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GroundsKeeper: A Qualitative Study of Applied Game-based Interactives in Special Education Programs

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ClinicalTrials.gov Identifier: NCT01808066
Recruitment Status : Completed
First Posted : March 11, 2013
Results First Posted : September 9, 2014
Last Update Posted : December 5, 2018
Sponsor:
Collaborator:
Ohio University
Information provided by (Responsible Party):
CogCubed, Corp

Study Type Interventional
Study Design Intervention Model: Single Group Assignment;   Masking: None (Open Label);   Primary Purpose: Treatment
Conditions Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
Pervasive Developmental Disorder
Asperger's Disorder
Intervention Device: Groundskeeper
Enrollment 21

Recruitment Details  
Pre-assignment Details  
Arm/Group Title Treatment Group
Hide Arm/Group Description 21 participants with ADHD who underwent the intervention for 3 weeks, played for 20 minutes at a time at school.
Period Title: Overall Study
Started 21
Completed 6
Not Completed 15
Reason Not Completed
Withdrawal by Subject             15
Arm/Group Title Play Groundskeeper
Hide Arm/Group Description

This study will employ design-based research models (Laurel, 2003) to the executive-functioning training game GroundsKeeper by CogCubed; we will assess the quality of digital designs for learning (Barab & Squire, 2004) using established qualitative data collection to analyze game play and player reaction over a three week period of time.

Groundskeeper: Groundskeeper is a product developed for helping players develop skills to increase focus and attention. The game is played on small Sifteo Cubes that have sensors that react to you and each other. There are new games that might help children with ADHD and Autism learn to better focus and keep attention on a task.

Overall Number of Baseline Participants 21
Hide Baseline Analysis Population Description
students at school grades K-6
Age, Continuous  
Median (Full Range)
Unit of measure:  Years
Number Analyzed 21 participants
8
(5 to 11)
Age, Categorical  
Measure Type: Count of Participants
Unit of measure:  Participants
Number Analyzed 21 participants
<=18 years
21
 100.0%
Between 18 and 65 years
0
   0.0%
>=65 years
0
   0.0%
Sex: Female, Male  
Measure Type: Count of Participants
Unit of measure:  Participants
Number Analyzed 21 participants
Female
2
   9.5%
Male
19
  90.5%
Region of Enrollment  
Measure Type: Number
Unit of measure:  Participants
United States Number Analyzed 21 participants
21
1.Primary Outcome
Title Number of Participants With an Increase/Improvement in Focusing
Hide Description Researchers will observe and record data during the first play session. Over the three weeks, teachers/support staff will be asked to observe players each day and record their observations as needed in a journal. These observations will measure their improvement in their ability to focus by assessing their engagement, time played, frequency of play, ability to complete a session and ability to start and finish a session. At the end of three weeks, researchers will attend the final play session and record observations in writing.
Time Frame 3 weeks
Show Outcome Measure DataHide Outcome Measure Data
Hide Analysis Population Description
[Not Specified]
Arm/Group Title Play Groundskeeper
Hide Arm/Group Description:

This study will employ design-based research models (Laurel, 2003) to the executive-functioning training game GroundsKeeper by CogCubed; we will assess the quality of digital designs for learning (Barab & Squire, 2004) using established qualitative data collection to analyze game play and player reaction over a three week period of time.

Groundskeeper: Groundskeeper is a product developed for helping players develop skills to increase focus and attention. The game is played on small Sifteo Cubes that have sensors that react to you and each other. There are new games that might help children with ADHD and Autism learn to better focus and keep attention on a task.

Overall Number of Participants Analyzed 21
Measure Type: Number
Unit of Measure: participants
6
2.Secondary Outcome
Title Number of Participants Identified as Attentive, Interested and Motivated Via Pre Interview
Hide Description Researchers will conduct interviews with players and collect all notes/journals recorded. Specific questions will be asked about their perception of their attention, interest and motivation to play the game. Example of questions included if they enjoyed playing the game, if they wanted to play the game and if they have trouble focusing during the game. Was it too long? Themes of the answers will be identified by researchers as a qualitative measure of interest.
Time Frame Day 1
Show Outcome Measure DataHide Outcome Measure Data
Hide Analysis Population Description
participants in a school who underwent the intervention for 3 weeks
Arm/Group Title Treatment Group
Hide Arm/Group Description:
21 participants with ADHD who underwent the intervention for 3 weeks, played for 20 minutes at a time at school.
Overall Number of Participants Analyzed 21
Measure Type: Count of Participants
Unit of Measure: Participants
21
 100.0%
3.Other Pre-specified Outcome
Title Number of Participants by Teachers Identified as Attentive, Interested and Motivated Via Pre Interview
Hide Description Researchers will conduct interviews with teachers and collect all notes/journals recorded. Specific questions will be asked about their perception of their attention, interest and motivation to play the game. Example of questions included if they enjoyed playing the game, if they wanted to play the game and if they have trouble focusing during the game. Was it too long? Themes of the answers will be identified by researchers as a qualitative measure of interest.
Time Frame Day 1
Show Outcome Measure DataHide Outcome Measure Data
Hide Analysis Population Description
[Not Specified]
Arm/Group Title Treatment Group
Hide Arm/Group Description:
21 participants with ADHD who underwent the intervention for 3 weeks, played for 20 minutes at a time at school.
Overall Number of Participants Analyzed 21
Measure Type: Count of Participants
Unit of Measure: Participants
21
 100.0%
4.Other Pre-specified Outcome
Title Number of Participants Identified as Interested and Improved Quality of Life in Classroom Via Post Test Interview
Hide Description After playing game for three weeks, researchers will interview participants about their interest in the game and changes in quality of life (no forms).
Time Frame Day 21
Show Outcome Measure DataHide Outcome Measure Data
Hide Analysis Population Description
[Not Specified]
Arm/Group Title Play Groundskeeper
Hide Arm/Group Description:

