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Tangibot: A collaborative multiplayer game for pediatric patients.

Jorge Montaner1, Alicia Carrión2, Fernando García-Sanjuán1

  • 1ISSI research group, Departamento de Sistemas Informáticos y Computación (DSIC), Universitat Politècnica de València, Camino de Vera s/n, 46022, València, Spain.

International Journal of Medical Informatics
|October 13, 2019
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Summary
This summary is machine-generated.

The hospital teacher improved children's communication during gameplay but did not affect their psychosocial state. The game itself positively impacted children's emotions and engagement, reducing distractions from symptoms.

Keywords:
Children hospitalizationGamificationPediatric socializationSocialization

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Area of Science:

  • Pediatric psychology
  • Educational technology
  • Child development

Background:

  • Limited research exists on the impact of hospital school staff on children's psychosocial states during gameplay.
  • Previous studies focused on games' effects in pediatric wards but not on teacher interaction.

Purpose of the Study:

  • To introduce the Tangibot application for hospitalized children.
  • To evaluate the short-term impact of the Tangibot application on children's psychosocial state.
  • To assess the influence of a teacher's presence on children's communication, coordination, and psychosocial state during gameplay.

Main Methods:

  • A study involving 20 pediatric participants in a hospital classroom setting.
  • Each participant engaged in gameplay twice: once with a teacher present and once without.
  • An observational scale, applied by two evaluators, was used to assess children's psychosocial state and interactions.

Main Results:

  • Teachers positively influenced children's communication, improving dialogue management, turn-taking, and information sharing.
  • Gameplay significantly improved children's emotional state (affection), interest, and peer interaction, acting as a distraction from symptoms.
  • Teacher presence negatively impacted time management and joint task orientation, without altering the children's psychosocial state.

Conclusions:

  • While teachers enhance communication during gameplay, the game itself is the primary driver of positive psychosocial changes in hospitalized children.
  • Gamification strategies can be further explored to improve social opportunities and reduce isolation during hospitalization.
  • Future research should evaluate specific game strategies to optimize the hospital experience for children.