WO2014117223A1 - Procédé de génération d'un jeu thérapeutique pour traiter un patient - Google Patents

Procédé de génération d'un jeu thérapeutique pour traiter un patient Download PDF

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Publication number
WO2014117223A1
WO2014117223A1 PCT/AU2014/000070 AU2014000070W WO2014117223A1 WO 2014117223 A1 WO2014117223 A1 WO 2014117223A1 AU 2014000070 W AU2014000070 W AU 2014000070W WO 2014117223 A1 WO2014117223 A1 WO 2014117223A1
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WO
WIPO (PCT)
Prior art keywords
game
patient
steps
elements
oriented
Prior art date
Application number
PCT/AU2014/000070
Other languages
English (en)
Inventor
Jennifer NGUYEN
Original Assignee
Nguyen Jennifer
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Priority claimed from AU2013900336A external-priority patent/AU2013900336A0/en
Application filed by Nguyen Jennifer filed Critical Nguyen Jennifer
Priority to AU2014213012A priority Critical patent/AU2014213012B2/en
Publication of WO2014117223A1 publication Critical patent/WO2014117223A1/fr

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/22—Games, e.g. card games
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/45—Controlling the progress of the video game
    • A63F13/47—Controlling the progress of the video game involving branching, e.g. choosing one of several possible scenarios at a given point in time
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/60—Generating or modifying game content before or while executing the game program, e.g. authoring tools specially adapted for game development or game-integrated level editor
    • A63F13/67—Generating or modifying game content before or while executing the game program, e.g. authoring tools specially adapted for game development or game-integrated level editor adaptively or by learning from player actions, e.g. skill level adjustment or by storing successful combat sequences for re-use
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G—PHYSICS
    • G16—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR SPECIFIC APPLICATION FIELDS
    • G16H—HEALTHCARE INFORMATICS, i.e. INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR THE HANDLING OR PROCESSING OF MEDICAL OR HEALTHCARE DATA
    • G16H20/00—ICT specially adapted for therapies or health-improving plans, e.g. for handling prescriptions, for steering therapy or for monitoring patient compliance
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/55—Controlling game characters or game objects based on the game progress
    • A63F13/58—Controlling game characters or game objects based on the game progress by computing conditions of game characters, e.g. stamina, strength, motivation or energy level

Definitions

  • the present invention relates to a method of generating a therapeutic game for treating a patient; a therapeutic game for treating a patient, and a system and method of medical treatment..
  • This application also demonstrates less effective clinical operation as it shows the subject/patient and clinician very simple scoring. It does not highlight specifically what the subject is experiencing difficulty with. Although the clinician can individually choose the target needs of the patient, this is not recorded.
  • a non-transient computer- readable storage having computer executable instructions stored thereon which, when executed by a computer, cause the computer to perform the following method steps for generating a therapeutic game for treating a patient:
  • each one of said episodes includes play oriented game elements and/or clinically oriented game elements, wherein the play oriented game elements of each one of said game episodes is a motivational step that is a game activity for challenging and /or entertaining the patient so as to maintain his or her interest in playing the game;
  • clinically oriented game elements of each one of said game episodes are game steps that implement one of said clinical goals for the patient
  • a method of medical treatment including the step of configuring the above described game to suit needs of a patient.
  • a system for medical treatment comprising:
  • a system for medical treatment comprising:
  • a computer readable data storage medium in communication with the computer system, comprising instructions which, when executed, cause the computer to perform the steps claimed in any one of claims 26 to 50.
  • Preferred embodiments of the invention advantageously resolve one or more of the above identified problems by intentionally separating and structuring components of the clinical operation of the system with respect to any game play elements into multiple related functional flows, activities, theme segments and assessment mechanisms without impacting the playing satisfaction of the user/player.
  • the present invention relates to tools which aim to build and extend a subject's capability and skills in a specific clinical area through a therapeutic tool implemented as a computer game framework.
  • the invention integrates targeted clinical activities and accompanying scoring mechanisms with entertaining game play activities in a uniquely structured manner in order to maximise relevant clinical outcomes for players through enjoyment and engagement in what otherwise appears to them to be a normal gaming activity.
  • Figure 1 is a schematic diagram of a therapeutic learning system
  • Figure 2 is a schematic diagram showing a computer system capable of implementing the system shown in Figure 1;
  • Figure 3a is a flow diagram showing steps performed by the system shown in Figure 2;
  • Figure 3b is a diagram of an interface generated by the system;
  • Figure 4a is a flow diagram showing steps performed by the system shown in Figure 2;
  • Figures 4b to 4d are diagrams of interfaces generated by the system;
  • Figure 5a is a flow diagram showing steps performed by the system shown in Figure 2;
  • Figure 5b is a diagram of an interface generated by the system;
  • Figure 6 is a block diagram describing the framework of the system shown in Figure 2;
  • Figure 7 shows two Game Episodes, each containing a single Motivational Step;
  • Figure 8 shows two Game Episodes, each containing a single Game Step
  • Figure 9 shows the combination of both a Motivational Element type Functional Flow, and a Game Step type Functional Flow
  • Figure 10 shows a complete Game, starting with an introductory Plot Element, leading into a Game Episode
  • Figure 11 is a flow diagram showing steps performed by the system shown in Figure 2;
  • Figure 12 is a Multiple Scoring Scheme of the system Multiple Scoring Scheme; and
  • Figure 13 shows additional Plot Elements inserted across the existing Motivational and Game Step Functional Flows.
  • the therapeutic learning system 10 shown in Figure 1 provides a framework upon which therapeutic games can be:
  • the system 10 integrates targeted clinical activities with entertaining game play activities through the use of synchronised Functional Flows between the Story Line and Game Steps adaptively depending on the patient's needs and skills.
