A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency
Abstract
:1. Introduction
2. Related Work
3. Background
3.1. ADHD in the School Context
- Combined presentation: If Criterion A1 (inattention) and Criterion A2 (hyperactivity-impulsivity) are met during the last 6 months.
- Inattentive predominant presentation: If Criterion A1 is met but Criterion A2 (hyperactivity-impulsivity) is not met during the past 6 months.
- Predominantly hyperactive/impulsive presentation: If Criterion A2 (hyperactivity-impulsivity) is met and Criterion A1 (inattention) is not met during the last 6 months.
3.2. Virtual Reality Environments
3.3. Lean UX
4. Method
4.1. Outcomes, Assumptions, and Hypotheses
4.2. Design It
4.3. Create a Minimum Viable Product (MVP)
4.4. Research and Learning
5. Case Study
5.1. First Iteration
5.1.1. Outcomes, Assumptions, and Hypotheses
5.1.2. Design It
5.1.3. Create a Minimum Viable Product (MVP)
5.1.4. Research and Learning
5.2. Second Iteration
5.2.1. Outcomes, Assumptions, and Hypotheses
5.2.2. Design It
5.2.3. Create a Minimum Viable Product (MVP)
5.2.4. Research and Learning
6. Results
6.1. Analysis of Reagents and Perception of Use and Satisfaction
6.2. Performance Analysis
7. Discussion
8. Conclusions and Future Work
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Section | Reagents |
---|---|
Perception | It was easy for me to know what to do in the game. |
I liked playing this video game. | |
What I liked the most was feeling like I was really inside the game. | |
It was easy to find the coins. | |
I would play it again. | |
Satisfaction | At the end of the game, I felt happy. |
At the end of the game, I felt calm. | |
At the end of the game, I felt annoyed. | |
What did I like most about playing the game? | |
What would you change about the game? |
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Scholar Grade | Regular Children | ADHD | Asperger | Intellectual Disability | Subtotal |
---|---|---|---|---|---|
1 | 21 | 2 | 1 | 0 | 24 |
2 | 20 | 3 | 0 | 0 | 23 |
3 | 14 | 2 | 1 | 5 | 22 |
4 | 19 | 1 | 0 | 2 | 22 |
5 | 9 | 0 | 0 | 3 | 12 |
6 | 9 | 0 | 0 | 2 | 11 |
Total | 92 | 8 | 2 | 12 | 114 |
Area | Instruction |
---|---|
Location | The child is placed in both time and space in a specific way. |
Attention and feedback | The child identifies specific important objects within the immersive environment and discards those that represent a distraction. At each moment he/she obtains feedback to accomplish the task. |
Organization and sequence | Small steps to accomplish within the virtual environment are indicated to accomplish a goal. |
Motivation and structuring | Instructions are presented through elements such as audio, animations, and avatars so that the child can continue with the task. |
The balance between demand and motivation | That the child is able to stay motivated in the game and at the same time is required to take a final step to achieve it. Without exceeding the demand since the child may lose motivation completely if he/she feels frustrated. |
Reward and satisfaction | That the child feels satisfaction for having achieved the goal, leaving aside distractions, and reaching the happy ending, the final reward is represented in the form of visual and auditory stimulus. |
# | Scholar Grade | Age | Evaluation | Tasks as Treatment Support |
---|---|---|---|---|
ADHD | Attend to areas of ADHD related to location, attention, organization and sequence, motivation and structure, instruction | Instruction tracking Find differences in images Memory games Construction games Labyrinths Move-in slow motion Word search | ||
2 | 1 | 6 | ||
2 | 2 | 7 | ||
2 | 2 | 8 | ||
1 | 1 | 10 | ||
Regular | ||||
9 | 2 | 7 |
Action | Instruction | ADHD Area | Goal |
---|---|---|---|
Welcome to the game | Hello adventurer, welcome to the Magic City of 2020 | Location | The child is placed in time and space in a specific way |
Game instructions | Hello adventurer, first you must find the coins that appear on the road | Attention | Game instructions |
Begin to catch coins. Distracting elements appear, but you are not yet instructed to concentrate | One coin, very good, go for the rest! two coins, three coins | Attention and positive feedback | The child pays attention to the coin, discarding the other dolls that appear with a distracting factor, without asking him to concentrate, he only feeds back when he catches the first three coins |
Presenting elements: Some correspond to the coins and the others are only distracting visual stimuli as elements of the atmosphere | Focus on your goal and go for the coin. Four coins! | Organization and sequence | Sequence the task “catching coins” in small steps to achieve the structure of the task |
Once the first coin is obtained (or simultaneously) you will hear an emotional sound and perhaps a motivational message | Five coins, very good, come on you can, you only have 6 more coins to find! | Motivation and structuring | That the child recognizes with the audio that he or she is doing what is expected. Short instruction to keep moving forward |
