The Ergonomics of a game of memory

Ergonomics is defined as the ability to "constantly make slight invisible adjustments to an activity to adapt to the needs of those taking part and ensure that it continues to work for its purpose" (Caulton and Dickson, 2007).  In considering the core components of the fit between an individual’s abilities, task demands, and environmental requirements we come to understand what needs to be considered ergonomically in a game of memory.  

A game of memory can be played with any individual able to memorise, and recall the placement of the cards.  A level of patience and understanding of turn taking is valuable in this game.  Having time to play a game is required, as attention needs to be held within the game to see moves and memorise cards.  Space to spread out the cards is an environmental consideration, along with lighting to see. 

In terms of what a game of memory might mean as an Occupational Therapy student, this game could help with:

• Cognition e.g memory
• Motor skills e.g picking up cards, turning cards over
• Provide an activity that requires concentration and attention
• An activity that is not time consuming
• Fun
• Social skills
• Patience
• Strategic and challenging
• Sensory - perceptual skills e.g awareness of body position and space

What would help/or hinder playing a game of memory?

Because a game of memory can be enjoyed alone, this would help to be able to play a game at any time; although it can make a game of memory more challenging and competitive if you do have someone to play the game with.

Due to a fair amount of concentration being required to memorise where each card is, this can be a hindrance to participating in the game mindfully as you can be easily distracted and look away, therefore miss what cards the other participant/s picked up.

References

Caulton, R & Dickson, R. (2007). Whats going on? Finding an explanation for what we do. In J. Creek & A. Lawson-Porter (Eds.), Contemporary issues in occupational therapy (pp.87-114). Chichester: John Wiley & Sons Ltd.

All in a game of Memory

In my previous posts I have analysed the game, this time I will post on what I was doing and my thoughts on my recent game of memory.

I sat down on my lounge floor, my daughter joined me. We both shared the responsibility of spreading the cards.   We placed them upside down onto the floor in a rectangular shape; careful not to put them on top of each other.  My daughter said she would go first.  I observed and tried to memorise her move and also plan what ones i was thinking I wanted to turn over.  When I take my turn I am constantly trying to remember where cards are and plan my next move.  I am easily distracted, yet my daughter is not.  At times I forget where cards are that have been recently turned over.  At this time I realise how much better my daughter’s memory and focus is, than to my own.  My daughter manages to end the game with more pairs than myself (as always).  My daughter has always shown to me since she was little an amazing ability to recall times and events, so it does not surprise me that she is able to recall where cards are in a game of memory.

Ergonomics: environmental space required to play was considered, for example, using my lounge floor as it has plenty of space to spread the cards out.  Person and activity/occupational factors taken into consideration were individuals playing that are able to memorise, recall, take turns, and plan moves.

Affordances: communication between myself and daughter.  Connections and links to my daughter and her ability to recall since a very early age times and events.    

The need to do the activity: the need to take a break and spend time with my daughter with something we both enjoy. 

Affordances continued

Ambience is defined by Merrium-Webster (2011) as “a feeling or mood associated with a particular place, person, or thing”. 

Ambience for me is how my mood and feelings affects the game of memory.

Feelings of anticipation, and sometimes dissapointment are evoked for me when playing a game of memory.  Anticipation of what card to pick up next, and am I going to win; dissapointment of picking up what you thought the cards match was, but it was not.
 

Mood

To participate in the game of memory you need to want to play the game.  If the mood that is set before playing the game is high; enthusiasm and participation in the game is likely.  As opposed to if your mood is low; participation in the game is unlikely.  For example, when I am feeling stressed my mood is low, I am preoccupied in resolving my stressed situation.  I am at this time unlikely to have time to stop and really enjoy a game of memory; therefore often I will not play the game.

Spirituality

A game of memory for me spiritually evokes a feeling of giving and receiving. I give my daughter time to spend with me, and I receive gratitude of feeling like a mother that takes the time out of a busy day to spend with her daughter. 