  • Configurable Game Themes also play an important contributing role because they allow the game to be packaged in such a way that it can appeal to and motivate players of various ages, sexes and interest areas to participate and consequently benefit from the clinical outcomes achieved via game play.
  • the Multiple Scoring Scheme aspect of this invention enables a Clinical score to be generated and made available to the supervising clinician, but be kept hidden from the player in order to maintain their engagement and motivation to continue to build the intended skill.
  • the system 10 seeks to achieve effective clinical therapy operation and relevant clinical outcomes for players through enjoyment and engagement in what appears to them to be a normal gaming activity.
  • the system 10 separates and structures components of games with respect to any game play elements into multiple related functional flows, activities, theme segments and assessment mechanisms without impacting the playing satisfaction of the user/player.
  • the system 10 provides clinical benefits in an active learning environment to patients.
  • the system 10 provides a unique approach to solving the problem of developing therapeutic tools that are effective not only from a clinical perspective, but in addition are also challenging and entertaining from a game play perspective.
  • the Computer System 12
  • the system 10 is provided by a computer system 12 that includes a server 14 in communication with a database 16, as shown in Figure 2.
  • the computer system 12 is able to communicate with equipment 18 of members, or users, of the system 10 over a communications network 20 using standard communication protocols.
  • the equipment 18 of the members can be a variety of communications devices such as personal computers; laptop computers, notepads, smart phones; hand held computers etc.
  • the communications network 20 may include the Internet, telecommunications networks and/or local area networks.
  • the components of the computer system 12 can be configured in a variety of ways.
  • the components can be implemented entirely by software to be executed on standard computer server hardware, which may comprise one hardware unit or different computer hardware units distributed over various locations, some of which may require the communications network 20 for communication.
  • a number of the components or parts thereof may also be implemented by application specific integrated circuits (ASICs) or field programmable gate arrays.
  • the computer system 12 is a commercially available server computer system based on a 32 bit or a 64 bit Intel architecture, and the processes and/or methods executed or performed by the computer system 12 are implemented in the form of programming instructions of one or more software components or modules 22 stored on non-volatile ⁇ e.g., hard disk) computer-readable storage 24 associated with the computer system 12.
  • At least parts of the software modules 22 could alternatively be implemented as one or more dedicated hardware components, such as application- specific integrated circuits (ASICs) and/or field programmable gate arrays (FPGAs).
  • ASICs application-specific integrated circuits
  • the computer system 12 includes at least one or more of the following standard, commercially available, computer components, all interconnected by a bus 35: random access memory (RAM) 26;
  • RAM random access memory
  • USB universal serial bus
  • NIC network interface connector
  • LCD liquid-crystal display
  • the computer system 12 includes a plurality of standard software modules, including:
  • OS operating system
  • Linux e.g., Linux or Microsoft Windows
  • web server software 38 (e.g., Apache, available at h : // w . a ache . org ) ;
  • scripting language modules 40 e.g., personal home page or PHP, available at http://www.php.net, or Microsoft ASP.
  • SQL structured query language
  • the web server 38, scripting language 40, and SQL modules 42 provide the computer system 12 with the general ability to allow users of the Internet 20 with standard computing devices 18 equipped with standard web browser software to access the computer system 12 and in particular to provide data to and receive data from the database 16.
  • scripts accessible by the web server 38 including the one or more software modules 22 implementing the processes performed by the computer system 12, and also any other scripts and supporting data 44, including markup language (e.g., HTML, XML) scripts, PHP (or ASP), and/or CGI scripts, image files, style sheets, and the like.
  • markup language e.g., HTML, XML
  • PHP or ASP
  • CGI scripts image files, style sheets, and the like.
  • modules and components in the software modules 22 are exemplary, and alternative embodiments may merge modules or impose an alternative decomposition of functionality of modules.
  • the modules discussed herein may be decomposed into submodules to be executed as multiple computer processes, and, optionally, on multiple computers.
  • alternative embodiments may combine multiple instances of a particular module or submodule.
  • the operations may be combined or the functionality of the operations may be distributed in additional operations in accordance with the invention.
  • Such actions may be embodied in the structure of circuitry that implements such functionality, such as the micro-code of a complex instruction set computer (CISC), firmware programmed into programmable or erasable/programmable devices, the configuration of a field- programmable gate array (FPGA), the design of a gate array or full-custom application- specific integrated circuit (ASIC), or the like.
  • CISC complex instruction set computer
  • FPGA field- programmable gate array
  • ASIC application-specific integrated circuit
  • Each of the blocks of the flow diagrams of the processes of the computer system 12 may be executed by a module (of software modules 22) or a portion of a module.
  • the processes may be embodied in a non-transient machine-readable and/or computer-readable medium for configuring a computer system to execute the method.
  • the software modules may be stored within and/or transmitted to a computer system memory to configure the computer system to perform the functions of the module.
  • the computer system 12 normally processes information according to a program (a list of internally stored instructions such as a particular application program and/or an operating system) and produces resultant output information via input/output (I/O) devices 30.
  • a computer process typically includes an executing (running) program or portion of a program, current program values and state information, and the resources used by the operating system to manage the execution of the process.
  • a parent process may spawn other, child processes to help perform the overall functionality of the parent process. Because the parent process specifically spawns the child processes to perform a portion of the overall functionality of the parent process, the functions performed by child processes (and grandchild processes, etc.) may sometimes be described as being performed by the parent process.
  • An administrator can use his or her device 18 to access the system 12 login page over the network 20.
  • the system 12 On receipt of an approved username and password, the system 12 performs the steps 1500 shown in Figure 3a and generates, at step 1502, the profile page 1000 for the administrator shown in Figure 3b.
  • the profile page provides the clinician with the following function buttons: a. Game Templates 1002;
  • the system 12 On execution of the Game Templates function button 1002, the system 12 generates, at step 1504, a list of game templates that have been stored in the database 16. The administrator can select any one of the template shown in the list. On selection of one of the templates in the list, the system 12 will generate, at step 1506, an editing Graphical User Interface (not shown) for the selected template. The administrator can then edit the game template.
