Can a Handheld Gaming Device Be Used As An Effective Assistive Technology Tool?

Andy Pulman, Institute of Health and Community Studies, Bournemouth University

Potential educational uses for handheld gaming devices like the Nintendo DS Lite and Sony PSP are becoming increasingly apparent with the possibilities of access to mobile devices containing software for educational improvement encompassing many different disciplines.

This report describes a JISC TechDis HEAT project investigating the use of the Nintendo DS Lite and Brain Training software package as an assistive technology tool for students from the Institute of Health & Community Studies requiring help with numeracy during the autumn term of 2006. It provides an overview of using mobile devices within a higher education environment and hopes to raise awareness of some of the possibilities that can be created for students and staff.

Introduction

The perceived benefits of playing games to improve educational potential have long been discussed. In October 2006, a study by the Federation of American Scientists claimed games could teach skills including:

• Strategic thinking
• Interpretive analysis
• Problem solving
• Forming and executing plans
• Adapting to rapid change

October 2006 also saw the launch of a UK report examining the role computer and video games can play in education (ELSPA, 2006). Launching the report, Lord Puttnam said:

"Increasingly video games are being recognised as a powerful tool for learning. Yes of course they are entertaining and a lot of fun, but they’ve also the ability to inspire and motivate. They hold out the tantalising prospect of personalised, responsive and thoroughly enjoyable learning experiences, irrespective of age, or our ability. They can promote ideas, they can stimulate conversation, challenge thinking and, critically for the future of our highly skills-dependent economy, they can encourage problem solving".

There has also been debate around whether handheld devices could be used successfully as educational assistive technology aids at all levels of education. As Professor Stephen Heppell noted about students in his introduction to the ELSPA report:
 
"If wireless collaboration and fun is so easily carried in their pockets and so much a part of their computer gaming world then, they might not unreasonably ask, where is it in the classroom?"

Potential educational uses for handheld gaming devices like the Nintendo DS Lite and Sony PSP are becoming increasingly apparent with the possibilities of access to mobile devices containing software for educational improvement encompassing many different disciplines.

This report describes a JISC TechDis HEAT project investigating the use of the Nintendo DS Lite and Brain Training software package as an assistive technology tool for students from the Institute of Health & Community Studies (IHCS) requiring help with numeracy during the autumn term of 2006. It provides an overview of using mobile devices within a higher education environment and hopes to raise awareness of some of the possibilities that can be created for students and staff.

Dr. Kawashima and Nintendo

Dr. Kawashima is a leading figure in Japan concerning Brain Imaging Research, the investigation into functions of each area of the brain. In a 2001 study (McVeigh, 2001) he found computer games only stimulated activity in the parts of the brain associated with vision and movement. He analysed brain activity in children playing Nintendo games and engaging in an arithmetic exercise where numbers were added continuously for thirty minutes. His findings indicated that in contrast to games, math exercises stimulated brain activity in the left and right hemispheres of the frontal lobe - the area most linked with learning, memory, emotion, and behaviour control.

During later research, in which he captured the activity of the brain in photographic images, Dr Kawashima focused on the relationship between the brain and body and came to believe that people should train their brains:

"When we use our brain every day in a routine manner, this may not be enough to challenge it. Therefore we should consciously challenge our brain to do different things for about 5 - 10 minutes every day at least. We have learnt from our experiments that the brain can be trained in this way. Just as you can challenge and train your body, so can you challenge, train and stimulate your brain."

In 2004, Dr. Kawashima’s book, ‘Train Your Brain: 60 Days to a Better Brain’, became a bestseller. The principles of the book were subsequently developed into the Nintendo DS game Dr. Kawashima’s Brain Training: How Old is Your Brain? The game was initially released in the Japanese market in 2005 where it went on to sell over 2.3 million copies (ELSPA, 2006).

The Nintendo DS Lite handheld gaming system (pictured on following page) was launched in Europe during 2006. The system combines dual screen viewing with interaction provided by a combination of the innovative touch screen and a stylus - alongside traditional controls. The device also includes wireless technology and software that allows users to send messages and drawings to each other (PictoChat). The original Nintendo DS (alongside it’s lighter second generation brother) has become the fastest games console in European history to sell 10 million and with 1.7 million units sold in December 2006 it is also the best selling handheld games console in Europe (Nintendo, 2006).
 
