Co-StiCap: System based on Distributed and Tangible

User Interfaces to Improve Skills in Children with ADHD

Elena de la Guía, María D. Lozano and Víctor R. Penichet

Computer Systems Department, University of Castilla-La Mancha, Albacete, Spain

Abstract. The attention deficit disorder with hyperactivity (ADHD) has in-

creased considerably in recent years. People who have it experience behavioral

problems, learning and self-control in their lives. The therapies performed are

based on activities to improve cognitive abilities. Nowadays technology is be-

coming a tool to facilitate the cognitive stimulation and work of therapists, fam-

ily, etc. In this paper we present Co-StiCap (Stimulating Collaborative Cogni-

tive Capabilities) is a multi-device system based on Distributed User Interfaces

and games aimed at improving the communication and cognitive capabilities

in children with ADHD. The system consists of a projector running the main

game interface, tangible interfaces based on common objects that we use to in-

teract through a mobile device (which integrates NFC reader) with the main in-

terface. Moreover it has another mobile device application for therapists, which

aims to control the process of children and assist in the collaboration and coop-

eration among them. It has carried out an assessment in order to check the effect

of the system and the new technique of interaction among children and families

and therapists.

1 Introduction

Diagnosis of Attention Deficit-Hyperactivity Disorder (ADHD) has increased consid-

erably over the last decade [1]. ADHD is defined as a behavioral disorder character-

ized by moderate to severe distraction, difficulty attending, restlessness, emotional

instability and impulsive behavior [13]. Often people suffering from this disease have

social problems, between 50 and 60 percent of children with ADHD have difficulty

getting along and interact with other children. Brain-training programs are high-tech

therapies that sharpen working memory and improve focus in children and adults with

ADHD.

In recent years interactive games have been widely accepted by the society, these

can be used as a learning tool and help to strengthen cognitive skills in an amusing

and pleasant way. According to a study published in [5] among the effects of the

games we emphasize that cooperative games improve the participation and integration

of users, also improving their communication skills, self-confidence, self-awareness

and ability to work with others.

de la Guía E., D. Lozano M. and R. Penichet V..

Co-StiCap: System based on Distributed and Tangible User Interfaces to Improve Skills in Children with ADHD.

DOI: 10.5220/0004602800640073

In Proceedings of the 2nd International Workshop on Interaction Design in Educational Environments (IDEE-2013), pages 64-73

ISBN: 978-989-8565-65-5

 2013 SCITEPRESS (Science and Technology Publications, Lda.)

Technological advances in miniaturization of microprocessors have opened new

possibilities for user services. The user has multiple devices such as smartphones,

tablets, netbooks, laptop, etc. We find multi-device environments that offer us many

advantages, but also require a new type of user interfaces and interaction mode. In

this case we use Distributed User Interfaces (DUIs) and Tangible User Interfaces in

order to offer a multi-device usable and intuitive to the user, thus taking advantage of

all the opportunities offered by technology.

Co-StiCap is a system based on games that uses NFC and Web technology to

carry out the distribution of user interfaces and to provide a intuitive interaction with

the system. The main objective of the system is to provide cognitive stimulation

games for the ADHD affected conduct their therapy in a fun and develop skills such

as memory, attention, communication, and so on.

The paper is organized as follows. The following section describes the most im-

portant concepts related to the project, then explained how it was designed and devel-

oped the system. The next section describes in detail the system Co-StiCap and finally

we explained the conclusions and future work.

2 Related Works

We are witnessing the integration of new environments, also called multi-device envi-

ronment (MDE). These scenarios are going to find consist of multiple, heterogeneous

devices distributed in the environment along with screens and surfaces where user

interfaces can be executed. Example of such environments we find the following: i-

Land, [11] is an interactive system for facilitating collaboration between users

through devices such as: an interactive electronic wall; a chair and an interactive table

that allows interacted with her through 'touching' technique. WallShare [6] is a col-

laborative system that allows distributing the interfaces between different devices

such as mobile phones, PDAs, laptops, and etc. In addition, it is composed on an open

space to be displayed through a projector on a surface such as a wall. E-conic [10] is

an application that supports multiple devices sharing information among them. These

new scenarios offer multiple advantages over the computers. However, we have the

necessity of distributing information in different and heterogeneous devices. For this

reason, It is necessary take into account the design of Distributed User Interfaces

(DUI). This term is defined by Niklas Elmqvist in [4] as a user interface in which its

components can be distributed across one or more dimensions such as input, output,

platform, time and space. Distributed user interfaces can be displayed on different

devices: phones, computers, screens, objects , and etc. The interfaces that are distrib-

uted in objects are called Tangible User Interfaces (TUI) [8]. These are physical ob-

jects used as representations and controls for digital information.