  • the system 12 On execution of the Make New Game function button 1004, the system 12 generates, at step 1508, a editing Graphical User Interface (not shown) for facilitating the creation of a new game template.
  • the system 12 receives, at step 1510, user input representing the new game template.
  • the system 12 saves, at step 1512, the template into data storage 16.
  • the system 12 On execution of the Clinicians function button 1006, the system 12 generates, at step 1514, a list of clinicians that are members of the system 12. On selection of any one of the clinicians in the list, the system 12 generates, at step 1516, an interface showing the details of the clinician including: i. full name;
  • the administrator can add a new Clinician into the system 12 by executing the "New Clinician" function button 1008.
  • the system On execution of the New Clinician function button 1008, the system generates, at step 1518, a New Clinician GUI which include the above fields for completion by the administrator.
  • the system receives, at step 1520, the administrator's input and saves, at step 1522, the data into the data storage 16.
  • the system 12 On execution of the Patients function button 1010, the system 12 generates, at step 1524, a list of patients that are members of the system 12. On selection of any one of the patients in the list, the system 12 generates, at step 1526, an interface showing the details of the patient including: i. full name;
  • the system On execution of the New Patient function button 1010, the system generates, at step 1528, a New Patient GUI which include the above fields for completion by the administrator.
  • the system receives, at step 1530, the administrator's input and saves, at step 1532, the data into the data storage 16.
  • Clinician A clinician can use his or her device 18 to access the system 12 login page over the network 20.
  • the system 12 On receipt of an approved username and password, the system 12 performs the steps 2000 shown in Figure 4a and generates, at step 2002, the clinician profile page 2004 shown in Figure 4b.
  • the profile page 2004 provides the clinician with the following function buttons: a. Patient 2006;
  • the system 12 On execution of the Patient function button 2006, the system 12 generates, at step 2012, a list (not shown) of patients that are currently being serviced by the clinician. On selection of one of the patients in the list, the system 12 generates, at step 2014, the interface 3000 shown in Figure 4c that includes the following details for the patient: a. a list 3002 of the games played by the patient;
  • the system 12 On selection of one of the games played in the list 3002, the system 12 generates, at step 2016, statistics associated with the game played by that patient. The system 12 returns the clinician back to the GUI for the patient 3000. On selection of one of the games being played in the list 3004, the system 12 generates, at step 2018, statistics associated with the game played by that patient. The clinician can then dynamically monitor the progress of the patient as he or she works his or her way through the game.
  • the system 12 allows the clinician to reconfigure the game being played so as to adapt the game to the patient's progress. For example, if the clinician notices that the patient is moving through the game steps too easily (for example, above 80% accuracy), then the clinician can up the game to the next level. The system 12 returns the clinician back to the GUI for the patient 3000.
  • the system 12 On execution of the Patient Statistics function button 3006, the system 12 generates, at step 2020, an interface showing all relevant data collected during game play for the patient. For example, the interface shows: a. number of games played;
  • the system 12 returns the clinician back to the GUI for the patient 3000.
  • the system 12 On execution of the Configure New Game function button 3008, the system 12 generates, at step 2022, a list (not shown) of game templates. On selection, at step 2024, of one of the game templates by the clinician, the system 12 generates, at step 2026, the Configuration Interface 4000 shown in Figure 4d that includes the following fields: a. Difficulty of Level 4002;
  • the clinician can complete all of these fields, or a suitable selection, for the patient.
  • the system 12 receives, at step 2028, this data. Once completed, the clinician executed the "Save" function button 4010 and system 12: a. saves, at step 2030, the configured game for the patient in question;
  • the system 12 On execution of the Edit Clinician Details function button 2008, the system 12 generates, at step 2034 an editing GUI (not shown) with data fields including details about the clinician such as: i. full name;
  • the clinician can edit the details in any one of these fields, the system receives data, at step 2036, in that regard and saves, at step 2038, the new information into the database 16.
  • a patient can use his or her device 18 to access the system 12 login page over the network 20.
  • the system 12 On receipt of an approved username and password, the system 12 performs the steps 5000 shown in figure 5a and generates, at step 5002, the patient profile page 5004 shown in Figure 5b which includes the following details for the patient: a. a list 5006 of the games played by the patient;
  • the system 12 On selection of one of the games played in the list 5006, the system 12 generates, at step 5018, statistics associated with the game played by that patient. As discussed in further details below, the statistics are centred around the game play aspects of games played as opposed to clinical aspects of games played.
  • the system 12 On selection of one of the games being played in the list 5008, the system 12 generates, at step 5020, statistics associated with the game played by that patient and then offers the player the option to continue with the game. If the player chooses to continue with the game, then the system 12, at step 5022, executes the game for the player starting from where the games was last saved. On execution of the Patient Statistics function button 5010, the system 12 generates, at step 5024, an interface showing all relevant data collected during game play for the patient. For example, the interface shows: a. number of games played;
  • the statistics are centred around the game play aspects of games played as opposed to clinical aspects of games played.
  • the patient can use his or her user input device 18 to select a game from the list 5008 to be played.
  • the system 12 receives, at step 5026, the user selection and starts, at step 5028, the game for the patient. A more detailed explanation of this process is later described in this document.
  • the system 12 On execution of the Edit Details function button 5014, the system 12 generates, at step 5030 an editing GUI (not shown) with data fields including details about the clinician such as: i. full name;
  • the player can edit the details in any one of these fields.
  • the system 12 receives data, at step 5032, in that regard and saves, at step 5034, the new information into the database 16.
