VESVET project – LEVEL 5 for Validation of Entrepreneurship Skills through Interactive Learning Sets in VET (Oct 2018 – Sept 2020)
The project aims to foster VET students employability enhancing entrepreneurship competence development and validation in VET schools. It will improve professional entrepreneurial competences by means of a good professional orientation and of the internationalisation of the professional experience. Student’s Self-evaluation Methodology will let to evaluate professional entrepreneurial competences and validate/recognise the skills that should be reinforced in order to improve missing competences. Find out more about this exciting new project here
Pathway+ A Mobile Pedagogical Assistant to develop meaningful pathways to personalised learning (Sep 2017 – Aug 2020)
The Pathway+ project aims to contribute to inclusive education by using mobile game applications to assess the pedagogical needs of a child with moderate learning needs. This is at the core of Pathway+, in order to improve the pedagogical support for these children with special educational needs, so that they can be included in mainstream classrooms. This is just a part of a complete holistic approach teachers can follow, but it should lower the barrier for assessment of children with moderate learning disabilities, while also allowing teachers in inclusive education settings to have access to a tool that can support their decision making in the types of pedagogical approaches adopted for each child. (more)
Speech Pathology Tools (Sep 2017-Aug 2020)
The Speech Pathology Tools project began in September 2017, and aims to create a speech and language pathology online tool for pre-school and primary school teachers with multiple sound checks for each project language. Interactive and multi-functional intervention materials for speech and language therapy will be designed in each of the 6 languages. The project operates in the field of Speech and Language Pathology. This is both a scientific domain and an autonomous profession. As a science, it is at the intersection of medical, linguistic, educational and psychological sciences and focuses on etymology, assessment (screening, identification, evaluation, and diagnosis) and intervention (promotion, prevention, counselling, treatment, consultation, management, rehabilitation and education) of communication and swallowing disorders. A website link will follow once established. (more)
3D4VET – 3D modelling curriculum and applications for 3D printers and tabs for VET schools (Dec 2016 – Nov 2018)
The 3D4VET European project’s main aim is to create a comprehensive 3D modelling curriculum, and 3D printing and scanning training modules for use in vocational education and schools. This will include that will include five key design principles (alignment, strategy, learning outcomes, assessment and validation). Find out more about this exciting new project here
PROCEE: a PROstate Cancer Evaluation and Education serious game for African Caribbean men (2016)
Prostate cancer is the most common cancer diagnosed in men in the UK. Black men are in a higher prostate cancer risk group possibly due to inherent genetic factors. The purpose of this project was to introduce PROstate Cancer Evaluation and Education (PROCEE), an innovative serious game aimed at providing prostate cancer information and risk evaluation to black African-Caribbean men. PROCEE was carefully co-designed with prostate cancer experts, prostate cancer patients and members of the black African-Caribbean community in order to ensure that it meets the real needs and expectations of the target audience. (read more) (get the app)
RealLife – Serious Games to Prevent Recidivism (Sep 2015 – Aug 2018)
RealLife is an innovative project in which serious gaming and virtual reality are used to improve skills needed in the 21st century and skills needed for employability of those at the edge of society. Training skills in a safe and virtual reality will help prisoners to function in real life and enhance their sense of initiative. (more)
MaTHiSiS – Managing Affective-learning THrough Intelligent atoms and Smart InteractionS (Jan 2016 – Dec 2018)
MaTHiSiS is a 36-month project funded by the European Union under the H2020 work programme that will assist the educational process for learners and their tutors and caregivers by creating a novel and continuously adaptable “robot/machine/computer”-human interaction ecosystem to enhance vocational training, workplace learning and mainstream education for individuals with or without learning disabilities. (more)
NOLB – No One Left Behind (Jan 2015 – Jun 2017)
“No One Left Behind” was an innovation action project co-funded by Horizon 2020 Framework Programme of the European Union that started in January 2015 lasting 30 months. The project allowed children to use a non-leisure gaming ‘toolkit’ called Pocket Code, to develop inclusive digital games on Android mobile devices, with the aim of enhancing their abilities across all academic subjects, as well as their computational proficiency, creativity and social skills. (more)
IoST – An Internet of Soft Things
