This article details the design of a co-created, evidence-based biofeedback therapy game addressing the research question: is the biofeedback  implementation efficient, effective, and engaging for promoting quality movement during a therapy game focused on hand gestures? First, we engaged nine young people with Cerebral Palsy (CP) as design partners to co-create the biofeedback implementation. A commercially available, tap-controlled game was converted into a gesture-controlled game with added biofeedback. The game is controlled by forearm electromyography and inertial sensors. Changes required to integrate biofeedback are described in detail and highlight the importance of closely linking movement quality to short- and long-term game rewards. After development, 19 participants (8–17 years old) with CP played the game at home for 4 weeks. Participants played 17 ± 9 min/day, 4 ± 1 day/week. The biofeedback implementation proved efficient (i.e. participants reduced compensatory arm movements by 10.2 ± 4.0%), effective (i.e. participants made higher quality gestures over time), and engaging (i.e. participants consistently chose to review biofeedback). Participants found the game usable and enjoyable. Biofeedback design in therapy games should consider principles of motor learning, best practices in video game design, and user perspectives. Design recommendations for integrating biofeedback into therapy games are compiled in an infographic to support interdisciplinary knowledge sharing.

Abstract:

This research paper seeks to examine the challenges and opportunities for wireless technologies and the Internet of Things (IoT) to improve access to education for students with disabilities (SwDs). As technology integration into educational content and learning environments occurs, it becomes paramount for scholars to consider how the needs of students with disabilities are incorporated into these learning spaces. This paper synthesizes existing literature via an integrative review that explores barriers to accessing technology-mediated learning and the classroom. It also assesses the potential for technology-mediated learning to progress forward over the last five years. Finally, this article  provides targeted recommendations for actualizing wireless technologies’ potential on improving students with disabilities’
educational outcomes.

Completion of all required components earns .2 IACET CEUs.