  • the player can start a new game under the supervision of a clinician, or a supervising adult, by executing the "New Game" function button 5016. In doing so, the system 12 generates, at step 5036, a list (not shown) of game templates. On selection, at step 5038, of one of the game templates by the patient, the system 12 generates, 5040, the Configuration Interface 4000 shown in Figure 4c that includes the following fields:
  • the clinician or the supervising adult, can complete, at step 5042, all of these fields, or a suitable selection, for the patient.
  • the clinician executed the "Save" function button 4010 and system 12: a. saves, at step 5044, the configured game for the patient in question; and
  • the patient profile page 5000 will include the newly configured game in the list 5008 of the games that are waiting to be played by the patient.
  • Patients can play games without being a member of the system 12. Patients who do not choose to sign up before playing are given an opportunity at the end of each game to 'sign up'. Patient membership details are retained with all of the players' scores. At any time player can request for all of the scores to be emailed to his or her account. Time and dates of when the games were started and completed are also included. Scores of therapeutic tasks include levels completed, number of tasks completed correctly, incorrectly, number of repetitions, number of repetitions scored correctly and number of repetitions scored incorrectly.
  • Player is able to save position and/ or pause to play again at a later time, however the time start and finish will indicate that this has happened. Enabling the player to save position/pause and restart further encourages the player to continue playing the game without feeling that it is tedious.
  • the therapeutic learning system 10 is hereafter described with reference to the framework 100 having following modules: 1. a configuration module 101 adapted to enable definition of therapeutic goals, game episodes, therapeutic game tasks, character based definitions and plot elements, structured across one or more functional flow paths; a graphical user interface (GUI) module 102 adapted to enable player users to play through multiple series of such game episodes, under the impression or belief that normal games are being played; and a management module 103 monitoring the game play progress of players and dynamically analysing/adapting presentation of game task steps of higher or lower difficulty, branching or merging of game plot and game task functional flow streams etc in order to optimise the therapeutic value for players while simultaneously maintaining player interest and enthusiasm.
  • the configuration module 101 stores all therapeutic and game related configuration information. It defines all therapeutic goals, game episodes, therapeutic game tasks, character based definitions and plot elements.
  • the configuration module 101 can be implemented as a software module executable on a processor using any suitable software platform or architecture.
  • the information stored by the configuration module 101 is used dynamically during game play by the management module 103 and game play elements exposed through the graphical user interface module 102.
  • the graphical user interface module 102 is adapted to present all therapeutic goals, game episodes, therapeutic game tasks, character based definitions and plot elements to player users in a generalised game framework that seems to the player to be highly similar, or even indistinguishable, from any normal (non-therapeutic) game.
  • the graphical user interface module 102 can also be implemented as a software module and can be implemented using the same or a different software language than the configuration module. Although in many embodiments a common software platform will be used to implement both the configuration module and graphical user interface, different languages may be used for different modules, provided the resulting compiled modules execute compatibly. A number of examples of tool implementations are outlined later in this document.
  • Embodiments of the framework 100 will also include business logic modules for implementing business logic for management functions within the management module 103.
  • the management module 103 can also be implemented as a software module and can be implemented using the same or a different software language than the graphical user interface or configuration modules.
  • Functional flows are sequences of game elements. Any given functional flow may contain either clinically oriented or game play oriented elements. Functional flows occur simultaneously and/or sequentially. They may be made visible to the player end user and/or the clinician depending on game system configuration, dynamic user performance and/or clinician tuning of game system configuration.
  • a Storyline sequences one or more Plot Elements, which will in turn be related to one or more Character Elements.
  • the purpose of a Storyline is to engage the player with an entertaining, scripted thread that spans multiple Game Sessions.
  • a storyline may extend across multiple game episodes, games, or games series.
  • a storyline may be conveyed by animation segments, static images, video and/or text segments within the game.
  • a Storyline may additionally be extended across media elements outside the game structure, such as video, radio, movie, print media and electronic media elements.
  • Figure 7 shows a storyline 148 including two Game Episodes 150, each containing a single Motivational Step 151.
  • the notion of there being a functional flow relevant to both Motivational Elements in the storyline 148 is show as arrow elements 152.
  • Clinical Goals are established by expert clinicians as specific therapeutic objectives to be embedded in the context of a game. These are implemented as a series of game steps designed to exercise the child with regard to their ability in specific areas of therapy. Any particular series of game steps may be designed to lead a patient through challenges related to the area of therapy in a specific sequence in order to gradually develop the desired skill. The ordering of game steps in this way is regarded as being a functional flow having its own purpose and intended resolution.
  • Figure 8 shows two Game Episodes 200, each containing three Game Steps 201. The notion of there being a functional flow relevant to both Game Steps is show as arrow elements 202.
  • Functional flows may occur: a. sequentially e.g., a storyline element appearing in advance of, or following a game step; and/or
  • storyline element appearing in conjunction with, or appearing as a part of, presentation of a game step.
  • the Storyline Elements and Game Steps may have a strong or weak association. There will usually always be some relevance between Storyline Elements and Game Steps at any given point in the game play. This will usually require that storyline path options are selected on the basis of game play step/task outcomes. This behaviour is true regardless of sequential or simultaneous functional flow relationship and the characteristics of any specific Storyline Element and Game Step involved.
  • Figure 9 shows the combination of a Motivational Element type Functional Flow, indicated as all elements in horizontal bracket 300 and a Game Step type Functional Flow indicated as all elements in horizontal bracket 301, synchronised in parallel with each other through a common series of Game Episodes.
  • Game logic may be configured to make decisions dynamically during game play to present successive Game Tasks and Game Stages based on immediate and historical past player performance. This behaviour is called Adaptive Task Presentation.
  • Adaptive Task Presentation logic may be configured to monitor one or more factors including:
  • the weighting assigned to clinical performance over game play performance may be controlled by the clinician or supervising person with relevance to the needs of the player.
