The purpose of this paper is to set an example of how people with severe learning difficulties could be more integrated into our society.
The installation consists of puzzles in the form of a specially designed table with an integrated touch screen. As the visual templates for the puzzles serve pictures painted by a person with severe learning difficulties. The pieces of the puzzles are manipulated directly by the player on the touch screen presenting an intuitive and easily learned user interface.
The framework for the work was a creation of an interactive art installation in the form of a game where users assemble puzzles on a touch monitor, housed in a specially designed table. Paintings by a person with severe learning difficulty served as visual templates for the puzzles. The pieces of the puzzles can be manipulated directly by the user on a touch screen presenting an intuitive and easily learned user interface, which stimulates the learning of fine motor skills and encourages practice, thus making it suitable for persons with severe learning difficulties in an art therapy setting.
As the work has the format of an interactive art installation, this enables it to gain publicity through exhibitions in art galleries.
The installation demonstrates how people with severe learning difficulties can be integrated into the broader society. At the same time, these people are encouraged to use modern computer information technology, which is becoming a necessity also for this group of users. Ethical issues regarding how this group of people can get involved in such work are also discussed.
Combining the habituation of people with severe learning difficulties with computer technology in the form of a game, and framing the whole process as a fine art undertaking, to win the public recognition, is a novelty in addressing the needs of these people.
Pavlin, E., Elsner, Ž., Jagodnik, T., Batagelj, B. and Solina, F. (2015), "From illustrations to an interactive art installation", Journal of Information, Communication and Ethics in Society, Vol. 13 No. 2, pp. 130-145. https://doi.org/10.1108/JICES-02-2014-0007
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