The European release of Brain Training in June 2006 for the Nintendo DS was marketed as part of Nintendo’s Touch! Generations campaign and the game has now sold well over 700,000 copies, the majority to over twenty-fives. The Touch! Generations range is a collection of software titles that offer a variety of unique ways to play. For example, another title launched in October 2006 offered an English training package with the press release stating it was perfect for anyone who hadn’t the time, money or self-confidence to go on a course (Gamespot, 2006).

Brain Training Package

Dr Kawashima identified several principles involved in training the brain. By combining these into everyday life in a challenging and creative way, he believed the sharpness of the brain could be maintained:

Thinking, creating something new, effective communication with other people, high aspirations, and concentration - we know that all these functions are influenced by the prefrontal cortex. It is also thought to be a place for processing and integrating information, such as the proper evaluation of information in accordance with the context and the initiating of an activity. It is also very influential in coordinating the control of our emotions and actions

Thus Brain Training (pictured below) challenges players to spend ten to fifteen minutes each session performing arithmetic, word memory and concentration tasks using the touch screen to write, draw or select options. The exercises are presented in a game-like environment providing self-directed challenge. The goal is for users to reduce their brain age to an ideal age of twenty. During their initial session, users create a personal data file enabling them to record performance. They then determine their current brain age - depending upon their surroundings they take some tests.

• Calculations x20 involves high speed sum solving. Sums appear and the user writes the answer on screen as quickly as possible with incorrect answers incurring a time penalty.
• Stroop Test requires the user to say the colour of the letters of forty sequentially displayed colour names into the microphone.
• In Word Memory the user must remember as many of thirty displayed words as they can in two minutes. They then have three minutes to write the words they can remember on screen.
• Speed Counting asks the user to count out loud from 1 to 120 as fast as possible, pronouncing each number clearly.
• Connect Maze challenges the user to link jumbled letters and numbers in alternating sequential order using a single line.
• Number Cruncher displays numbers with various characteristics scattered on screen and poses questions about them.

After completing up to three tests (usually one Stroop Test if the user can speak aloud) the first brain age is calculated. The calculation is a best-fit approximation from data collected from 120 subjects by Dr Kawashima’s team (twenty in their twenties, twenty in their thirties, continuing up to twenty in their seventies). This check enables monitoring of progress alongside graphs of individual results using the Brain Training package.
 

Types Of Training

There are certain types of training available initially on Brain Training with others unlocked as certain conditions are fulfilled:

• Calculations x20 (described above)
• Calculations x100 as per Calculations x20 with 80 additional sums.
• Reading Aloud asks the user to either read aloud text passages (most effective) or silently to themselves. The time for reading the whole text is recorded.
• Low To High involves numbers appearing in boxes for an instant. The same empty boxes then appear and are selected in order of the lowest to the highest number.
• Syllable Count asks the user to count the number of syllables featured in a sentence.
• In Head Count people enter and leave a house. The user keeps track of how many remain with the final number written on screen.

Due to the short timescale of the project the following training methods were not unlocked:

• Triangle Math
• Time Lapse
• Voice Calculation 

Depending on the date and time users enter Brain Training, certain events occur:

• Memory Quiz produces random questions which users are asked to remember for future sessions.
• Occasionally the user is asked to Draw Pictures of objects, people, or animals.

If at least one type of training is performed, users are rewarded with a stamp on their personal calendar for that day.
 

Project Goals and Participants

Having used Brain Training and noted an improvement in memory and ability to perform calculations, I wondered whether the use of this software - as an aid to providing support and confidence for students with poor numeracy skills - could help to make a positive difference. The project would run during the Autumn 2006 term, with the technology utilised to find out how successful it was in reflecting some of the perceived benefits of student learning:

• Automatic recording of results and the ability to measure performance over a period of time.
• Up to four different student result sets can be recorded on one copy of Brain Training providing an incentive to compete and compare performance.
• Privacy of using a handheld system removing some of the stigma attached to students having difficulty with numeracy and feeling reluctant to approach someone.
• A fun and engaging way to learn - simple and accessible to use and interact with.
• Available to use 24-7.