This study will employ design-based research models (Laurel, 2003) to the executive-functioning training game GroundsKeeper by CogCubed; we will assess the quality of digital designs for learning (Barab & Squire, 2004) using established qualitative data collection to analyze game play and player reaction over a three week period of time.

Groundskeeper: Groundskeeper is a product developed for helping players develop skills to increase focus and attention. The game is played on small Sifteo Cubes that have sensors that react to you and each other. There are new games that might help children with ADHD and Autism learn to better focus and keep attention on a task.

Overall Number of Participants Analyzed 21
Measure Type: Count of Participants
Unit of Measure: Participants
21
 100.0%
5.Other Pre-specified Outcome
Title Number of Participants Identified by Teachers as Attentive, Interested and Motivated Following Testing Via Post Test Interview
Hide Description

Researchers will ask teachers for qualitative feedback once participants have completed game play about interest in using the game and any improvements to be made. Did they think the game was interactive. Would they use the game again? Do they think the students were able to maintain their interest?

Number of Participants identified as attentive, interested and motivated via pre interview

Time Frame Day 21
Show Outcome Measure DataHide Outcome Measure Data
Hide Analysis Population Description
[Not Specified]
Arm/Group Title Treatment Group
Hide Arm/Group Description:
21 participants with ADHD who underwent the intervention for 3 weeks, played for 20 minutes at a time at school.
Overall Number of Participants Analyzed 21
Measure Type: Count of Participants
Unit of Measure: Participants
21
 100.0%
Time Frame 1 day
Adverse Event Reporting Description [Not Specified]
 
Arm/Group Title Treatment Group
Hide Arm/Group Description 21 participants with ADHD who underwent the intervention for 3 weeks, played for 20 minutes at a time at school.
All-Cause Mortality
Treatment Group
Affected / at Risk (%)
Total   --/-- 
Show Serious Adverse Events Hide Serious Adverse Events
Treatment Group
Affected / at Risk (%)
Total   0/21 (0.00%) 
Show Other (Not Including Serious) Adverse Events Hide Other (Not Including Serious) Adverse Events
Frequency Threshold for Reporting Other Adverse Events 0%
Treatment Group
Affected / at Risk (%)
Total   0/21 (0.00%) 
Technical difficulties resulting from firewall at school affected set up time, difficulty with log in instructions and the cubes sliding on desktops.
Certain Agreements
Principal Investigators are NOT employed by the organization sponsoring the study.
There is NOT an agreement between Principal Investigators and the Sponsor (or its agents) that restricts the PI's rights to discuss or publish trial results after the trial is completed.
Results Point of Contact
Name/Title: Chief Medical Officer
Organization: CogCubed
Phone: 612-250-9737
Publications:
Trilling, Bernie, & Fadel, Charles. (2009). 21 Century Skills: Learning for Life in our Times. San Francisco, CA: Jossey-Bass.
Steinkuehler, C., & Duncan, S. (2008). Scientific Habits of Mind in Virtual Worlds. Journal of Science Education and Technology, 17(6), 530-543. doi: Doi 10.1007/S10956-008-9120-8
Squire, K., & Dikkers, S. (2012). Amplifications of learning: Use of mobile media devices among youth. Convergence: The International Journal of Research into New Media Technologies, OnlineFirst. http://con.sagepub.com/content/early/2012/02/15/1354856511429646 doi:10.1177/1354856511429646.
Squire, K., & Barab, S. (2004). Replaying history: Engaging urban undeserved students in learning world history. Paper presented at the 6th international conference on Learning sciences, Los Angeles, CA.
Gee, J. P. (2007). What Video Games have to Teach us about Learning and Literacy. New York, NY: Palgrave Macmillan
Barab, S. and K. Squire (2004).
Laurel, B., Ed. (2003). Design Research: Methods and Perspectives. Cambridge, MA, The MIT Press.
Responsible Party: CogCubed, Corp
ClinicalTrials.gov Identifier: NCT01808066     History of Changes
Other Study ID Numbers: 12X226
12X226 ( Other Identifier: Ohio University IRB )
First Submitted: March 6, 2013
First Posted: March 11, 2013
Results First Submitted: July 23, 2014
Results First Posted: September 9, 2014
Last Update Posted: December 5, 2018