Playing (and having fun at) “difficult” games with a specific learning trouble

 

This project deals with Languages Sciences, more precisely the Conversational Analysis branch. The basis of this work relies in audiovisual recordings of individuals in spontaneous and specific contexts. The recording of verbal and non-verbal interactions (gestures, glances) allows to paint a complete picture of the conversation. 

 

In this project, we will ask a lot of important questions : 

  • Do specific learning troubles negatively impact game experience ? If yes, how ? (reading, rule understanding, strategy, concentration, visible and conveyed enjoyment, engagement and disengagement)
  • How does a dys children and/or his family adapt themselves to a “medium difficulty” game ? 
  • How do they circumevent or overcome eventual difficulties ?
  • If they are observed, what are the the main differences between dys children and neurotypical children in board games ?
 

Participants will play two mandated games and : Timeline Access+, from Asmodee’s Access+ studio, and traditional Timeline along with a third game chosen between a medium difficulty game selection (Catan, 7 Wonders, Pandemic). With those experiences, we will have a good overview of general usages and practices of families while playing, directly observed at their homes.

 

Beyond the scientific interest of this project, potential results and conclusions will also allow to better understand how games are played.

You can read more about Thomas’ project on Game in Lab’s blog.