Wargrave House School, a specialist school in Newton-le-Willows, has become the first-ever UK school to invest in a pioneering ‘virtual playground’ technology from Korea.
DIDIM, the brainchild of a unique Korean start-up, Twohands Interactive, creates a world of physical activity and games that excite and engage players.
Recognised globally for its technological advances, Korea is a major hub for digital technology innovation.
DIDIM is equipped with more than 50 activities for physical fitness, brain training, and health-related games. The technology uses two lidar sensors to track the position and movement of players, using their bodies as the controller and bringing the games to life.
Wargrave House School is an autism and co-existing diagnosis learning environment for ages five to 16. Across its extensive curriculum, the specialist school supports autistic individuals in overcoming barriers, redefining what is possible, and ultimately living happy and fulfilled lives.
Studies have shown that the individual, social, and community barriers to physical education experienced by children with autism make participation more difficult.
Mr Carl Glennon, Head Teacher at Wargrave House School, said: “As part of our mission to ensure each of our learners has access to opportunities that benefit them socially, emotionally, mentally and physically, we understand the barriers many face to physical activity. These barriers can limit the opportunities for structured and unstructured physical activities.”
Mr Glennon added: “DIDIM provides a different, engaging and unique output for learners who need physical activity but would not actively do it. In addition, the technology has helped our learners with sensory regulation, supporting them to increase their ability to balance their sensory needs.”
The specialist school has invested significantly in DIDIM, enabling learners to engage in the games and activities across the curriculum.
Mr David Whittaker, a teacher at Wargrave House School, said: “The physical aspect was a key element when we introduced DIDIM, but it has become so much more. Students are not only being physically active, but they are having fun and really engaging with the games.”
Since introducing DIDIM, the school has seen a huge increase in engagement, with learners developing an array of new skills including teamwork, communication, and regulation.
The technology has also supported learners with their gross motor skills. Through consistent participation, learners can challenge their balance and coordination.
One learner, Richard, shared his experience. He said: “My favourite game is Rhythm Dance because it is inspired by Dance Dance Revolution and is really fun to play.”
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