  • a player who is struggling with development, is just starting, or is suffering from attention span related issues may have their Adaptive Task Presentation profile configured to favour game play performance in order to maximise playing enjoyment until the child/player becomes sufficiently engaged such that their Adaptive Task Presentation profile can be weighted back towards clinical performance, without risking the motivation of the child/payer to continue playing the game.
  • Adaptive Task Presentation logic is acting in the overall context of the Functional Flow behaviour of any game where Adaptive Task Presentation logic is used, and may therefore be considered to be closely aligned to Functional Flow capability.
  • Figure 10 shows a complete Game 100, starting with an introductory Storyline Plot Element 400, leading into a Game Episode 401a.
  • Adaptive Task Presentation is depicted as making a decision 402 based on player performance during Game Episode 401a.
  • a higher performing player will be taken through the upper set of Game Episodes as represented by elements in horizontal bracket 403.
  • a low performing player will be taken through the lower set of Game Episodes as represented by elements in horizontal bracket 404.
  • the length, L ME , of Motivational Elements 405 present in adaptive path 403 is shorter than the Motivational Elements 406 present in adaptive path 404, and that the number of Game Step items 408 in each Game Episode 401b, 401c, 401d is higher in adaptive path 403 than the number of Game Step items 410 in each Game Episode 401e, 40 If in adaptive path 404.
  • This has been configured based on the expectation that a low performing player will struggle to complete Game Steps in comparison to a high performing player, and is at risk therefore of losing interest in continuing with game play.
  • Motivational steps are preferably constructed to be relatively easy to complete compared to game steps, and are constructed to be more relevant to the overall plot element flow in the game. This approach is based on an expectation that results can eventually be achieved with a low performing player by maintaining his or her interest such that they continue, albeit at a slow pace, rather than them disengaging completely. In contrast to this, a high performing player will feel more satisfaction based on their ability to complete Game Steps 408 successfully, and can therefore be sequenced through a higher number of Game Steps, with less need for lengthy Motivational Step 405 elements to maintain their engagement.
  • a Game Theme is a specific packaging of Plot Elements, Character Elements and Game Step Elements. Multiple Game Themes may be implemented with respect to any single underlying clinical program.
  • Examples Game Themes may include:
  • a set of Clinical Goals structured within a Clinical Area may be implemented for multiple Player Classes using Game Themes relevant for each Player Class concerned.
  • a Clinician or supervisor may choose to select which theme to use for any given player, or which themes a player may have access to choose from.
  • Game Themes would be configured to suit different therapeutic needs or functional difficulties, for example, simple/obvious movement based tasks may be used if the player has cognitive difficulties. Other types of therapeutic requirements may determine whether task 10 types employed are explicit, implicit, verbal, written or audible.
  • Tasks may be structured to support scoring rules with respect to both therapeutic performance and also game play performance.
  • a player/subject may think that they have completed a task relative to the storyline context, or on an even more simplistic basis such as aligning objects of similar colour etc.
  • the associated game play scoring rules would typically represent a simple/direct interpretation of the result - 'did the player align the blocks or not', or 'was Frumpy The Clown going the right way to Town now' .
  • Therapeutic scoring rules would normally take clinical criteria or factors into account, such as blocks being moved successfully towards other blocks of specific colour groupings or sizes, or a correct moral value judgement, for example whether 'Frumpy is helping his friends by going that way' .
  • the game 100 will tally game play scores for tasks across episodes, games and game series. As shown in Figure 11, the game 100 will separately tally motivational and therapeutic scores in parallel for tasks across episodes, games and game series.
  • the player may only be shown the motivational score. Otherwise access to therapeutic scores may require password access for the clinician/adult overseeing scores. The aim is for the player to continue playing the next games or episodes to practice their target goal without concern for their technical clinical performance.
  • Therapeutic score will be analysed to allow the clinician to identify specific areas of performance or non-performance and to apply contingencies in terms of game configuration if required.
  • the clinician Prior to the subject beginning commencement of the game, the clinician will configure the game session by selecting one or more clinical focus areas relevant to the subject's needs. The clinician will enter a level of existing capability that the clinician believes the patient/subject possesses against each of the clinical focus areas selected in the game session, and also a target level of capability that the clinician believes is appropriate to attempt guiding the patient towards during game play. Additionally the clinician will select an appropriate game theme, based on the age, sex and perhaps interests of the subject.
  • the game system will store all details relating to clinical needs, selected clinical focus areas, existing capabilities and target capability levels, against the patient/subject's profile.
  • the patient/subject will then begin playing the game.
  • the game logic will capture and record:
  • the system will progressively consolidate the patient/subject's game step responses and produce clinical ranking values relevant to the clinical focus areas being managed during the game session.
  • This information is a key input into the adaptive task presentation logic, which is executed upon the completion of each game step.
  • Adaptive task presentation logic will compare these progressive clinical ranking values against the current existing and target capabilities as configured for the player, and will accordingly make decisions to alter functional flow during the game.
  • Game play may continue through multiple episodes for as long as the player wishes, or until the game play reaches a major completion stage where clinician involvement is required to continue.
  • Another alternative scoring system can retain full use of distinct clinical steps/scoring and motivational steps/scoring, but use a different strategy within the associated adaptive task presentation logic.
  • a ratio of required correctly answered clinical steps to motivational steps may be configured, (e.g., 2: 1 - a total of 20 clinical steps and 10 motivational steps, where 2 consecutive clinical steps must be answered correctly).
  • the game logic will not present the relevant motivational task(s) unless enough clinical steps have been answered to satisfy the configured clinical step to motivational step ratio (which may result in the player not having an opportunity to complete the thread of motivational steps within game).
  • This scoring scheme can be employed and be beneficial for skill development with players who may for example be low functioning but who display higher levels of focus towards completing clinical game steps (which are less engaging than motivational game steps).
  • the impact of the use of this altered adaptive task presentation logic is that the motivational score will perhaps become meaningless, at the expense of increased clinical effectiveness.