Medical personnel need to have the ability to quickly calculate measures on drugs rounds and in other areas of their role. Students entering health and social care with poor numeracy skill levels have previously been flagged as a concern by both IHCS academics and also in contemporary research (Gillham and Chu, 1995).  Any tool that may help to improve skill levels is therefore viewed as extremely beneficial.

Four Nintendo DS Lite's and four copies of Brain Training were acquired from the JISC TechDis HEAT scheme for this project (allowing up to sixteen participants to take part - four on each copy). Places were filled within two days of emails being sent out suggesting a high demand to participate. Of the sixteen students that signed up, four had to withdraw before initial sessions could be conducted with them. Of the remaining twelve participants, the following courses were represented: 

• Advanced Diploma Nursing (Mental Health and Adult Pathway)
• BSc (Hons) Nursing (Adult and Mental Health Pathway)
• Diploma HE Nursing (Adult Pathway)
• Doctor of Professional Practice

When questioned, the majority of students taking part wanted to improve their numeracy skills for areas including drug calculations, fluid and balance charts and weight measurement. Fifty percent of the participants had attained a Math Level equivalent to Key Skills 2 whilst the other fifty percent had attained a higher-level qualification. A third of participants had particular additional learning needs over and above wishing to improve their numeracy skills - these included Dyslexia, Dysnumeracy, Dyscalculia and visual processing problems.

Measurement

Overall Objectives

In total, 54 individual sessions were completed during the project. After an induction session lasting one hour, participants were able to choose to do as many sessions as they required for the duration of the project. Each session could consist of as many or as few of the different training types as desired. Due to scheduling difficulties (see I. Measurement: Negatives) all sessions were held at a central location on the University campus. At the end of the project, all participants were asked to complete a questionnaire concerning their use of the Nintendo DS Lite and Brain Training.

Firstly, they were asked to think about their course, whether their objectives for participating had been met and whether their participation had had a positive impact. Only positive responses were given:

Yes, it has enabled me to think about the brain as being capable of improvement whatever the age of the individual. The object of participating was to improve numeracy skills and these have improved

Yes I do, having to think and react quickly certainly got the brain working, which I think spilled over into everyday life

Using the package has been enjoyable, and has improved my numeracy skills. I think also that it has improved my memory, which is bound to have a positive effect on my course

Yes, it made me want to practice my numeracy

They were also asked if during their short time using Brain Training did they think it had made any difference to numeracy skills and general memory?

Yes, positively. It encourages more thought to be given to memory, instead of just thinking of it as something beyond one’s control. My numeracy skills have become quicker thanks to the mental arithmetic element of the brain training

I think my memory improved, as I cannot think of an incident when I went to get something but had forgotten what it was before I got there

I do consider that by using this software that it has improved my memory and numeracy skills

Yes, I feel as though answers to equations are far easier to recall, almost like beginning back at school when a teacher would test you verbally and you were expected to know the answer immediately

Yes, I am quicker at mental arithmetic now
 

Training

The types of training favoured by participants were:

• High To Low: Although several found trying to remember the sequence in the low to high task challenging it was one of the most popular types of training. The main challenge is that the numbers disappear off screen very quickly and usually before you can memorise them sufficiently.
• Head Count: This challenges on multiple levels as users need to process the initial number of people in the house immediately and then calculate additions and subtractions quickly and sometimes in tandem. One participant commented “counting the people going in and out of the house was a real challenge”. Another thought it their least favourite task as it proved most difficult, but also “my favourite because it offers the biggest challenge.”
• Calculations x100: One participant initially struggled with the longer maths challenge but eventually grew to enjoy it as they felt it challenged their weakness and rewarded them when they saw an improvement.

The least popular tasks were:

• Syllable Count: particularly disliked by everyone due to the nature of the challenge - Maths and English together.
• Draw Pictures: possibly disliked because of the difficulty of using the stylus and touch screen to draw – a less recognisable adult task than some of the others.
• Reading Aloud: Only one participant enjoyed this training method. Others found it challenging because it made them feel self conscious. One found reading out loud embarrassing but felt that they might not feel so awkward in their own environment, whilst another felt uncomfortable speaking directly into the DS. Although 60% of participants did not feel self-conscious about using the DS in public the remaining 40% either did feel self-conscious or were uncertain.

