Theoretical Foundations

Our theoretically anchored project sought to demonstrate the complex relationships between technology, occupational therapy, and education, by blending critical elements from the frameworks within each respective domain.

Actor Network Theory (ANT) (Cressman, 2009; Law, 1992)

At the foundation of our framework is the Actor Network Theory, which introduces the workings behind successful integration of a piece of tech into a novel setting. To successfully input a new piece of tech, a thorough analysis of the key factors, or the actors involved, is required to piece together the overall network or the cohesive system of components that display the full picture. In this project, our actors include the adaptive controller, the gaming system, and necessary switches, the players and their support system of parents, teachers, and peers, and the cultural and systematic details involved in the school or home settings. Altogether, these elements form a complete picture, or formally titled, a complex actor-network.

Ecology of Performance (EHP) (Case-Smith & O'Brien, 2015; Dunn, Brown, & McGuigan, 1994; Kielhofner & Burke, 1980)

We then built off this socio-technical theory to include the OT framework of the Ecology of Human Performance to further dissect significant elements involved, including the contexts players game in, the roles they hold, and the collaborators they work with.

We also included concepts from the Dynamics Systems Theory and the Model of Human Occupation to emphasize the effect of personal conditions, such as existing disabilities, on a player’s performance and interaction with peers and technology.

As occupational therapists, we wanted to promote inclusivity and methods of collaboration through our virtual gaming toolkit by conducting in-depth analyses of players’ current abilities and roles within the scope of their current contexts and task demands.

Zone of Proximal Development (ZPD) (Vygotsky, 1978)

As this project is designed to be incorporated into the classroom and home settings, we adopted the framework of the Zone of Proximal Development to direct the structure and delivery of the Ecology of Human Performance. Through the use of domino scaffolding, moving from OT consultation with educators and associated professionals, to professionals with parents and players, to players with peers, we can present and successfully utilize our virtual gaming toolkit to facilitate inclusive play.

So how did this theoretical blend inform our project?

ANT (Cressman, 2009; Law, 1992) informed how we could successfully implement new technology (adaptive gaming device) into a novel environment (school programming), by employing detailed activity analyses of the setup process for the gaming console, the required controls and actions of each game, and the games’ relevance to the California CCSS.

EHP guided how we examined the occupational engagement of play (Dunn et al., 1994) and presented adaptations that could be implemented by facilitators for assistance with customization and promotion of inclusive gameplay under the OT recommendations section of our game sheets.

Guided by ZPD (Vygotsky, 1978) concepts, the visual overlays, action icons and training videos housed in our Adaptive Gaming website served to promote scaffolding during gameplay between facilitators or professionals, new gamers, students, and peers, as these resources provide support regarding the network of individuals involved in gameplay facilitation.

*Gamer Gurlz would like to give a special thank you to our teammate, Christine Manalang, for taking the time to deep dive into each of these theories and conceptually string them together for the purposes of our project!*