In class I am asked the question "What will I miss if I couldn't do this activity?"  

If I was unable to play a game of memory a number of affordances would be lost.  Firstly, I would loose connections.  Connections formed between my daughter and I of bringing us together, and down time. Secondly, I would loose communications.  Communications between my daughter and I, as a mother/daughter relationship, friendship, and partnership. Thirdly, ethics.  Ethics of the good and joy a game of memory brings to my life.  Lastly, memories.  I have many fond memories of playing cards with family growing up, and this is something I wish to share with my daughter, and make new memories for her to pass on to her children.  

 

References

Ambience. (2011). In Merriam-Webster.com. Retrieved October 19, 2011, from http://www.merriam-webster.com/dictionary/ambience

Affordances continued

Ethically in playing a game of memory many good and bad aspects that either are a burden or a joy to me are highlighted.  The good: taking time out of a busy day is calming, relaxing and is a good stress release for me.  Also, the enhancing and developing friendships, sense of achievement, and enjoyment of interacting with my daughter; brings me joy.  The bad: having limited time in a day to play, loosing, and having not memorised where the cards were is a burden to me. 

Linking with memories and history

Discussed within Huizinga’s (1949) study of play in culture, Huizinga (1949) found that play was an active process throughout cultures, and an important product of social formation.  As I have mentioned in an earlier blog posting, I have very fond memories of playing cards with my family when I was younger. Cards were a way of bringing us together as a family, and spending time with each other. My dad growing up played cards with his sister and father.  I now come to realise how the history and memories of growing up for my dad was transferred onto me, and now I have done the same with my daughter. 

Practical considerations

What do you need to do this activity? A deck of cards is needed to play a game of memory.  Physically, the use of hands or sight is useful in a game of memory. Sight as you need to be able to see the cards on the floor to memorise what is where.  Hands, to be used to turn the cards over; although not essential as you could verbalise your moves with the help of others to turn your cards over.  Environmentally, you need space to spread the playing cards out.

References

Huizinga, J. (1949). Homo ludens: a study of the play element in culture. London: Routledge & Kegan Paul. (Original work published 1944.).
 
Santrock, J. (1998). Child development (8th ed.). United States of America: McGraw – Hill Companies

Affordances in a game of memory

In a game of memory various types of affordances in terms of relationships, communications, and connections occur.  Gibson (1977) defines affordances as "clues in the environment that indicate possibilities for action, are perceived in a direct, immediate way with no sensory processing".  This poem will highlight the connections that are made with the environment and actions when you play a game of memory. 

          These are the cards,

          that are used in the game of memory.

          These are my hands,

          that I use to hold the cards,

          that are used in the game of memory.

          This is the floor that I sit on,

          to rest my hands that I use to hold the cards,

          that are used in the game of memory.

          This is my house,

          that has the floor that I sit on,

          to rest my hands that I use to hold the cards,

          that are used in the game memory.

          This is Hamilton,

          that my house is situated,       
          that has the floor that I sit on,

to rest my hands that I use to hold the cards,

that are used in the game memory.

According to Christiansen & Townsend (2010) “any characteristic of a place or thing that enables or influences interactions with a living creature; an actionable property between the environment and individual” is affordances.  In this poem you can see how my house, floor, hands, ands cards all interact to enable the game to be played.

Relationships and communication

Through verbal and non-verbal communication, rules are communicated and body language is expressed.  According to Hagedorn (2000) communications between people and the nature of relationships can be enhanced through shared occupations.  Within the communications of playing a game of memory with my daughter, enhanced is our friendship, trust of one another, and mother/daughter relationship.  Being that the game is competitive in nature a winner/loser relationship is also present.  Another relationship to highlight would be a teacher/learner relationship; this would be present if I was to play a game of memory with someone for the first time.

References

Christiansen, C., & Townsend, E. (2004). Introduction to occupation: The art and science of living (2nd ed.). New Jersey: Pearson.