There are games focused on improving cognitive abilities of people affected with

ADHD disease. Then, we will describe them. Memotiva [12] is a program that in-

cludes exercise to improve the visual and spatial abilities. Caza_Cosas [2] is a suite of

games designed for visual memory. Luminosity [9] is a program designed to train the

mind. It is based on the concept of 'neuroplasticity', ie the mind's ability to learn and

adapt to receive the right stimuli. SMART BrainGames [3] is a game focused on

educating different cognitive abilities. There are also virtual reality environments

developed to improve the attention and concentration in children with ADHD [14]

[15]. Currently online games are having a high acceptance by the ability to interact

with the therapist so remotely [17]. There are even video games offer the possibility

of developing cognitive skills and improve learning in children such as

Interactivemetronome[18] and Cogmed[19]. However, the way they interact is still

based on the classical methods of interaction via mouse and keyboard, or in the case

of virtual reality through hulls (Head Mounted Device, HMD). Furthermore, these

systems enhance user’s individual development but do not allow that multiple users to

collaborate.

3 System Requirements

In order to design and develop an MDE scenario we considered an interactive triangle

(Figure 1). This is based on the following factors: Users and tasks to be performed,

new technologies and devices available in an MDE scenario and tangible distributed

user interfaces as an intermediary between users solutions.

Fig. 1. Interactive Triangle.

The most important component of the system is the user. The design corresponds to

your needs and the task to be performed. Then we define the vertex of the triangle in

more detail:

Vertex 1: MDE refers to the devices and the communication among them. In the

design we have to keep in mind that all available devices should be easy to use. For

example the following devices: Laptop, Smartphone, Kinect, Wii, Tablet, and Projec-

tor.

Vertex 2: The architecture to communicate all devices. This kind of architecture

must allow to integrate different types of technologies, such as Web technologies,

identification RFID, NFC.

Vertex 3: DUIs and TUIs are the link among MDE environments, the architecture

and the user together with the task (the latter is an implicit factor that will be present

to design and develop the system).

Combining these types of interfaces offers the following advantages:

-The system can have a private interface (tangible interfaces, each user has their own)

so this makes users more confident . Moreover, it provides a shared interface.

DUIs and TUIs

MDE

Architecture

Users

-Tangible interaction is more natural for users. They only have to bring the objects

closer to the mobile device. In this way we provide flexibility in the space, you can

work in the same room and o remotely interact with the system.

-It offers the possibility for multiple users to interact simultaneously, thus facilitating

participation and communication.

-In a collaborative environment we can distribute and maintain collaborative interface

users' private spaces with their own device. Considering Streng study [16] and the

importance of working with individual space, our conclusion is that users are more

confident when interacting and working with the system.

-The distribution of user interfaces in the environment allows us to simulate the way

people usually work. In order to improve human-computer interaction in multi-device

environments that support DUIs it is necessary to know and take into account how

mental models and the cognitive system of users work. The study described in [7]

provides a guidelines to distribute traditional user interfaces (GUIs) in MDE

-Direct interaction with the objects provides a better understanding of the task. The

tangible interfaces emphasize the connection between the body and the cognitive

process, thus facilitating thinking through physical actions.

The disadvantage is the scalability of tangible interfaces. These are

stationary and

designed to engage five users. One of the future works would be to allow users to edit

the games and tangible interfaces easily.

4 Co-StiCap System

Co-StiCap (Stimulating Collaborative Cognitive Capabilities) is a learning and col-

laborative multi-device environment designed to stimulate the memory, attention,

concentration, so on in people with ADHD disease. The collaborative system is based

on the distribution of interfaces and device mobility; it offers the possibility to be

used individually or by multiple users. It integrates a new form of human-computer

interaction. The user can interact with the system through everyday objects. The func-

tionality of the system is as follows. In the main game an interface is projected on the

wall. Users with tangibles interfaces, i.e., the objects that integrate NFC tags, can

interact with the main interface; this requires the mobile device that incorporates the

NFC reader to interact with the main interface and this is necessary to bring objects to

the mobile device. For example, if in the game an object must be associated with

another, the user only has to bring the corresponding object closer to the mobile de-

vice, and then the system recognizes it and displays the outcome of the game. The

system includes a part for teacher or therapists. This module allows to control the

games, the results, and the users. In addition ,the system also monitors the user data

to coordinate the multi players in the game (see Figure 2).

4.1 Design through Interactive Triangle

In order to design and develop the system we have considered the three vertices as

explained in the previous section.

Fig. 2. Main scenario: it consists of tangible interfaces, mobile device and the computer.

4.1.1 MDE

Multiple devices are networked in an MDE. In this system we have used the follow-

ing:

-Smartphone. It is used to interact with the system, because of the small screen size

it has just been used as an interaction device, the relevance of this device is that it

offers a more natural tangible interaction style which is easy to use any size tablet

could also be used, being the only requirement to incorporate NFC technology .

- Tablet has been used for application of the therapist, in this case the application

shows data, graphs, monitoring users and user data. Besides, it offers functions to

control the game. This device was chosen because of the complexity of the task and

the need for a larger screen than any Smartphone.

-Laptop. It is responsible for showing the main game interface. It has been chosen due

to its computing power that allows us to execute quality graphics and multi-modal

factor as well as offering sound, text, graphics.

-Projector. This device expands the size of the main interface easily. It also allows

multiple players to play at the same time

-Resources interaction, i.e. common objects that facilitate interaction with the system.