  • the use of this scoring system would be at the discretion of the clinician, with respect to their assessment of patient/player needs and characteristics.
  • Pronoun Birthday Party's Clinical Focus Area is syntax, specifically focusing on the pronouns 'he, she and they' .
  • the game contains two functional flows: a. a therapeutic flow and
  • the motivational functional flow can be likened to a reward system.
  • the therapeutic functional flow emulates, but does not necessarily replace, speech therapy sessions. Learning can take place at a number of skill levels.
  • multimedia elements described in this game example as motivational game elements is given here purely as an example. There are numerous other ways player motivation can be addressed, including cognitive challenges, motor skill challenges, etc.
  • the supervising clinician can use equipment 18 to select an appropriate game level according to the player's current skills. For example, the game supports three difficulty levels. Unless a difficulty level is specifically chosen, the game will start from the easiest level and attempt to move towards to hardest. The difficulty level chosen for the first Episode is maintained when the player proceeds to the next Episode in order to ensure continuity unless the player succeeds in performing well enough for the game to adaptively change difficulty level, or as a result of intervention by the supervising clinician.
  • the clinician can also configure the following aspects of the game: a. Text / instructions to appear with the verbal instructions played during the Clinical
  • the Pronoun Game is completed over three episodes.
  • the start and end of each Episode is clearly stated via Storyline Plot Elements located at the beginning and end of the episode to indicate to the child where they are within the game.
  • the second episode would open with Nigella as being visible and saying "Welcome back! Are you ready to bake the cake now?", therefore continuing the plot thread from the end of the first episode.
  • Nigella says, "It's Fluffy' s birthday today. I wonder if she needs help with anything?" When Nigella meets Fluffy, as the animation continues it is clear that after burning multiple cakes, Fluffy needs help with baking for the birthday party and therefore Nigella agrees to help her.
  • Brownie's Plot Element involves Nigella initially introducing, "I wonder what Brownie is doing?" The next scene will show that Brownie is wrapping a maypole and the dilemmas that he encounters.
  • Fluffy' s Plot Element is introduced with Nigella saying, "Let's see how Fluffy is preparing for the party! The next scene reveals what difficulties Fluffy encounters at home when preparing for the party.
  • Clinical Game Steps fall into three categories: a. Category 1 : Point to the correct picture i. A verbal instruction is given and the player is to touch the corresponding picture b. Category 2: Drag and drop
  • a verbal statement is given along with the corresponding sentence and illustration on the screen.
  • the player is expected to fill in the empty space within the sentence on the screen with the appropriate pronoun by touching the corresponding box with the pronoun written on it.
  • Category 1 game steps tend to be the easiest form of question for a child to answer, as they only require the child to directly touch the picture representing the correct answer.
  • Category 2 game steps tend to be more difficult than Category 1 game steps to complete, as they require the child to manipulate the correct object by dragging it across a geometric distance until it is over the correct corresponding answer, and then drop it.
  • the answers presented provide an inherent visual prompt that can aid the child to determine the correct answer.
  • Category 3 game steps tend to be the hardest because the child must listen to and analyse the question, and select the 'correct' or 'wrong' button without any additional visual clues. It should be noted that category type and difficulty level are not the same thing.
  • Each Difficulty Level may be made up of sentences that have different levels of grammatical complexity. This is seen in the use of grammatical markers in addition to the pronouns (e.g., She is wearing a hat AND sweeping the floor; He is sitting UNDER the tree).
  • sentence complexity levels may include the following:
  • the Difficulty Level chosen by the supervising clinician/adult will determine the mixture and sequence of Category 1, 2 and 3 game steps presented. In this game example, if the player begins at Difficulty Level 1 they will be presented first with a series of Category 1 game steps containing sentences at Medium Sentence complexity level.
  • the verbal instruction may start with, "Point to...She has a party hat,” or, "He is drinking tea.”
  • Adaptive Task Presentation begins operating immediately as the player begins playing, within whatever sequence of game steps has been established initially according to the selected Difficulty Level. If the child performs nominally, Adaptive Task Presentation will have no impact on the game steps presented. In this example sequence, if the player completes "Point to... She has a party hat" game step successfully, another two Game Steps with a similar sentence structure appear before more complex sentences appear. This may include example game steps such as:
  • the game step sequence may next include some Category 2 game steps, in order to provide a higher level of challenge to the child and maintain their engagement.
  • the Adaptive Task Presentation logic recognises that the child has not achieved a high enough success rate for the game steps encountered so far, then it may adapt the game step sequence to continue presentation of more Category 1 game steps, (e.g., an easier sentence will be given at Simple Sentence Complexity Level) in order to provide the child with more experience at this level and to avoid presenting questions that may currently be beyond the ability of the child to answer. If this is the players' skill level, then this simple sentence complexity level will be maintained but the Category of game steps presented must change after 5 game steps. Once the player achieves 70% accuracy, game logic will increase the complexity level of sentences presented.
  • the Adaptive Task Presentation logic may begin by presenting more complex sentences structures from the Medium Sentence Complexity Level or even promoting the presentation of Category 2 game steps earlier than planned in the original sequence.
  • the same behaviour for game step sequence and Adaptive Task Presentation continue through the transition from Category 2 to Category 3 game step questions, etc.
  • Level 3 for either Episodes 1 to 3 they will start with any of the game step Categories at random, and be presented therefore with varying degrees of sentence complexity. If the player does not obtain 70% accuracy within the initial set of clinical tasks the game will stop and a lower level will be suggested.
  • Nigella will re-appear in another animated sequence, and say "Good work with mixing the cake and answering so many questions. Let's see what Brownie is doing!" The animated sequence will change into another scene showing the player Brownie preparing Fluffy' s present. It also shows the difficulty he has with hiding it when someone rings the doorbell. At the end of the sequence Nigella reappears and says, "This is the end of the first episode. In the next episode you can continue to help me bake the cake for Fluffy.”