Gibson, J.J. (1977). The theory of affordances. In R. Shaw & J. Bransford (eds.), Perceiving, Acting and Knowing. Hillsdale, NJ: Erlbaum.

Hagedorn, R. (2000). Tools for Practice in Occupational Therapy: A Structured Approach to Core Skills and Processes. Edinburgh: Churchill Livingstone

Semester 2 with a whole new focus on Participation in Occupation

I have started a new semester; therefore I have now entered my next paper Participation in Occupation 2.  The focus of Participation in Occupation 2 is on activities.  The Activity I have chosen to talk about is a game of 'Memory'. 

Experience

As a child I experienced playing many games.  Games are defined as being pleasurable activities participated by one or more individuals (Santrock, 1998).  Furthermore, games are often structured, interactive and governed by rules, and sometimes competitive in nature (Santrock, 1998).  One interactive game I participated in with my sisters was a card game called Memory.  Memory is played with deck of cards spread out and turned over.  The aim is to turn one card over and then find its match.  I remember trying so hard to memorise where each card was so I could try to finally beat my sisters at this game, unfortunately I wasn't able to do this often. 

Meaning

The game brought my sisters and I together, it was competitive, challenging, and a game that required concentration and patience.

I have passed on the experience of playing memory now to my daughter.  I find this game enjoyable, challenging, and also great for the educational purposes for my daughter.  Unfortunately, not much has changed over the years in terms of winning the game of memory; my daughter wins majority of the time.  We often play a game of memory each night after dinner, once other chores have been done.  I find the game a good opportunity for both my daughter and I to wind down for the evening, and to bringing us both together.  Additionally, it allows us an opportunity to talk about our day.

References

Santrock, J. (1998). Child development (8th ed.). United States of America: McGraw – Hill Companies.

Tutorial Eight: Assistive technology

In this tutorial I will be talking about Assistive technology.  I will also in this tutorial present a piece of Assistive equipment.  


Firstly to define Assitive technology.  Assistive technology is defined by the NOAA (n.d.) as 

"Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities".

In short, Assistive technology - is any electronic device that assists a person with activities of daily living, for example, a voice activated computer for those visually impaired, which can be used for multiple purposes such as to participate in work or education.  


I will discuss one piece of equipment used for assistive technology called 'Talking tins'.  Talking tins give you the ability to record and then play; there are 2 talking tins to choice from, one has the ability to play for 10 seconds and the other for 40 seconds (Talking Products Ltd, 2007). 


Talking tins are used for those with a visual impairment, you place the talking tin which is shaped as below on top of many household items, for example, food cans, jars, containers, bottle (Talking Products Ltd, 2007); for the visually impaired talking tins makes identifying what the item is easier (Talking Products Ltd, 2007).


Talking tins are also useful for educational purposes for children of all ages, to help in developing speaking and listening skills (Talking Products Ltd, 2007).   


                                          
                                            (Talking Products Ltd [Image], 2007)



The size of the talking tin is 79mm Diameter x 22mm (Talking Products Ltd, 2007).  Talking tins can be purchased online at http://www.talkingproducts.co.uk/cart/talking-tins-accessories-632-0.html, the price varies from 4 pounds (approx $8.25 New Zealand dollars) to 5.50 pounds  (approx $11.34 New Zealand dollars).  There are a number of accessories and package deals available.


Further information can be found on the talking tins website http://www.talkingproducts.co.uk/talking_tins_visual_impairment.htm. 


For component two of this assignment: Technology Application Report, I will be using a different technology device.


References
NOAA. (n.d.). Glossary of Section 508 Terms. Retrieved April 7, 2011, from http://www.cio.noaa.gov/Policy_Programs//508_Glossary.html

Talking Products Ltd. (2007). Talking Tins - Visual Impairment. Retrieved April 7, 2011, from http://www.talkingproducts.co.uk/talking_tins_visual_impairment.htm