Game Builder
These videos show the wide range of situations and types of research that can benefit from gamification. Enjoy!
Nikhil Sharma at UCL commissioned us to create a series of games that could be used to measure the change in motor function over time. These games would be played on a tablet and are each designed to measure a different aspect of motor function.
You don’t have to gamify your whole task, instead, consider using a gamified trophy cabinet to encourage your participants to persist with a longitudinal study. In this example, each week that students meet their target, they got another clue to solve the murder mystery.
Professor Dorothy Bishop’s Treasure Game is used to assess and provide remediating training to children with developmental language disorders.
Niko Steinbeis at UCL commissioned us to create a series of go-nogo and stop-signal-delay games that could be used to train executive function. These games are designed to be played by kids over 8 weeks with the games constantly adapting to the players’ level of ability.
The number beads game develops addition and subtraction maths skills in primary school kids. The minimal artwork is by design — to allow children to only focus on the maths. This game has been trialed in several countries. This game was created for Prof Diana Laurillard and Prof Brian Butterworth.
The number rods game develops fractions maths skills in primary school kids. The minimal artwork is by design — to allow children to only focus on the maths. This game is being developed as part of a joint project with the Department of Education in Singapore.
The STAR speechreading (lipreading) games are designed to develop speechreading skills in young deaf hearing children. Some games focus on speechreading only, whilst others encourage children to use visual information from the face when making links between speech and letters, to help develop better phonological awareness.
Given the age and range of language backgrounds of the children that would be playing the game, all games were developed with subtle visual cues to help guide the player as to what to do. This was challenging, but ensured that no language prompts were needed. The game was developed by Prof. Mairéád MacSweeney at University College London.
These gamified visual search tasks were created to assess whether COVID-19 has any cognitive impact on children. This game was created by Dr Lucy Cheke at the University of Cambridge.
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