  • the Multiple Scoring Scheme such as the one shown in Figure 12, maintains clinical and motivational score values separately - note that clinical Game Steps can have both a clinical and motivational score.
  • the first Motivational Step involves Nigella saying, "Help me turn on the oven.”
  • the oven dial will appear.
  • An arrow will also appear to indicate the direction of the turn.
  • the red line will appear to indicate where to stop.
  • the player is to touch and drag the dial in the corresponding direction.
  • At the bottom of the screen there will be 5 black stars that turn yellow if the task is completed correctly.
  • the player is given 10 seconds to complete the task.
  • the score will be given and then the page will transition back to the clinical Game Step. This pattern of clinical steps interspersed with motivational steps continues until the episode is finished.
  • Episode Two Start An opening panel for Episode 2 will then be presented, containing another animated sequence with Nigella exclaiming "Welcome back! Are you ready to bake the cake now?" She will also introduce a Plot Element involving Mr Teddy by asking, "But let's see what Mr Teddy bought Fluffy. Is it a ball or a jack-in-the- box?" The child may click the Start button in order to begin. Then an animated clip of Mr Teddy running into great difficulty wrapping the present because of Brownie interfering with the process will be shown. At the end of it Nigella reappears saying, "That's so funny! Okay, back to the cake! The animated scene ends and the Clinical game step tasks commence.
  • Episode 1 a set of game and motivational steps relevant to the difficulty level selected will be presented to the child in sequence.
  • Game logic will have recalled the Difficulty Level configuration, Adaptive Task Presentation history and the current Category item sequence planning from the child's stored profile. This will be used to continue the presentation of game steps of the appropriate Difficulty Level and Category for the child at this point in the game.
  • additional animated storyline plot elements may also be presented within the game step sequence of any Episode, in order to maintain the interest of the child.
  • the regularity at which this is done can be pre-configured prior to game play.
  • An example of this is shown in Figure 13, where two additional Plot Elements 500 have been inserted across the existing motivational and game step functional flows. If adaptive logic increases the number of game steps presented within any particular category, this may aid in keeping the involvement of the child at a higher level.
  • Storyline elements included in this way would have originally been developed to be relevant to the Episode on a general basis such that any number of them could be inserted without seeming to upset the flow of what the characters are doing within the Episode(s), in this case baking a cake.
  • Nigella could appear in an animated panel saying "Come on then, let's get this cake baked", or "Quick we need to get to Fluffy's party!"
  • the game system logic may insert more motivational steps relevant to the current storyline plot context, in addition to pre-established storyline elements, in order to maintain the engagement and variety for a child taking longer to get through the additional steps required for a child who is not performing well.
  • Nigella will re-appear in another animated sequence, and say "Good work with baking the cake and not getting your fingers burnt. Let's see what Fluffy is doing!" Another Plot Element will be shown with an animated sequence of Fluffy preparing for the party. The player is shown the dilemma that Fluffy has in being short. At the end of the animated sequence Nigella reappears, saying, "This is the end of the second episode. In the next episode we're going to have a big party, and you can help me to celebrate Fluffy' s Birthday!
  • Episode 3 An animated storyline opening panel for Episode 3 will be presented with Nigella saying "Help me celebrate Fluffy' s birthday party with cake and tea party.” In the same way as for Episodes 1 and 2, Episode 3 will continue based on the child's current progress with game steps relevant to the Difficulty Level and current Adaptive Task Presentation history and Category item sequence. Within Episode 3 all the Plot Elements converge into the main Story Line, leading to the conclusion of the story.
  • Nigella will appear saying, "Great job baking the cake! Let's go to the party now! The player's performance in the set motivational tasks will affect Nigella' s comments about the cake. If the player has put too much sugar on the cake or set the temperature too high she would say, "The cake is a bit burnt", or "It's a bit too sweet.” Then an animation showing the conclusion of the Storyline will appear which will represent various characters participating in the party. All the Story Elements converge as a part of the conclusion. When this animation is completed all of the characters will say, "Come with us on more adventures! Next time we are going to the zoo! The general idea is that they invite the players to participate in a new adventure with them.
  • the scores attained for motivational tasks will then be presented to the player.
  • the score for the Clinical tasks will be provided to the clinician/adult unless settings are changed so that the player is able to view the breakdown of their Clinical task scores. Areas of weakness, strengths and suggestions of what other Levels or other games to play in order to improve the player's skills will be highlighted in the feedback.
  • an extra Category 4 can for example be introduced to challenge the player - in order for this to happen the player must complete the tasks with 100% accuracy under half of the given time frame.
  • the system 12 has been above described byway of reference to a web application. That is, for example, a centralised data server 14 having user interface functionality implemented as functional web pages published by one or more centralised web servers operating in conjunction with application layer logic implemented on one or more application servers accessing and manipulating data located on a data management system.
  • a centralised data server 14 having user interface functionality implemented as functional web pages published by one or more centralised web servers operating in conjunction with application layer logic implemented on one or more application servers accessing and manipulating data located on a data management system.
  • the system 12 could, alternatively, be implemented according to a number of system architecture scenarios, including but not limited to:
  • Client Server a centralised data server stores data potentially belonging to multiple users and ensures security partitioning is enforced between all Users in compliance with defined access control rules.
  • User interface functionality is implemented as a client application module, or set of modules, that is installed and run locally on the
  • Delivery of client application modules may occur statically (such as via a manual installation process), on an assisted basis (such as via an online application store/shop, or software update process), or on a fully automated basis, such as via transparent delivery via web pages or some other localised application runtime host environment or application.
  • Offline/Disconnected the application and data associated with any particular User are both located on a local computing device in the possession of that specific User.
