Kinems Embodied Learning Games to increase Skill Development

Kinems Embodied Learning Games to increase Skill Development

• 1.
  D75 Students usingKinems During the 2016-2017 School Year Dr. Jennifer Pankowski EdD Assistant Professor/Program Coordinator for Special Education PACE University, NY [email protected]
• 2.
  § The purposeof this study was to determine the effect kinesthetic movement has on the development of both academic and non- academic skill sets for students with disabilities. § KINEMS: A Ground Breaking Movement Based Educational Kinect Games for Special Education with Kinesthetic & Learning Analytics – http://www.kinems.com
• 3.
  § Interventions thatfocus on teaching specific skills through the use of traditional written and behavior based methods only offer a systematic approach to meet the needs of students with disabilities; however what is lacking is a systematic analysis of this data as well as a means to track the impact of movement, and engagement, as well as non-academic skills such as PT/OT goals and other data not captured in traditional data collection methods. § Formal data driven assessments of student abilities are traditional very contrived and do not offer a realistic snapshot of student abilities, thus this study provides more authentic learning.
• 4.
  § This studyused a single subject design to compare the effect of kinesthetic movement based activities and interventions for the purpose of helping students develop academic and non-academic skill sets based on both curriculum and IEP goals. § Results for each student were analyzed prior to analyzing the data for general themes across all students. § For this analysis 5 students were focused on, these students were selected due to the wealth of data trails available to analyze and record effectively.These students were selected at random by the SLP who provided the interventions and the author of the research was only provided with their names prior to the analysis, after the data was analyzed the SLP disclosed that all students are diagnosed to autism spectrum disorder (ASD) and in some cases multiple disabilities. § Games focus on math and language skills, which are also the academic cornerstone for IEP annual goals.While the instructor was a SLP, it is not uncommon for this related service provider to work on academic goals that reinforce academic benchmarks.
• 5.
  § The participantswere students who attended a public special education school on Staten Island, NewYork. Students range in age from 14-21 and attend a District 75 (Special Education District which is part of the NewYork City Department of Education) school which is devoted to working with students with severe and significant impairments. § Developmentally the students academics ranged from ages 5-9 years old and are currently working of basic language and mathematics skills
• 6.
  0 10 20 30 40 50 60 70 80 90 100 Trial 1: 10/19/16Trial 2: 11/28/16 Trial 3: 11/30/16 Trial 4: 1/26/17 Trial 5: 1/30/17 Daniel R.-Ponder Up-Academic Standards Easy Medium Hard # Range 0 1 2 3 4 5 6 7 8 9 10 Trial 1: 10/19/16 Trial 2: 11/28/16 Trial 3: 11/30/16 Trial 4: 1/26/17 Trial 5: 1/30/17 Daniel R. Ponder Up - PT/OT Standards Interaction in Minutes-Step Interation in Minutes Jump # Questions
• 7.
  § The datashow that the consistent frequency of use, the student was able to increase the difficulty level used from easy to hard over the course of 5 sessions and the student was able to master the skill set (and IEP goal) in a relatively short period of time, approximately three and a half months (October 2016 to January 2017). § Once mastery (80%) was demonstrated at the easy level, the teacher increased the difficulty rating to hard, and reduced the total # of questions for the first trial in the new setting which demonstrates the student was given the opportunity to adjust to the increase difficulty rating prior to being exposed to the full 10 question range.
• 8.
  0 10 20 30 40 50 60 70 80 90 100 Trial 1: 9/16/16Trial 2: 10/19/16 Trial 3: 10/24/16 Trial 4: 11/14/16 Trial 5: 12/14/16 Trial 6: 1/9/17 Trial 7: 1/13/17 Trial 8: 1/30/17 Trial 9: 1/30/17 Evan R. -Clockoo- Academic Standards Acurracy Digital Accuracy Analog Difficulty(hour=5, 30 minutes=15, 5 minutes=25, 1 minute 35) 0 1 2 3 4 5 6 7 8 9 Trial 1: 9/16/17 Trial 2: 10/19/16 Trial 3: 10/24/17 Trial 4: 11/14/16 Trial 5: 12/14/16 Trial 6: 1/9/17 Trial 7: 1/13/17 Trial 8: 1/30/17 Trial 9: 1/30/17 Evan R.-Clockoo- Specific IEP Benchmarks/ OT/PT Time in Minutes Wrong Attempts Self Correction
• 9.
  • The dottedlines (in the top graphic) indicate the teacher changed the difficulty level by adding in additional hands and intervals of answers. Also evidenced by the additional data in the second graphic, the student consistently used the practice of self-error- correction to come to the correct answer during the instructional period. • The increase in difficulty with a return to mastery within 4 trials illustrates that through continued use of the technology, the student reached mastery of 90 and 80 percent accuracy at the difficulty rating to the nearest 5 minutes, this is likely due to the continued use of the technology and continued exposure.
• 10.
  § A crosscomparison of games and students revealed that even in instances where the difficulty and/or complexity was not systematically increased upon mastery of a given skill, (80-100% accuracy across three consecutive trials), the development of the skill both from an academic accuracy perspective as well as a time on task perspective for Occupational Therapy/Physical Therapy (OT/PT) goals noted marked improvements for all students. § The data also showed that these gains were more significant when the game system was used consistently during the academic year (at least once every two weeks). Thus data captured in this analysis provides a firm backing for the success of the skills using the Kinems games for both skill development and maintenance of skill over time. § In the instances where students did not used the Kinems on a consistent and regular basis, the students were able to demonstrate retention of the previously mastered skill with accuracy percentages within 1 standard deviation (20%) of the previously achieved score.
• 11.
  § Finally, theanalysis also revealed areas of struggle and potential road blocks to learning for the students that may not have otherwise been disclosed during traditional observational.This is perhaps one of the most significant, new findings of this research. Because the Kinems analytics captures data for multiple data points simultaneously, the instructor is easily able to see when students may be experiencing frustration, lack of focus, difficulties for OT/PT skills not otherwise captured by traditional pen and paper tasks and ABA strategies via hand written data sheets that are likely being used to provide the data for IEP goals development and benchmarking.
• 12.
  Dr. Jennifer PankowskiEdD [email protected]