Simonfalvi
Tales in Motion for kids (with ADHD)
Summary:
This innovative game combines elements of fairytale therapy and free expression, providing a safe space for children to explore their emotions and challenges. Through interactive storytelling and playful activities, they can learn valuable coping skills, improve attention span, and boost self-esteem. By immersing themselves in this imaginative world, children with ADHD can discover their strengths, overcome obstacles, and embrace their uniqueness with confidence and joy.
This game aims to explore the potential of serious games for children dealing with attention deficit hyperactivity disorder (ADHD). ADHD is a complex condition with a range of symptoms, including inattention, impulsivity, and sometimes hyperactivity. However, there is much more to ADHD than what is visible on the surface.
For example, a child's inattention and hyperactivity in a classroom setting can quickly lead to a diagnosis of ADHD. However, it's important to recognise that some people may take decades to understand what causes their inability to cope in different aspects of their lives. By this point, they may have developed comorbidities such as learning disabilities, anxiety, depression, sensory processing disorder, and oppositional defiant disorder.It is also worth noting that scientists suggest that ADHD in adults and women can be minimised or dismissed due to a lack of knowledge and understanding. Many early symptoms of ADHD could already be present in childhood, including mood changes, relationship challenges, poor time management, executive dysfunction, and sleeping problems.
As a parent, teacher, or adult interacting with a child displaying more hidden symptoms of ADHD, it can be difficult to recognise these symptoms. However, with the help of this serious game, the aim is to explore the potential of therapeutic storytelling as a means of helping children with mental illnesses. While the primary focus is ADHD, therapeutic storytelling is not limited to it. The goal is to assist children in expressing their emotions through stories, which can also help parents, teachers, and other caregivers recognise how these emotions may be linked to mental illnesses or learning difficulties. Furthermore, it is important to note that this serious game is not just for children with ADHD, but for anyone who may be struggling with mental health issues. By providing a safe and engaging platform for children to express themselves, the game aims to build emotional resilience and promote positive mental health habits. It is also important to recognise that the game does not replace professional help or treatment, but rather serves as a complementary tool to support children in their mental health journey.
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Combining the therapeutic power of fairytales with the effectiveness of serious games can create a potent tool for addressing various psychological needs, particularly in children with ADHD symptoms. The utilization of fairytales in therapy, through techniques like the "mirror task" and the "crystal task," offers avenues for self-reflection and gaining new perspectives on oneself and others. By engaging with these narratives, individuals can enhance their self-awareness and develop healthier relationships.
Furthermore, serious games designed specifically for children with ADHD can target core areas of difficulty. These games not only provide entertainment but also serve as platforms for improving attention, impulse control, and social skills. Additionally, through cognitive training and exercises embedded within these games, children can enhance their executive functions, such as planning, organization, and problem-solving.
Employing the design thinking method, I generated ideas and solutions for my project, integrating elements from fairytale therapy and serious games to create a unique and effective intervention.
Learning objectives of the game
(1) By the end of the game, children will be able to apply fundamental principles of storytelling to real-world situations in both speech and writing (and optionally drawing)
(2) By the end of the game, children will be able to use intuitive and creative storytelling.
(3) By the end of the game, children will be able to generate innovative ideas based on picture association and apply them to construct a story.
(4) By the end of the game, children will be able to listen to, evaluate, and respond critically to the stories of others.
(5) By the end of the game, children will be able to express themselves clearly and appropriately during small group.
(6) By the end of the game, children are able to connect different skills as a coherent game, and manage the game by themselves.
Kids with ADHD:
(1) By having kids with ADHD tell their own stories, they can improve their poor working memory skills by planning and organising how to express themselves.
(2) By offering kids with ADHD to be creative while moving, can help to sustain and set an example that they are valuable members of any classes or teams.
Target audience
Kids from 9-12 years
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The game should not only target children who already exhibit symptoms of mental illness, as all kids can benefit from storytelling. In fact, research has shown that storytelling can have a positive impact on a child's mental health and wellbeing, regardless of whether or not they have a diagnosed condition.To reach a wider audience and provide more tailored support, future versions of the game could also target specific groups, such as those with different mental illnesses recognised in children, such as ADHD or anxiety disorders. Similarly, the game could be adapted to address the needs of children facing learning difficulties, such as dyslexia or dyscalculia. Furthermore, the game has the potential to be used in various settings beyond just at home, including in a classroom environment where teachers could use it to facilitate discussions around mental health and wellbeing. It could also be targeted towards young girls, who may be at a higher risk of developing mental health issues due to societal pressures and expectations. By expanding the game's reach to different groups and settings, we can help ensure that more children have access to the support they need to maintain good mental health and wellbeing.