  • the User may periodically connect the device to a centralised server via a network connection and perform a bi-directional synchronisation of both changes made locally by the User, and changes made by other Users and stored centrally.
  • Centralised data server Each architectural scenario may be implemented using one or more specific technology implementations . Examples of these are: 1. Centralised data server:
  • RDBMS Proprietary Relational Database Management System
  • Java Web Application Server Tomcat (application logic developed in Java)
  • Enterprise Java Server WebSphere Application Server, Oracle Internet Application Server, JBoss (application logic developed in Java)
  • Microsoft IIS application logic developed in .Net compatible languages - there are numerous, including C# and VB.NET).
  • example CPU architectures/manufacturers include Intel, AMD, Alpha, Power, ARM etc.
  • Example Operating Systems include Windows family, Apple OS/X family, Unix implementations, Linux implementations,
  • CPU architectures/manufacturers include ARM, TI OMAP, Intel Atom, AMD, Alpha, Power, etc.
  • Clinical Focus Area A specific type of clinical problem. Examples include: Autism, Stuttering, Articulation, Lisping, Language.
  • Clinical Goal A specific clinical capability to exercise within a specific Clinical Focus Area. Any Clinical Goal will have a desired/expected performance range to be achieved associated with it. For example, the following Clinical Goals may be defined under the Clinical Focus Area of Lisping: sound in isolation, syllable level, word level, sentence level. Each of these four goals would have specific performance criteria associated with them, such as '70% accuracy'.
  • Character Element A characterisation, usually fictional, created for use within the game / learning system structure. Characterisations may be developed as animated sequences, cartoons or by using filmed sequences of real actors. Characterisations will usually include a stylised voice and accent. Characterisations will usually include specific personal character aspects to impart specific desired traits such as compassion, temper, humour, credibility or authority, etc.
  • Game Step (also referred to as a game task) is a specific action to be completed by the player presented within a game. Game Steps are constructed to effect a specific Clinical Goal or Goals. Game Steps may be constructed in any manner as can be supported within existing or future game architectures.
  • Examples of Game Steps may include: ⁇ hit object into a receptacle or target,
  • Game Steps can be given in explicit, implicit, verbal, or written form, and/ or through sound. Specific game implementations will tend to implement a limited number of Game Step types, such that a distinctive playing mode is embodied within the game. Game Steps may either be clinical in focus, motivational/fun oriented, or a combination of both clinical and motivationally oriented.
  • a Motivational Step is a game activity designed to be challenging and /or entertaining for the player, principally to maintain their interest in playing the Game.
  • a Motivational Step does not have any specific Clinical Goal associated with it.
  • Story Line A Story Line describes a complete story plot, including one or more Plot Elements.
  • Plot Element A script segment occurring somewhere within a single Story Line. There may be multiple Plot Elements per Story Line. For example, 'In preparation for a party each character is preparing their own food and presents'.
  • Game Stage A Game Stage groups a set of related Game Steps (tasks).
  • Game A Game contains a sequence of related Game Episodes.
  • Game Session A Game Session describes a single sitting during which a player uses a game.
  • a Game Session may cover a partial Game Episode, multiple Game Episodes or even multiple Games.

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Abstract

L'invention concerne un dispositif de stockage lisible par ordinateur non transitoire ayant des instructions pouvant être exécutées par ordinateur stockées sur celui-ci qui, lorsqu'elles sont exécutées par un ordinateur, amènent l'ordinateur à exécuter les étapes de procédé suivantes pour générer un jeu thérapeutique pour traiter un patient : (a) définir un ensemble d'objectifs cliniques représentant un ensemble d'objectifs thérapeutiques pour le patient ; (b) générer un ou plusieurs épisodes de jeu, chacun desdits épisodes comprenant des éléments de jeu orientés sur le jeu et/ou des éléments de jeu orientés cliniquement, les éléments de jeu orientés sur le jeu de chacun desdits épisodes de jeu étant une étape de motivation qui est une activité de jeu pour défier et/ou divertir le patient de façon à maintenir son intérêt dans le jeu ; et les éléments de jeu orientés cliniquement de chacun desdits épisodes de jeu étant des étapes de jeu qui mettent en œuvre l'un desdits objectifs cliniques pour le patient.
PCT/AU2014/000070 2013-02-02 2014-01-31 Procédé de génération d'un jeu thérapeutique pour traiter un patient WO2014117223A1 (fr)

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EP3165265A1 (fr) * 2015-11-04 2017-05-10 Dharma Life Sciences LLC Système et procédé permettant à un utilisateur de surmonter des traits comportementaux faibles
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US20170124907A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome lack of self control
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US20170124908A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome pessimism
US20170124904A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome low empathy
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US20160293044A1 (en) * 2015-11-04 2016-10-06 Dharma Life Sciences Llc System and method for enabling a user to overcome impatience laziness and low trust issues
US20170124901A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome introversion
US20170124903A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome anxiety
US20170124905A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome social anxiety
US20170124900A1 (en) * 2015-11-04 2017-05-04 Dharma Life Sciences Llc System and method for enabling a user to overcome weak behavioral traits
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US20170173452A1 (en) * 2015-11-04 2017-06-22 Dharma Life Sciences Llc System and method for enabling a user to overcome depression
US20170186334A1 (en) * 2015-11-04 2017-06-29 Dharma Life Sciences Llc System and method for enabling a user to improve on behavioral traits that are required for achieving success
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US11374810B2 (en) 2017-11-03 2022-06-28 Vignet Incorporated Monitoring adherence and dynamically adjusting digital therapeutics
US11616688B1 (en) 2017-11-03 2023-03-28 Vignet Incorporated Adapting delivery of digital therapeutics for precision medicine
US11700175B2 (en) 2017-11-03 2023-07-11 Vignet Incorporated Personalized digital therapeutics to reduce medication side effects

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