ISRG are collaborating on the Internet of Soft Things project. The project asks how a radically connected world can be designed to benefit human wellbeing, and in particular, what types of experience will be enabled by smart textile interfaces as an important part of this vision of the future. (more)
EduRob – Educational Robotics for Students with Learning Disabilities (Jan 2014 – Dec 2016)
Using an ethnographic approach the EduRob project aimed to validate innovative – robotics based – teaching and learning strategies to enable diversification and personalisation of learning pathways, and to let target groups reach learning goals normally out of their range by other methods. Education professionals worked with the target group (children with learning disabilities) as core participants to define the pedagogy based on robotics, and to test its efficacy. Robots were found to provide an equally useful tool as other classroom methods, and in some cases were able to increase engagement and decrease teacher interventions.(more)
CodeRED – Co-Design to Re-Engage the Disengaged (Oct 2013 – Sept 2015)
High rates of early school leaving (ESL) are detrimental to making lifelong learning a reality and increase the risk of unemployment, poverty and social exclusion. ESL is over-represented among pupils with disabilities (61%), emotional/behavioural problems and migrants. Code RED has been developed in response to these high levels of early school leaving and drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. The project aims at working with these groups of students who are particularly at risk of exclusion from education or drop out. Therefore, the main aim of the project is to take actions towards addressing the high proportion of drop-out from i-VET (vocational and educational training). (more)
The LLP EU Project “SGSCC” aims to develop educational computer games for adolescents/young adults with mild learning difficulties in order to increase their employability. Despite the importance of social competence (SC), its systematic use within school programmes and vocational training is under-developed. Analyses of training programmes for a variety of professions show a lack of modules addressing the development of this basic competence which is fundamental to both social integration and professional self-realisation. This project is dedicated to conceptualisation and development of social competence in terms of training related to adult education, school curricula and professional development. (more)
RISE – Refugee Interactive Skills for Employment (Jan 2012 – Dec 2014)
The RISE project will assist refugees to improve their employment skills. The four serious computer games and curriculum material will help to prepare jobseekers in six important areas: Language Skills, It Skills, Vocational Skills, Intercultural Communication, Services, and Rights & Responsibilities. This project is being developed with the help and experience of volunteer refugees for the use of refugees. (more)
‘Thought Dance’ is an artistic project conceived by choreographer Matthias Sperling. The result is an interactive installation that uses EEG brain scanning technology to allow two participants at a time to engage in a visible dance that is composed entirely of thought acts. (more) ‘Thought Dance’ is an artistic project conceived by choreographer Matthias Sperling. The result is an interactive installation that uses EEG brain scanning technology to allow two participants at a time to engage in a visible dance that is composed entirely of thought acts. (more)
A European network of leading Institutions in assistive technology and e-accessibility. ETNA is an EU-wide network involving 23 leading Institutions in 13 Countries. Since 2011 it has been working to establish a web portal of ICT-based assistive technology products, accessibility solutions and related services. Visit the project website for further information (more).
ViPi aims to support and facilitate the acquisition of basic ICT skills for people with disabilities. The project aims to provide a “one-stop-shop” interactive portal & learning environment for ICT skills by delivering a multilingual portal, including a social community, an online learning environment with accessible learning objects, and a full curriculum and framework for basic ICT skills training (more). There is a ViPi software repository page (here) where you can play online and/or download the latest ViPi game releases.
Pause aims to remove attitudinal and discriminatory barriers to employment for immigrants and refugees by the production of interactive 3D scenarios to demonstrate and address the key attitudinal barriers to employment. This will allow the target audience to overcome any issues by their own supported problem solving within the virtual scenarios. Stakeholders and user groups are being included in producing the narratives for the scenarios to ensure that the correct issues are being addressed and in a realistic way (more). The games, interactive simulations, trainers’ manual and reports produced in the PAUSE project are available on the ISRG Pause page (more).