-Tangible Menu, (this is an alternative to tablet) which has been used by therapist,

parents, teachers, etc. In this case the interface allows them to control the game re-

motely.

4.1.2 System Architecture

The architecture is client-server mode. It allows any type of device to communicate

with others through NFC and Web technologies. Tangible user interfaces incorporate

an NFC tag that has written a web address that identifies the object. When the inter-

face approaches the NFC reader (built inside the mobile device) it reads the tag in-

formation and executes the corresponding mode on the server. The server is responsi-

ble for interpreting the data sent by the mobile device and simultaneously executing

the required action in the other interfaces. In this type of scenario the server is the

main component responsible for communication among devices through an access

point. This component is also responsible for the control logic, i.e. contains all ser-

vices and tools necessary for the rest of devices which make up the system.

4.1.3 Duis and Tuis

The main task of the system is to provide collaborative games. Taking into account

the distribution of user interfaces according to the users' mental models [7]. We has

divided collaborative interface main games on a projector to be displayed more clear-

ly, mobile device interface has been used as device interaction between the main

interface and tangible interfaces. In the next section we describe in more detail the

distribution of the interfaces.

4.2 Interfaces Distribution

The system divides and distributes the following interfaces:

4.2.1 Main Game Interface

It refers to the interface that is distributed and displayed on the wall thanks to the

projector that which is responsible for extending it. The main reason has been to facil-

itate the visualization of the main game screen. In this way the children can interact

remotely with the game. The information displayed on the interface has been designed

keeping in mind that children with ADHD have a too limited working memory that

may cause limitations in performing daily activities. Cognitive stimulation games is

taking place in therapy with children with ADHD to exercise your memory and im-

prove concentration and attention. In this system we have focused on games memory,

calculation and language in order to improve the cognitive abilities of users, the

communication between them and their self-esteem.

The shared interface allows users to pay attention to the image, because the pro-

jection of the interface allows the size is larger, and allows all users to concentrate on

the information displayed in the interface and share it with other users (Figure 3).

Fig. 3. Main Game Interface.

4.2.2 Tangible User Interfaces

Tangible interfaces are based on common objects such as cards. It contains a NFC tag

inside with a web address that is responsible for identifying the card and the user who

has it. Each user is identified by a color and using the cards as interactive resource.

The advantages of this type of interface is that we allow for simple and intuitive inter-

action for the user. In this prototype we take physical manipulation for educational

purposes has always been the basis of cognitive development in education, so the user

does not need a prior learning to interact with objects, he/she does unconsciously (See

Figure 4).

Fig. 4. Tangible Interfaces collaborative games (top) Mobile devices that incorporate an NFC

reader in order to communicate tangible interface with the system (down).

4.2.3 Mobile User Interface

In this system we have two different mobile devices: the Smartphone and Tablet. The

Smartphone has been used as a device for interaction between the main game and

tangible interfaces. Due to the limited screen size of your mobile interface based on

graphic description of the interaction to be performed by the user with the game.

The Tablet in the system can have two different functions. If it contains inside

NFC reader can be used as a communication device between tangible interfaces and

the game (same as a mobile device). In our case has been used to show the application

made for therapists, family, and etc. This application is responsible for displaying the

data that monitors the game, i.e. the child has played, the results, and etc. among the

existing games depending on the cognitive capacity that is intended to improve. Inter-

nally the application monitors the user process, when you have a user wearing several

games without playing warns the therapist and the therapist can change the turn, sim-

ultaneously show a message in the game interface by encouraging the user to partici-

pate. This will get better communication and coordination among the users. It also

offers the opportunity to shy and introverted children to integration with other chil-

dren. The program allows the therapist to control the data and those who play. It also

includes an automatic option which coordinates to the users depending on the im-

provements in the games.

4.2.4 Interaction Style

The new style of interaction with tangible interfaces attempts to simulate the way the

user interacts with his environment. This will try to eliminate the need for prior

knowledge of the user. In order to interact with the system only need to bring tangible

interface (depending on the type of game to be shown on the main interface) to the

mobile device (see Figure 5).

a) b)

Fig. 5. (a) Tangible User Interfaces with NFC tag, (b) Interaction style.

5 Conclusions

This paper describes a multi-device and collaborative environment which support

tangible and distributed user interfaces. It has been developed with NFC and Web

technologies. In order to design and develop the system has emphasized how to dis-

tribute the interfaces that device and how they communicate between them, taking

into account the human factors of users. The main objective of the system is to facili-

tate stimulation cognitive and communication in children with ADHD. The mecha-

nism of interaction based on tangible interfaces, known as objects offered a simple

and intuitive interaction in a way that helps to eliminate the technological barrier in

people who have limitations. We did an evaluation, the results have been very posi-

tive, users have enjoyed using the system and it was found after several iterations

cognitive and communicative improvements among users.

Acknowledgements

This research has been partially supported by the Spanish CICYT research project

TIN2011-27767-C02-01 and the regional projects with reference PPII10-0300-4174

and PII2C09-0185-1030. We would like to especially thank Yolanda Cotillas, Erika

Gonzalez and Luis Alberto Martinez for their collaboration on this project.

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