Positives

When describing what they enjoyed about using the DS, students noted the following:

• Design - small and light, easily portable, compact in design and a clearly visible touch screen.
• Sociability - participating in a group together helped to forge friendships.
• Usability - very easy to use for novices.
• Fun to use - felt more like a game than a learning method.
• Wow Factor - the fact that the DS Lite was perceived as ‘hip’ allowed some students to discuss what they were doing with their children.

When describing what they enjoyed about using the Brain Training package, students noted the following:

• Usability - easy to use with clear instructions and colourful. The tasks were easily understood and deemed suitable for any age group.
• Measurement - the challenge of trying to improve on previous scores and the ability to discuss results with others was positively received. One participant stated, “It is nice to see improvement [or decline!] on the graphs”. Another liked the ability to “see where one has improved or not in some cases.” Another “enjoyed the challenge, testing oneself against the machine, trying to improve my scores”.
• Complexity - the tasks set were deemed suitably challenging but not overly so.
• Enjoyable - amusing and entertaining to use with smiles and laughter occasionally manifesting themselves during sessions.
• Flexible – the ability to take as little or as much time as could be fitted in to one session appealed.
• Variety - the different games and tasks on offer each time users returned to Brain Training was highlighted.
• Timing - the exercise lengths were relatively short enabling students to concentrate fully on the task although one participant would have liked more tasks that went on for longer.
• Encouraging - the occasional motivations from the cartoon host which appeared on screen were appreciated.
  

When comparing the DS Lite and Brain Training to other methods of learning participants noted:

I think a balance of learning styles should be accommodated and the DS would fit nicely alongside the more traditional learning methods

I do not ‘learn’ by reading, so actually doing something physically helps me to take information in

More beneficial for me compared to books

I felt it was a really good tool, a very relaxed, fun and different way to learn, better than books

It’s fun and if one knows the basics of maths then a tutor isn’t required, so I would rate this quite high for people who are wanting to improve their skills who perhaps wouldn’t initially go and seek help

My preferred method of study is through books and well-structured lessons. I find that internet based learning extremely difficult. The DS is more interactive and challenging than that of the Pearson Package that we have to learn as you get a progress report with the DS

The DS is far more convenient and more enjoyable, in fact you don’t realise that you are learning

Negatives

The effectiveness of the voice recognition used in tests varied depending upon the individual. The package instructions stress that young women and children may find it difficult for their voices to be recognised perfectly. Some female participants experienced this problem with recognition improving if they spoke a little more deeply than usual.

Even though the package allows you to select a writing hand - left handed players are able to turn the DS Lite upside down to have the touch screen on their left hand side - the effectiveness of the handwriting recognition varied according to styles of writing.

These issues caused problems when correct answers were perceived differently and certain letters and words were not recognised. This resulted in frustration when better scores could have been recorded if the package had recognised the right answer immediately:

Speaking into the console was difficult, and was not always heard correctly, sometimes did not always recognise numbers drawn
 
Occasionally the DS would misread what I had written resulting in an ‘incorrect’ message - this threw me and slowed my reactions down

The system did not always recognise the number which had been written and also the occasional spoken word. This was frustrating especially if you had got the sum correct and were hence marked down

I found that character recognition is not always accurate

Although up to sixteen participants could take part in the project, they did not have the full flexibility to take the package with them anywhere they went. As one copy of the software held four different records if kit was taken off-campus and another student wanted to use it they would have to wait until it was brought back. Secondly, a large percentage of the students were involved in long periods of placement during the project which caused scheduling difficulties. These issues could only be solved by asking participants to come to a central campus based location to use the package. This also meant other satellite sites (such as Yeovil and Portsmouth) were unable to take part.

Participants were asked whether it was a problem attending university for sessions and whether they would you have preferred to borrow the DS Lite and Brain Training software.

