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Video games have been successfully used with young people as a form of physiotherapy, occupational therapy and rehabilitation of mobility problems for a number of years. (Krichevets, Sirotkina, Yevsevicheva, & Zeldin, 1994). Games have also been used as a muscle training aid for young patients with muscular dystrophy and to encourage physical activity in wheelchair users. As educators, we know that cleverly using video games in this way can remove some of the boredom and pain of therapy and assist our students to achieve goals. (O’Connor, Cooper, Fitzgerald, Dvorznak, Boninger, VanSickle, & Glass, 2000).
The Nintendo Wii in particular has been extensively used for therapeutical purposes. This popular video gaming system has revolutionised how video games are played. Instead of players making precise movements using a control pad or joystick, it favours users who have poor fine motor control as they can play by making large movements of one hand or arm with the device utilising these real-time physical movements to direct on-screen activity. (Bryant, Akerman, & Drell, 2000).
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In fact, the Nintendo Wii can accommodate a broad range of users, with suggestion that some Wii games could also be accessible to those with vision impairment via auditory prompts, and adapted controllers that attach to a hat or forearm can allow users with little finger dexterity or grasp to also participate. Other options also include bite or eyebrow switches, which can be activated by raising your eyebrows or biting for those with extreme physical limitations. (Bailey & Pearson, 2007).
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Special education teachers the world over are finding this a valuable tool and are implementing “Wii Therapy” to their students. By using Wii, children are beginning to develop skills they might not otherwise be able to learn such as:
· hand/eye coordination
· improved reaction times
· encourage those with physical disabilities to move, providing much-needed circulation to their
limbs
· taking part in virtual sports and increase self esteem
· gaining balance and coordination
The virtual environments used in Wii games allow some users to participate on equal terms regardless of disability. For example, many children with special needs cannot hold a racket in their hands or serve a volleyball, but how fantastic that they can hit a baseball or roll a bowling ball by holding the Wii remote. And as a result, many children with physical impairments are experiencing for the first time what it is like to be involved and included in physical education activities. They are learning the comradery associated with being on a team, and the joy of cheering each other on. (Smart Tutor Education Programs, n.d.).
Well done Wii!
References
Bailey, C. & Pearson, E. (2007). The Nintendo Wii Games Console and its potential for Supporting Disabled Learners in Education. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 213-217). Association for the Advancement of Computing in Education (AACE).
Bryant, J. A., Akerman, A., & Drell, J. (2010). Wee Wii: Preschoolers and Motion-Based Game Play. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2(2), 1-17.
Krichevets, A. N., Sirotkina, E. B., Yevsevicheva, I. V., & Zeldin, L. M. (1994). Computer games as a means of movementrehabilitation. Disability and Rehabilitation: An International Multidisciplinary Journal, 17, 100–105.
O’Connor, T. J., Cooper, R. A., Fitzgerald, S. G., Dvorznak, M. J., Boninger, M. L., VanSickle, D. P., & Glass, L. (2000). Evaluation of a manual wheelchair interface to computer games. Neurorehabilitation and Neural Repair, 14(1), 21–31.
Smart Tutor Education Programs, (n.d.) Wii Therapy for Special Needs Children http://thinkonline.smarttutor.com/wii-therapy-for-special-needs-children/