Game flow
(1) A group of children get together and decide on a location to play a game that can be played either indoors or outdoors. The game requires a fair amount of space, approximately 10 x 10 meters, to allow for free movement.
(2) After selecting a game leader, who can be a parent or a player, the leader hides tokens in various locations, including some more hidden spots. The game is played individually, with each player attempting to collect as many tokens as possible, as quickly as possible.
(3) To add an extra layer of excitement, there are "movement" dice hidden throughout the playing area. When a player finds one, they can either use it to stop another player for a short time, or use the specific movement indicated on the dice, such as jumping on one foot.
(4) Once all the tokens have been collected, the group comes together to count how many each player has collected. The player with the most tokens gets to scan QR codes which will reveal the symbols and characters they have collected. Then, a three-minute hourglass timer starts, during which time the player must create a short story using all the elements they've collected.
(5) Some of the tokens in the game are scannable QR codes, which provide players with additional information about the story or unlock special features. Other tokens are emotion cards, which serve to enhance the player's emotional engagement with the story. These cards must be implemented in the story in some way, either by influencing the plot or by affecting the player's choices. For instance, an emotion card might cause the player's character to become more courageous or more fearful, depending on the card's effect.
(6) But the fun doesn't stop there! Later, the player can use an app to learn what the symbols characterise in international folklore tales, read and listen to these stories, and share their own story with others through audio or video recordings or by typing it out. The player has a profile where all their stories can be liked, commented on, and shared.
High fidelity prototype
HOME SCREEN:
Users can see all the options they can do with the app.
SCAN: They can scan the QR codes from the physical game
YOUR NETWORK: check who they have in their network and add more people they’ve played with.
YOUR STORIES: They can check from which objects they’ve already set up a story with.
STORYTELLERS: They can see tricks, tips and story examples from real-life storytellers.Users also can collect EnchantGems with the objects, which they can trade later on for other objects. Some object is more unique than others.
SCANNED OBJECT:
The user see this screen when they’ve scanned an object. They can press to read more about the item.
DESCRIPTION OF OBJECT:
Players can learn more about how this object is used in folklore and how they can incorporate it into their own story. They have the option to view story examples from storytellers who specifically highlight the use of this object. Additionally, they can decide whether to save the object for later reference or dismiss it altogether.
YOUR COLLECTION:
Players can view the objects they've collected so far.
TRADE CENTRE:
Players can view the objects currently available for trade here. They have the option to trade their own items or use their EnchantGems to make a purchase.
Physical elements of the game
The physical elements of the game include:
1. A dice with various types of movements that kids need to complete before finding the tokens.
2. Tokens with different objects depicted on them are used. These tokens can be interchanged and drawn by the kids themselves. The reverse side of the token features a QR code that allows users to scan the object.
Limitations and next steps
While I've incorporated elements from folktale therapy (Folktale Therapy by Ildiko Boldizsar, only available in Hungarian), I'm not entirely certain if the game adequately supports what I believe to be the most crucial element of folktale therapy: the unrestrained expression of feelings through storytelling. I'm concerned that the token might constrain the children's creativity and might not flexibly adapt to real-world situations. Is it hindering or guiding the children?Another point of concern is the game's engagement factor. Will children choose to play it repeatedly, or is it more of a single-use game? Could it possibly evolve into a collectible game along the lines of Sims or FarmVille?My third concern is about the game's scalability if it were to be actualized. Is it scalable? Can it be customized to suit different age groups and target audiences? Can its engagement factor be scaled (e.g., by introducing additional tokens)?In the next phase, I would propose testing the game directly with the players, guided by the following research questions:
Folktale therapy:
1. How does the inclusion of tokens impact the free expression of feelings in the game, especially for children engaging in folktale therapy?
2. Do tokens act as a barrier or a guide in facilitating imaginative and emotionally expressive storytelling?
3. What are the potential real-life scenarios where tokens may limit or enhance the adaptability of the game to diverse therapeutic needs?4. Are there potential modifications or alternatives to the token system that could better support the goals of folktale therapy?
Long-term engagement:
1. What factors contribute to the sustained engagement of children with the game over time?
2. Can the game be designed to encourage continuous play, similar to popular collectible games like Sims or FarmVille?
3. Are there elements within the game that foster repeated use, and how can these be enhanced or modified for prolonged engagement?
Scalability:
1. In what ways can the game be expanded or modified to maintain engagement for various age groups, and are there mechanisms for incorporating additional elements such as extra tokens?
User adaptability:
1. To what extent can the game be personalised to meet the unique needs and preferences of individual users, considering age, cultural background, or therapeutic requirements?