“RuniRoon” is an engaging runner game that helps a student understand visual and/or oral instructions and improve motor coordination. Using their body, the student controls an avatar character of a raccoon that runs along a path in order to collect the correct appearing objects. By making side walking movements, the student helps the running raccoon collect the right objects and avoid obstacles or objects that look quite similar. For example, those that have the same shape but differ in color. When collecting the wrong objects, or hitting on obstacles, the child loses “stamina” and could even run out of lives.
The teacher/therapist can configure the game settings according to the skills of each student by adjusting the velocity of the running raccoon or the duration of the game-play. The teacher/therapist can decide the category of the objects that need to be collected which are the objects that will differ in shape and colors, objects which will be orientation signs as well as numbers which will be greater or lesser than a given one. The teacher can also select whether the visual messages will constantly appear on the screen or not, thus allowing the child to practice memory skills.
Ready to run along the path for collecting as many correct objects as you can?
Disable/enable background music
Disable/enable sound effects while selecting an item.
I CAN understand that there are sounds when I choose an item.
I CAN select the “Play Bottom” with my left hand.
Time to remain stable to select an item
Reduce the time if the child shows stability
I CAN select the “Play Bottom”, keeping my hand stable for 3 seconds.
Enable or disable game lives Game lives are the 3 hearts in the right of the screen.
I CAN notice that the hearts disappear when I am wrong.
I CAN play the game with game lives.
Enable/disable barrels and rocks in order to improve motor planning.
I CAN anticipate the obstacles and avoid colliding with them.
This shows the number of questions for each game/stage.
I CAN answer 2 questions correctly.
Time each question lasts.
I CAN answer questions that last and change every 2 min.
Make the game more challenging by changing the speed Adjust the speed according to the need of the child.
I CAN have better full body movement control when collecting items and avoiding obstacles, whilst the RuniRoon runs at a high speed.
The option of “Game Difficulty” sets the complexity of the stage and adds extra difficulty in collecting the right items that appear at random places that requires good motor control and avoiding the wrongs and the obstacles.
I CAN win at a game in a hard level that demands good visual perception, full body movement control and good response to audio-visual instructions.
Item categories allow teachers to ask students to practice in identifying objects that have different attributes such as color or orientation. Students can also practice in comparing 2D or 3D shapes, shapes by sides or angles, angles in triangles and sides in triangles. Furthermore, at the math categories, the teacher can ask students to collect items that are “greater” or “lesser” than a certain number, items that are “odd” or “even” numbers and items that the result of their equation (addition, subtraction, multiplication) is “greater” or “lesser” than a certain number.
I CAN distinguish objects that have different attributes in color or orientation. I CAN compare 2D - 3D shapes and shapes by sides or angles. I can identify odd or even numbers. I CAN also choose items that the result of their equation is greater or lesser than a certain number.
“Audio message” pronounces the sound of verbal messages.
I CAN understand an instruction as described with an audio message and collect the correct items that matches to it.
“Steady message” adds extra difficulty in collecting the right items, cultivating the mnemonic capacity.
I CAN remember an instruction/message I that do not see anymore.
This refers to picture hints next to the verbal message.
I CAN collect the correct items that matches to a picture.
Pie chart data
· It shows the overall performance (success rate) in quantitative terms, i.e. the number of correct and wrong items collected, the number of items that the student missed to collect and how many times the student did not manage to keep the running raccoon within the path.
· The total duration of the game play is shown as Time on the top right corner of the report.
· In case a student did not manage to complete the game as a result of three crashes on obstacles and/or lack of stamina due to several wrong items collected, a message “Game not completed in full: Out of lives” will appear.
In a diagrammatic format when the child does not have good control of the RuniRoon’s movement, an analysis of the path is shown.
· the child’s movement before hitting on an obstacle or collecting wrong item are shown. For example, a diagram can vividly show snapshot of the gameplay when the child managed to drive the running raccoon to the collect the correct item at the center (green square with the blue triangle) but changed direction thus hitting an obstacle (see orange square with the rock).
· Similarly, a diagram can show when the child did not manage to keep the RuniRoon in the path but it crashed at the boundaries and/or collected wrong items.