Although some found attending enjoyable and a social occasion when groups came together, most agreed it would have been far more convenient to take it with them, enabling practice whenever they had spare time:

Very difficult as lesson times changed a lot and then was out on placement, it would have been much better to have used it at home

It would have been more convenient to be able to borrow the DS whilst out on placement as 30 miles each way is too far to travel just to use the software

I would have preferred to borrow the package as I would have spent a lot more time using the software, and improving my brain age

Unfortunately I couldn’t attend as much as I would have liked due to my schedule, so yes it would have been easier to have borrowed the DS to use in my own time

Very much so. I would have been able to devote far more time to the trial at home than I could at university

Measurement: Attitudes

A section of the questionnaire asked participants to express their thoughts regarding certain attitudes toward the DS Lite and Brain Training. Positively, the results suggested:

• All students agreed that the mobile learning experience was fun (80% strongly agreed and 20% agreed)
• All students would recommend this method of study to others (70% strongly agreed and 30% agreed)
• All students thought that using this method of training did not hinder their learning (90% strongly agreed and 10% agreed)   
• 90% strongly agreed that they experienced no technical problems when using the DS whilst only 10% were uncertain
• All students felt comfortable using the DS because they knew how to use it    (70% strongly agreed and 30% agreed)
• All students felt that Brain Training supported them and that the content was relevant and interesting (50% strongly agreed and 50% agreed)
• All students felt that using the Brain Training package engaged and motivated them (70% strongly agreed and 30% agreed)
• All felt that they could see the screen well, hear it ok, and could easily use the equipment (70% strongly agreed and 30% agreed.
• Most importantly, all valued the experience of using the device (80% strongly agreed and 20% agreed)
  

Final Thoughts

Final comments from participants all dwelt on the positive experience of using the DS Lite and Brain Training to address numeracy skills:
 
This experience has been fun, creative, and improvements have been noticed. I am unsure if the improvement is due to repeated use or whether my brain has improved functionally. But, I would recommend this software to children and adults alike. The unit can be taken anywhere and used for a couple of minutes minimum - great whilst waiting for a bus or train

It has helped me to gain confidence in my numeracy

I really enjoyed taking part in the pilot, and hope that in the future I will have access to a DS and would use it and the brain training on a regular basis because I felt it really helped me

I have really enjoyed taking part in the trial of this package. I would and have recommended this particular software to my friends and family

Thank you for this experience. I hope that the university is able to purchase more of this great learning tool.  Let me know if you get a discount anywhere so I can get one too!

Very good, simple and effective way to enhance your brain!

Conclusion

As Traxler notes (2006) this project falls under the banner of ‘first-generation’ focusing on ensuring the technology worked, learning happened and satisfying the funding criteria. At a local level some of his recommendations for strategies to take wireless and mobile learning to a sustainable and substantial position have been fulfilled:

• The project has publicised valuable insights and given positive local visibility within IHCS concerning the use of mobile technology.
• It has given a flavour for what could be achieved and invites imitation within IHCS, Bournemouth University and externally.
• It provides recognition that mobile devices are ‘personal’ and has helped to develop familiarity, expertise and confidence for students using them. All but one participant said they would continue to use the package after the project completed if given the option with the only negative response due to pricing implications “I would not consider paying £100 for the hardware.” Several other participants intended to, or had already purchased their own DS Lite and Brain Training package as a result of using them on the project with one commenting “I really liked the ease of using it, in fact I have now purchased one”.
• It has provided proof that this sort of mobile learning is reliable and robust on a technical level so it can be viewed as a reasonably safe risk free innovation.
• It has identified the use of this technology as a credible platform for helping with numeracy which should enable high level ‘buy-in’ within IHCS, Bournemouth University and externally.
  

The twin goals of this project were to investigate the use of the DS Lite and Brain Training package as a tool to assist IHCS students requiring help with numeracy and provide an overview of using mobile devices within a higher education environment hoping to raise awareness of some of the possibilities that can be created for students and staff. Of key interest to the HEAT project were the outcomes in terms of the inclusion benefits to the specific students involved, the wider discipline and the transferability of the methodology.

This project has proved that the concept of delivering assistance to students wanting to improve their numeracy skills through the Nintendo DS Lite and Brain Training package is sound. It offers an immersive, enjoyable learning environment and experience. It was positively received by all students - including those with additional learning needs - in building confidence, providing encouragement and making a difference to numeracy skill levels. In terms of the structure of this project, deployment is quick and easy. The system requires little or no support once an induction session has been completed and has suffered from no technical problems.
 
