Cerebral palsy children’s perception of the novel spatial educational video game – A Qualitative analysis

Abstract

Cerebral palsy children have difficulty with visual perception and visuospatial skills. The visuospatial skills have a direct correlation with academic achievements. Spatial skills and mathematical skills are important in performing daily activities. The novel Structured Spatial Skills training educational video game (SSST edugame) was designed and developed based on the concept of improving spatial skills and mathematical skills of atypically developing children. The child’s perception of the game is mandatory to check whether it has the desired outcome. In this qualitative analysis, the children clinically diagnosed with cerebral palsy between the ages group 7-14, both genders, normal IQ, near normal hearing and vision, with MAC levels 1 and 2 are selected. The study has three phases, in phase 1 - the demographic details of the children were collected. In phase 2 - two months training program with the SSST edugame, in phase 3 – the questionnaire was given. It consists of questions related to the game features and the child has to respond either yes or no and descriptive statistics were done. The analysis shows that the children like this game and they are very much motivated to learn the basic shapes, animals, birds, fruits, building blocks, and spatial language. Any novel product must be tested for acceptance by the desired population, the results say that the game is much perceived as a good novel video game and can be used by any children who have problems with visuospatial skills.