Abstract / Summary
Abstract Purpose Motion-controlled games offer a promising pathway for embodied learning, yet there remains limited evidence-based guidance on how to design and evaluate such games to foster bodily–kinesthetic intelligence (BKI) for deaf and hard-of-hearing (DHH) learners. This study develops and instantiates a design framework, grounded in universal and inclusive design principles, for motion-controlled learning games targeting BKI in DHH children. Methods Following a design-based research process, we operationalized BKI into six subdimensions and instantiated these constructs in a motion-controlled role-playing game, My Super Power, implemented with Kinect-based full-body interaction and augmented with vibrotactile cues to support rhythm perception. A school-based pre–post mixed-methods intervention was conducted with 35 DHH (aged 8–10). Learning outcomes were triangulated through (i) performance tasks scored using Kinect system logs and third-party observation, (ii) a self-report questionnaire, and (iii) semi-structured interviews. Results Paired-samples t-tests indicated significant pre-post changes in in-system task performance across BKI subdimensions, while self-reports suggested substantial perceived gains. Qualitative findings further explained how scaffolded spatial exploration, haptic-supported rhythm tasks, decomposed movement rehearsal, and fail-forward feedback mechanisms sustained engagement and practice. Conclusion The study contributes (1) a mapping from motion-game mechanics to BKI subskills, and (2) the Motion-controlled games for Bodily-kinesthetic intelligence in DHH children (MBD) framework as a transferable, universal-design-informed guide for motion-controlled educational games that supports equitable participation and digital inclusion of DHH children in inclusive and special education contexts.