chung W. Using computer-as- sisted method to teach children with intellectual disabilities handwashing skills. Disabil Rehabil As- sist Technol. 2012;
7(6): 507–516.

28. Rodríguez IA, López-Basterretxea A, Méndez- Zorrilla B, García-Zapirain B. Helping children with Intellectual Disability to understand healthy eating habits with an
IPad based Serious Game. 18th IEEE Conference on Serious games; 2013 . p. 169–173.

29. Sik Lányi C,Brown DJ, Standen P, Lewis J, Butkute V. User Interface Evaluation of Serious Games for Students with Intellectual Disability. In: Miesen- berger K, Klaus J,
Zagler W, Karshmer A, editors. Proceedings of the 12th international conference on Computers helping people with special needs: Part I (ICCHP’10). Berlin
Heidelberg: Springer;

Downloaded by: Karolinska Institutet. Copyrighted

2012 . p. 227–234.
30. Fundación Once. Análisis de perfiles profesionales del sector de la hostelería susceptible de ser ocupa- dos por personas con discapacidad. 2006. Avail-
able from: http://sid.usal.es/idocs/F8/FDO19203/ empleo_hosteleria.pdf.

31. Shearman F, Sheehan C. Vocational skills training for people with intellectual disabilities: A Multi-fa- ceted Approach. Proceedings of Pathways 5: re-
viewing the past, adapting to the future: national conference; 2000. p. 1–28.

32. Bonet-Codina N, von Barnekow A, Tost A, Tost D. IntegraGame: A Real-life Inspired Serious Game for Social and Professional Training of People with
Intellectual Disability. Proceedings of the 3rd 2015 Workshop on ICTs for Improving Patients Reha- bilitation Research Techniques; 2015. p.10–13.
material.

© Schattauer 2017
RESUME JURNAL

Identitas Keterangan

Judul Can 3D Gamified Simulation Be Valid Vocational

Training Tools for Person with Intellectual
Disabillity
(dapatkah simulasi gamified 3D menjadi alat pelatihan vokasional
yang sah untuk penyandang cacat?)

Penulis
1. Ariel von Barnekow
Researc Center of Biomedical Engineering,
Universitas Politecnica de Catalunya, Barcelona,
Spain
Institut de Recerca Sant Joan de Deu, Barcelona,
Spain

© Schattauer 2017
 2. Nuria Bonet-Codina
Researc Center of Biomedical Engineering,
Universitas Politecnica de Catalunya, Barcelona,
Spain
Institut de Recerca Sant Joan de Deu, Barcelona,
Spain

3. Dani Tost
Researc Center of Biomedical Engineering,
Universitas Politecnica de Catalunya, Barcelona,
Spain
Institut de Recerca Sant Joan de Deu, Barcelona,
Spain

Nama Jurnal -
Volume/Nomor 647
Edisi (Bulan/Tahun) 24 januari 2017
Jumlah Halaman 9 halaman

Latar Belakang Penyandang cacat intelektual atau tunagrahita

merupakan kelompok sosial dengan resiko eksklusi yg tinggi di
negara-negara barat. Sehingga penyandang tunagrahita memiliki
kunci inklusi sosial dan kesejahteraan psikologis apabila mereka
telah memiliki pekerjaan. Namun sayangnya pekerjaan untuk
tunagrahita kurang dari setengah masyarakat umum, dan
setengah dari masyarakat yang tidak memiliki pekerjaan adalah
penyandang tunagrahita.

Hambatan yang dimiliki oleh tunagrahita membuatnya

menggantungkan hidupnya pada orang lain. Dalam bekerja juga
terdapat kriteria bagi anak tunagrahita tergantung dengan
kemampuan yang dimilikinya. Bagi tunagrahita yang sudah
mendapatkan pekerjaan tidak jarang sikap yang mereka
tunjukkan mempryeksikan secara positif pada pekerja lain .

Pendidikan vokasi pada setiap individu perlu diberikan

hal itu juga sudah dibuktikan keefektifannya. Ketika tunagrahita
diberikan pelatihan vokasi dapat meningkatkan motivasi untuk
mendapatkan pekerjaan serta memecahkan kekhawatiran yang
sudah terbentuk dari calon pemberi kerja.

Dalam pelatihan vokasi dibutuhkan strategi yang baik

agar tercapai tujuan yang telah ditentukan. Penggunaan media

© Schattauer 2017
 yang inovatif agar tunagrahita lebih termotivasi ketika kegiatan
pembelajaran berlangsung. Misalnya dengan simulasi computer
Gamified, yang didalamnya ditambahkan bahan-bahan
permainan seperti penilaian, penghargaan, waktu, dan desain
grafis. Dari simulasi gamified ini dapat memasukkan strategi
penyeimbang permainan dinamis untuk menyesuaikan
mekanisme umpan balik dan tingkat kesulitan berdasarkan
kemampuan bermain.

Game edukasi ini dirancang dengan pembelajaran

sebagai tujuan utama. Dalam game ini tunagrahita tidak
ditujukan untuk menekuni prosedur tertentu, namun
memperoleh keterampilan secara tidak langsung melalui
aktivitas permainan. Game ini juga dirancang sesuai dengan
kemampuan tunagrahita, misalnya memiliki intruksi yang jelas
dan singkat, penggunaan pesn lisan atau ikon jika
memungkinkan.

Kebanyakan penggunaan media digital diberikan untuk

meningkatkan kemampuan kognitif, namun tidak banyak
digunakan untuk meningkatkan keterampilan vokasi. Dalam hal
itu maka dihadirkan Integragame simulai gamified 3D yang
diberikan pada tunagrahita.

Tujuan 1. Untuk menjembatani kesenjangan antara pendidikan

kelas dan tempat kerja dengan memberikan pelatihan
virtua yang semirip mungkin dengan kenyataan
2. Untuk mengetahui apakah simulasi gamifikasi 3D dapat
menjadi alat pelatihan vokasional yang valid untuk
penyandang disabilitas intelektual
3. Menambah alat/media untuk pelatihan vokasional
kepada penyandang disabilitas intelektual
4. Mecari inovasi dalam pembelajaran vokasional pada
penyandang disabilitas intelektual

Metode Simulasi gemified 3D yang disusun oleh serangkaian

tugas pelatihan yang dilakukan di asrama dikembangkan
bersama dengan para professional dari asrama dan pedagog
sekolah berkebutuhan khusus. Tujuan pembelajaran fokus pada
perolehan keterampilan kosakata, prosedur kerja, kemampuan
sosial, dan pencegahan resiko. Beberapa fitur aksesibilitas
dikembangkan untuk memudahkan tugas dari sudut pandang
teknologi. Eksperimen percontohan dilakukan untuk menguji
kemanjuran pedagogis alat ini pada pekerja dan siswa dengan
keterbatasan intelektual

© Schattauer 2017
 Hasil Nilai pengguna dalam simulasi terukur mengikuti kurva
peningkatan yang meningkat. Ketika berhadapan dengan
kenyataan, mereka dapat mengenali scenario dan mencoba
mereproduksi apa yang telah mereka pelajari dalam simulasi.
Akhirnya, mereka tertarik pada alat ini, mereka menunjukkan
perasaan yang kuat tentang keterlibatan mereka serta
mengungkapkan perasaan senang.

Kesimpulan Setelah dilakukan percobaan, dapat disimpulkan bahwa

simulasi 3D dapat menjadi alat yang efisien untuk melatih
keterampilan sosial dan professional para penyandang cacat
intelektual yang berkontribusi sehingga mendorong kemampuan
sosial menjadi masyarakat inklusi melalui pekerjaan,

© Schattauer 2017