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首款美国手语无障碍电子游戏在校园发布!|出海美国游戏岛群第95期

2020-01-03 21:34:29

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自80年代以来,视频游戏已经走了很长一段路。当时,“俄勒冈之路”(Oregon Trail)让孩子们充当马车长,指导19世纪的定居者,而朋友们则在他们的Atari上通过“ Pong”比赛将其淘汰。从3-D图形到便携式游戏系统再到虚拟现实,游戏世界的发展一直是快速而频繁的。但是一直以来,从未有美国手语可访问的视频游戏。到现在。

 

让人回想起过去的先锋游戏,《聋人世界:僵尸机器人的决斗》是一款免费的,在线,自行选择冒险的游戏。该计划是由国家聋人高等教育中心于9月启动的,该中心设在UT教育学院内,旨在帮助聋人在高中和高中毕业。演员们在屏幕上签名并添加字幕,“聋人”是有史以来第一个专门为聋哑玩家设计的视频游戏,他们可以通过不同的世界体验第一人称游戏。

 

游戏从扮演聋人角色的玩家开始,他刚从一系列名为《聋人》的神奇神圣的漫画中找回了一个问题。随着神秘组织的追捕,从聋人学到知识,玩家遇到叙述者贾斯汀,被送入漫画书。借助名为Catbot的同伴,该玩家的任务是做出奇妙的决定-例如帮助阻止流氓机器人造成严重破坏-并使聋哑青少年面对现实,例如在ASL教室口译员没有足够经验时要做的事情当电影院没有字幕或如何与不懂手语的店员进行交流时,他们可以理解一堂课。

 

NDC主管斯蒂芬妮·卡顿(Stephanie Cawthon)的座右铭是“选择您的未来”,该游戏旨在包含自我决定的概念,即人们做出自己的选择和决定的过程。该游戏同样注重娱乐性,同时也注重教育,并且包括可供玩家和教师下载的资料,其中包括游戏中出现的更多情况。 Cawthon说:“自决能力是您为自己做决定并在需要解决问题时找出策略的能力。” “这些是聋人,尤其是聋哑年轻人所需要的工具,可以导航到一个非常难以访问的系统。”

NDC重点关注从初中到聋人工作的第一年。 “关键时刻,” Cawthon说。因此,游戏会沿途引入角色和资源,以使玩家熟悉中心。她说:“它不仅与您玩这些游戏的青少年建立了联系,而且从现在起六个月后,您毕业后就回来与我们交谈。” Cawthon补充说,他们希望青少年通过在游戏中的成就以及失误来获得自信,因为聋哑青年通常很少有机会向他们学习和学习。

 

决定向青少年展示视频游戏以供学习是非常故意的。游戏协调员肯特·特纳(Kent Turner)在德克萨斯聋人学校任教五年,并在课程中使用游戏。他利用游戏化策略,在教室中叠加游戏概念以及基于游戏的学习,并使用实际的游戏来教授技能。在担任教师的几年后,他将后者的实践带到了NDC,并进行了从情节提要,外观和设计到演员扮演的所有工作,例如“聋人”。

 

“我认为这两种游戏方法都更有效,”特纳说。 “我们所有人至少都喜欢听一些讲座,但是孩子,成年人,每个人都喜欢进行更多的动手活动,以便在学习的同时做一些事情。”

 

NDC副总监Carrie Lou Garberoglio,MA '12,PhD '13,终身会员说,有3000多人玩过“聋哑”。“考虑到聋哑是低发性残疾,这一数字非常庞大,只有0.1左右,她说:“处于K-12水平的学生中,有0.7%的人是聋人。”她还负责监督游戏的完成情况,就像“绝地求生”创意团队的每个成员一样,她也充耳不闻。从工程师和设计师到作家和演员,该游戏都向聋人展示了才华并展示了他们的经验。

 

Garberoglio表示,这款游戏对她而言具有深厚的个人色彩,因为她必须在所有教育经历中倡导自己,在UT的整个高中期间都获得了教育心理学博士学位。她说:“我希望我年轻的时候能更多地了解自己的权利和选择。” “在很大程度上,我是从事实中学到的,在陷入困境之后,我不得不弄清楚如何导航。”

 

Garberoglio的父亲Walt Camenisch于1980年对德克萨斯大学提起诉讼,要求该校拒绝为其研究生学习支付手语翻译的费用。该案已提交至最高法院,尽管尚无定论,但仍是其他法律案件和残疾积极主义的一部分,这些法律和行动促进了1990年《美国残疾人法》的通过。“我感谢那些在我之前提出的建议,以及因为我有比父母更多的选择余地,” Garberoglio说。

 

NDC与校园办公室合作,以确保可访问性成为优先事项。 NDC拥有大量聋人,并肩负着填补聋人和听力同龄人之间差距的使命,因此,它继续制定计划以提高认识并提供资源。 “背叛”是朝着这个方向迈出的一步。该团队计划每年发布一个新世界。下一场比赛预计将在夏末进行,重点放在工作场所。

 

“对于许多聋人来说,影响我们未来的决定通常是由听得见,身体健全的专业人员做出的,而不是与我们合作,甚至不由我们领导,”加贝罗格里奥说。 “我们的目标是在'Deafverse'及其以后的工作中改变这一点。”

 


美国游戏主题活动分享报名

             

 


 

 

First-ever American Sign Language Accessible Video Game Launches on Campus

 

Video games have come a long way since the ’80s, when “Oregon Trail” had kids act as wagon leader, guiding 19th-century settlers, and friends duked it out over a match of “Pong” on their Atari. From 3-D graphics to portable gaming systems to virtual reality, developments in the gaming world have been fast and frequent. But in all that time, there has never been an American Sign Language accessible video game. Until now.  