Intermediate instruction on how to get to the end | Hello adventurer to enable the bridge you must find the 10 hidden coins, come on! you can do it | Intermediate Instruction | Let the child remember that to get to the end, he needs the 10 coins |
Coins with auditory stimuli continue to appear every time one is captured. It feeds back and invites you to continue to concentrate | Eight coins, focus on your goal and look for the coin, nine coins | Attention and positive feedback | The child pays attention to the coin, listening to the number of coins it has, so he knows he is almost at the end |
The child has achieved the 10 coins, he is motivated to continue and at the same time, he is asked to go through a bridge to get out of the city | Ten coins, very well-done adventurer, now I invite you to pass by the bridge | The balance between demand and motivation | That the child is able to continue motivated in the game and at the same time, it is required to take one last step to achieve it. Without exceeding the demand since the child can lose motivation completely if he feels frustrated |
The child will find a treasure at the end of the bridge when arriving at the boat | Hello, adventurer find the treasure to get to the pirate ship, you can make it! | Motivation and Stimulation | Let the child know that he or she is already in the home stretch, his or her motivation continues, and the reward for his or her effort is in finding the treasure |
End of the mission accompanied by fanfare | Congratulations on the successful completion of the mission! | Reward and satisfaction | The child feels satisfaction for having achieved the objective, leaving aside distractions, and arriving at the end are happy, the final reward is auditory stimulus when listening to the fanfares and rockets and cannons, in addition, visual stimulus when seeing the green confetti and stars |
Item | Description | Interactive Prototypes |
---|---|---|
Mobile interface | The mobile interface allows capturing the child’s basic information to keep track of his activity within Attention-VR | |
Helper avatars | Some avatars can be consulted and provide instructions regarding the activity to be performed, offer feedback information, remind the user of the steps to follow to accomplish the task, etc. | |
Distracting objects | These are 3D objects that can be animated or static, such as enemies, dynamic objects that move through the scenario but do not have any functionality related to the task to be performed. | |
Rewards | These are animated or static 3D objects that can refer to the partial or total achievement of a task | |
Feedback | These are multimedia elements within the virtual environment such as audio that transmits indications about the task, motivational phrases during the execution time, clues, and key tips for the correct resolution of the task, motivational phrases during the execution time, clues, and key tips for the correct resolution of the task |
General Data | Reagents According to Likert Scale | |||||||
---|---|---|---|---|---|---|---|---|
Children | Name | Grade | Age | R1 | R2 | R3 | R4 | R5 |
ADHD | AD1 | 2 | 7 | 5 | 7 | 7 | 6 | 7 |
AD2 | 1 | 6 | 7 | 7 | 7 | 5 | 7 | |
AD3 | 2 | 7 | 5 | 7 | 7 | 7 | 7 | |
AD4 | 1 | 6 | 7 | 7 | 7 | 7 | 4 | |
AD5 | 4 | 10 | 7 | 7 | 7 | 7 | 7 | |
AD6 | 3 | 8 | 7 | 7 | 7 | 5 | 7 | |
AD7 | 3 | 8 | 7 | 7 | 7 | 7 | 7 | |
Regular | REG1 | 2 | 7 | 6 | 6 | 7 | 6 | 6 |
REG2 | 2 | 7 | 7 | 7 | 7 | 4 | 7 | |
REG3 | 2 | 7 | 7 | 7 | 6 | 7 | 7 | |
REG4 | 2 | 7 | 7 | 7 | 6 | 7 | 7 | |
REG5 | 2 | 7 | 7 | 7 | 7 | 4 | 7 | |
REG6 | 2 | 7 | 7 | 6 | 7 | 7 | 7 | |
REG7 | 2 | 7 | 7 | 7 | 6 | 5 | 7 | |
REG8 | 2 | 7 | 7 | 7 | 7 | 6 | 7 | |
REG9 | 2 | 7 | 7 | 7 | 6 | 7 | 7 |
General Data | Reagents According to Likert Scale | Total | % | ||||
---|---|---|---|---|---|---|---|
Item Response | R1 | R2 | R3 | R4 | R5 | ||
Strongly disagree | 0 | 0 | 0 | 0 | 0 | 0 | 0% |
Disagree | 0 | 0 | 0 | 0 | 0 | 0 | 0% |
Somewhat disagree | 0 | 0 | 0 | 0 | 0 | 0 | 0% |
Neither disagree nor agree | 1 | 0 | 0 | 2 | 1 | 4 | 5% |
Somewhat agree | 2 | 0 | 0 | 3 | 0 | 5 | 6% |
Agree | 1 | 2 | 4 | 3 | 1 | 11 | 14% |
Strongly agree | 12 | 14 | 12 | 8 | 14 | 60 | 75% |
Sum | 16 | 16 | 16 | 16 | 16 | 80 | 100% |
General Data | Reagent | Total | % | ||
---|---|---|---|---|---|
Item Response | R6 | R7 | R8 | ||
Yes | 16 | 14 | 3 | 33 | 69% |
No | 0 | 2 | 13 | 15 | 31% |
Sum | 16 | 16 | 16 | 48 | 100% |
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Cardona-Reyes, H.; Muñoz-Arteaga, J.; Villalba-Condori, K.; Barba-González, M.L. A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency. Sensors 2021, 21, 3787. https://doi.org/10.3390/s21113787
Cardona-Reyes H, Muñoz-Arteaga J, Villalba-Condori K, Barba-González ML. A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency. Sensors. 2021; 21(11):3787. https://doi.org/10.3390/s21113787
Chicago/Turabian StyleCardona-Reyes, Héctor, Jaime Muñoz-Arteaga, Klinge Villalba-Condori, and María Lorena Barba-González. 2021. "A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency" Sensors 21, no. 11: 3787. https://doi.org/10.3390/s21113787