AEGIS – Open Accessibility Everywhere – Groundwork, Infrastructure, Standards (Sept 2010 – Aug 2012)
Interactive Systems at NTU is a test site for the many exciting assistive technology innovations being developed under the AEGIS project. We have been involved in testing real-time text and accessible contact managers for mobile phones, innovative assistive input technologies for phones and tablet PCs, and symbol systems to assist literacy for people with intellectual disability to name but a few. The AEGIS project seeks to determine whether 3rd generation access techniques will provide a more accessible, more exploitable and deeply embeddable approach in mainstream ICT (desktop, rich Internet and mobile applications). (more)
After stroke, a patient will typically need to do many repetitions of specific exercises over a short period of time in order to regain muscle definition and strength in their affected upper limb. In this initial project a prototype system using a Wiimote camera and a bespoke ‘IR glove’ was developed to track a user’s hand and finger movements. These movements were then used as inputs to a number of computer games designed to encourage the arm and hand movements required to recover from stroke. (more) Further work has been undertaken by Ph.D. project students utilising Microsoft Kinect and then Kinect II on the Kinect II developer’s program, to move this project forward. It is hoped that the technologies will be able to detect ‘bad’ behaviours in patient’s rehabilitation exercises, and highlight them to the patient. By these means the system will hopefully be able to prevent patients from doing their exercises in an incorrect way, which could result in injury.
Research has shown that on leaving compulsory education, people with learning disabilities, who have previously been provided with transport to allow them to access community activity, suddenly become excluded from lifelong learning and community activity because of their lack of independent travel skills. Recall aims to combine location based services with games based learning to promote route learning by means of rehearsing, reflecting and reinforcing the routes. Initial development was carried out for the Android platform. The RECALL project has now been finalised including the release of all project reports and software. You can now download RouteMate – the route training software for Android devices and the console for desktop route creation from the main Recall site (here), or from the all new ISRG site for ongoing support for RouteMate users (here).
The work from the GOET project was undertaken to support people with learning disabilities in getting and keeping a job by helping them to learn more independent living skills that help them in their working day. It improved the way these subjects were taught, and via games-based learning, making them more interesting and enjoyable. An accessible approach to vocational skills training was created by adapting and developing a range of games for computers and mobile phones to make learning interactive and fun. The focus was on developing vocational skills like preparation for working life, dealing with every day situations at work, money management and travelling independently. A promotional video for the project is available here, or visit the project website (more).
The Virtual Cane uses the Wiimote’s ability to describe a body within 3D space to provide an interface to 3D environments for the visually impaired. The Wii Cane System maps the real world position and orientation of a Wiimote to that of a virtual counterpart within a simulated 3D environment so that it can be used as a cane within the environment. Auditory, verbal and vibratory feedback are provided in various forms which can be used by people who are blind and visually impaired to navigate their way around virtual environments. (more)
Highly engaging and motivating games-based learning materials were created to encourage development of basic, personal and work sustainability skills in prisoners, those at risk of offending and ex-offenders, including those with disabilities. The personal development module supports learning that will develops the employability of the beneficiaries (e.g., managing aggression, responses to problems and stress, self esteem, and trust). The work sustainability module supports the expectations and code of conduct of employers and the legal and safety issues of employment. There are also be Basic Skills modules dealing with entry level numeracy and literacy (more).
In the Quest project, the ISRG designed, implemented and evaluated a serious game to address the development needs of young people at risk of social exclusion. These were characterised as having low self esteem, poor levels of confidence, aggressive tendencies, and lacking basic and employment related skills. (more)
ISRG Software Repository
There are further details and downloads of other games and software developed by the group in the ISRG Software Repository. (here)