 Evans paper (2006) identified some specific features of mobile devices which could add benefits to the learning experience. Based on this project the following seem particularly relevant:

• Privacy: being able to learn unobtrusively.
• Support for learning styles: the features offered could support learners with preferences for textual, audio or visual presentation of different material.
• Immersive: the richness and diversity of content immerse the student in the experience (as the pictures and video taken during some sessions show). The ability to improve on previous performances and track progress is a great motivator to continue using the package. Learning in this environment offers huge potential for creating deeper learning experiences when compared to traditional methods of teaching (Biggs, 2003).
• User control: students have more control over where and when they choose to study, with the possibility to take the device to use at opportune times. This assumes there are enough devices and packages to allow them to be taken outside of the campus. As previously mentioned, only having small numbers limited the flexibility of this aspect. This point also raises issues of procurement, maintenance and ownership as detailed by Traxler (2006), which need to be addressed.  

Way Forward

Based on the project findings, it is recommended that utilising a similar project plan, the Nintendo DS Lite and Brain Training package offer a relatively low cost solution to help improve numeracy skills with medical students. It seems a beneficial solution for all students – including those with alternative learning needs - and provides a suitable way of including, motivating and assisting them. Whilst not offering formal results that IHCS student numeracy skills have improved as a result of their short time using the DS Lite and Brain Training package, in their own opinions and the results recorded on the package the suggestion is that this is the case. This project could be simply transferred into any subject area where students are required to use and improve numeracy skills. For example, it would be a quick solution to purchase the Touch Generations! English training package and offer it as a study support aid to international students requiring language tuition. The only problems identified are around how devices and packages can be successfully utilised so that the maximum number of interested students can use them, in environments where students are sited at different campuses and are regularly out on placement. At present, the only way to appreciate the full flexibility of the system and software is to acquire additional units.   

The sociability aspect of groups engaging with the software together rather than individually - while not originally identified as a potential benefit - needs further investigation. One participant described recently seeing twenty children at a Christmas party sending messages and pictures to each other using the PictoChat feature of the DS Lite. Using the wireless feature, Brain Training offers a calculation battle where up to sixteen players can compete to complete thirty sums. Whilst much has been made of individual benefits of mobile learning this social aspect (mentioned by some participants who met and learnt in small groups) needs to be studied to see if using this approach offers additional benefits.

Traxler (2006) suggests after a successful trial the next step is to conduct a larger scale project to release potential more widely. Additional items requested as a top up to the original project bid were Big Brain Academy and the Opera Browser. Big Brain Academy provides a further package of brain training with fifteen mini games testing the ability to think, analyse, compute, memorise and identify. The Opera browser is based on the same core as the desktop, delivering high speed web page rendering. Students could connect to the Internet with the DS Lite via hotspot or wireless router. With a touch screen keyboard and stylus, they could navigate the web easily with PDA-like functionality. Browser functionality could be used across campus within a university wireless network, and ultimately in classrooms and seminars. This feature provides additional scope to assess how the DS Lite could function as an educational assistive technology aid.

When asked if given the opportunity they could access the Internet through a DS Lite would they make use of it in a classroom or home environment, 65% of participants felt they would. Positive comments included:

Yes I would make use of it both in the classroom and at home. I would take it with me like a PDA

Yes - I would make use of all available resources both at home and in study. The advantage is that the DS is compact and light

Another participant felt that although they wouldn’t use it at home, in the classroom setting it would come into its own as it offered a very portable solution. Negative comments tended to focus on the size of the screen rather than other usability issues feeling that in comparison, the computer screen is larger and therefore easier to read:

I prefer a bigger screen for long-term activities such as time spent on the Internet

I have Internet access on my phone, but the size of the screen limits its usefulness

It is hoped that this project will be a catalyst leading to more detailed research being undertaken into the range of educational applications possible on handheld gaming devices like the Nintendo DS Lite and Sony PSP. We hope to continue this project in a wider context seeking the top up kit requested in our original bid to investigate further educational uses of the Nintendo DS Lite. As systems such as this revolutionise handheld gaming, exciting times lay ahead for educators and students that can harness their potential.

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