 

Reminiscent of the pioneer game of yesteryear, “Deafverse World One: Duel of the Bots” is a free, online, choose-your-own-adventure game. It was launched in September by the National Deaf Center on Postsecondary Outcomes, an institution housed in UT’s College of Education that aims to help deaf individuals succeed in and after high school. With actors signing onscreen and captions throughout, “Deafverse” is the first-ever video game specifically designed to accommodate deaf players as they experience a first-person gameplay through different worlds.  

 

The game begins with the player, whose character is deaf, having just escaped from retrieving one issue in a series of magical, sacred comic books called the Deafverse. With a mysterious organization on the hunt to gain knowledge from the Deafverse, the player meets narrator Justin and is transported into the comic book. With a sidekick named Catbot, the player is tasked with making decisions both fanciful—like helping stop a rogue bot from wreaking havoc—and ones that deaf teenagers face in reality, like what to do when an ASL classroom interpreter isn’t experienced enough for them to understand a lesson, when a movie theater doesn’t have captioning, or how to communicate with a store clerk who doesn’t know sign language.  

 

With the motto “Choose Your Future,” NDC Director Stephanie Cawthon says the game is meant to encompass the idea of self-determination, the process by which people make their own choices and decisions. The game is equally focused on education as it is on enjoyment, and includes downloadable material for players and teachers with more situations like those seen in the game. “Self-determination is your capacity to make decisions for yourself and figure out strategies when there are problems you need to solve,” Cawthon says. “Those are the tools that deaf people need, especially deaf young people, to navigate what can be a very inaccessible system.”  

 

The NDC focuses heavily on the years between middle school and the first year of work for deaf people. “Crucial years,” Cawthon says. Therefore, the game introduces characters and resources along the way to familiarize players with the center. “It builds a relationship with these teens not just when you’re playing this, but six months from now, when you graduate, come back and talk to us,” she says. Cawthon adds that they hope teens gain self-confidence through their accomplishments with the game, but also through their mistakes, as deaf youth typically have few opportunities to make and learn from them.   

 

The decision to present teens with a video game for learning was highly intentional. Gaming coordinator Kent Turner worked as a teacher at the Texas School for the Deaf for five years and used games in his curriculum. He utilized strategies of gamification, overlaying game concepts in a classroom, and game-based learning, using an actual game to teach skills. Following his years as a teacher, he brought the latter practice to the NDC and worked on everything from storyboarding, the look and design, and casting the actors in “Deafverse.”  

 

“I think that either of the gaming approaches are more effective,” Turner says. “We all like some lectures at a minimum, but kids, adults, everyone likes more hands-on activities, to get to do something while you’re learning.”   

 

NDC Associate Director Carrie Lou Garberoglio, MA ’12, PhD ’13, Life Member, says more than 3,000 people have played “Deafverse.” “This is a huge number when considering that deafness is a low-incidence disability—only around 0.1–0.7 percent of students in K-12 settings are deaf,” she says. She also oversaw the game’s completion and like every member of the “Deafverse” creative team, she is deaf. From its engineers and designers to its writers and actors, the game demonstrates the deaf talent and showcases their experiences.   

 

Garberoglio, says the game is deeply personal to her as she’s had to advocate for herself in all educational experiences, spanning high school through her time at UT earning her PhD in educational psychology. “I wish I had learned more about my rights and options when I was younger,” she says. “For the most part, I learned after the fact, after being thrown in situations I had to figure out how to navigate.”  

 

Garberoglio’s father, Walt Camenisch, filed a lawsuit against the University of Texas in 1980 for the school’s refusal to pay for sign language interpreters for his graduate studies. The case went to the Supreme Court, and although declared moot, was a part of other legal cases and disability activism that contributed to the passage of the Americans with Disabilities Act in 1990. “I’m grateful for those that came before me, and for the fact that I have so many more choices available to me than my parents did,” Garberoglio says.  

 

The NDC works with campus offices to ensure accessibility is a priority. With a large staff of deaf people and a mission to close the gaps between deaf and hearing peers, the NDC continues to make plans to raise awareness and provide resources. “Deafverse” is a step in that direction. The team plans to release a new world each year going forward. The next game, expected in late summer, will focus on the workplace.  

 

“For many deaf people, decisions that affect our future are often made by hearing, able-bodied professionals, and not in partnership with us, or even led by us,” Garberoglio says. “We aim to change that in our work with ‘Deafverse’ and beyond.”  

 


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