playful learning - society€¦ · with this game we want to offer a playful way to increase the...
TRANSCRIPT
Playful Learning Helping teenagers with intellectual disabilities practice social skills through gameplay.
Playful Learning team MediaLAB Amsterdam, The Netherlands
Anne de Bode, Jill de Rooij, Dennis Reep, Nick Bijl, Alexander Sommers
Abstract This project aims to develop an educational game through which pupils in special needs
education can develop valuable social skills, that these teens regularly struggle with. By looking
at different methods of using play as a learning tool we have developed our own game,
Bandjes. In Bandjes we have tried to stimulate communication, collaboration and physical exercise, through game design.
1. Introduction
Play is a powerful natural learning tool. Through play people can learn new skills in the most
natural way and without even noticing it (Rapeepisarn et al, 29). In play, the player has to
develop, alter, and understand. These three basic skills are trained as they explore, construct,
imitate, discuss, plan, manipulate, problemsolve, dramatize, create and experiment
(Rapeepisarn et al, 29). Best of all, children do not have to be persuaded into playing, they do it
naturally because it is enjoyable (Lindon). No wonder that people have tried to combine
education with play, especially since the video game medium has become widely accepted as
mainstream entertainment.
A clear example of this are “edutainment games”. Edutainment tries to integrate
education with entertainment, to provide learning content that is designed to simultaneously
educate and entertain (Rapeepisarn et al, 29). This has taken on different media forms, like
television or audio, but edutainment became most popular when it started to use CD ROM
based video games. In these video games, the games got tagged on learning content, like a
adventure game that teaches geography or a shooter combined with math.
However, despite the promising idea, these edutainment games have failed to effectively
harness the engagement power of digital games, because they have taken the wrong approach
in motivating children to learn (Habgood, Ainsworth & Benford 2005). Most of these games take
the ‘chocolate covered broccoli approach’, tagging games on to learning content to make them
more palatable (Buckman 1999). But this is often ineffective to motivate students to learn.
Instead of this approach edutainment games should try to integrate the learning content into the
gameplay design (Habgood, Ainsworth & Benford 2005). The mistake most edutainment games
make is that they view the player as a passive recipient of information. However video games
have shown that players learn the most when they are engaged as an active participant
(Resnick 2004)
Furthermore the mere act of play already teaches players a lot, like: imaginativeness,
emotional expressiveness, noveltyseeking, curiosity, openness and communicativeness
(Lieberman 2014). These skills are very important in the development of children and games
are a great way to train these various abilities. That is why play is such a powerful thing, why
children should do it all the time and why adults should never forget to be playful.
In our project we have used play to help teens with intellectual disabilities in their learning
process. These teens often need extra support in their daily activities than regular teens.
However, when they grow up and leave school they can’t rely any longer on teachers, mentors
and peers to provide them with daily assistance. That is why we have developed a game
specifically aimed at teens with intellectual disabilities, through which they can develop valuable
social skills that these teens regularly struggle with. With this game we want to offer a playful
way to increase the level of self reliance of these teens, by practicing their social skills. This way
we hope that they will be better prepared for their future lives. By using play we have made this
learning process more natural, fun and effective.
In the upcoming research paper we will describe our design process in making our
game. First we will start off by giving an overview of the desk research that was important to
designing our product. Next we will describe the different stages and prototypes our game went
through. Finally we will illustrate our user testing sessions and present the final result of testing
our last prototype. We will conclude with a short discussion and give some ideas for further
research.
2. Related work
In this next paragraph we will look at other research and projects that are related to ours and
have influenced our design process. We will mainly focus on two research papers: Motivating children to learn effectively: exploring the value of intrinsic integration in educational games by Jacob Habgood and Shaaron Ainsworth (2011) and Designing playful interactions for social interaction and physical play from Tilde Bekker, Janienke Sturm and Berry Eggen. We will also
point out several games that are closely related to our work.
In the introduction we mentioned briefly the idea that learning content should be integrated into
the gameplay. However let us look at this more in depth by discussing the article Motivating children to learn effectively: exploring the value of intrinsic integration in educational games by Jacob Habgood and Shaaron Ainsworth.
Habgood and Ainsworth start out their essay by describing the concept of intrinsic motivation. Video games have shown how to get players intrinsically motivated, that is, to perform an activity when he/she receives no apparent rewards except the activity itself (Deci
1975). This form of motivation can be created by gamedesigners through aspects like:
challenge, control, fantasy and curiosity, or in the case of interpersonal games: competition, cooperation and recognition (Malone & Lepper 1987). Through these aspects, players create their own goals and internal motivations for continuing the activity (Habgood, Ainsworth &
Benford 2005). The goal of edutainment gamedesigners should be to integrate the learning
content with these aspects of the gameplay. To create a more autonomysupportive game
environment where the player can pursue their own goals and learn by virtue of discovery,
creation and experimentation. In this way the player becomes a more active participant in the
learning process.
Thus Habgood and Ainsworth come up with the idea of intrinsic integration. Intrinsic integrated games deliver learning material through the parts of the game that are the most fun
to play, riding on the back of the flow experience produced by the game, and not interrupting or
diminishing its impact. Moreover intrinsic games embody the learning material within the
structure of the gaming world and the player’s interactions with it, providing an external
representation of the learning content that is explored through the core mechanics of the
gameplay. Intrinsic motivation and flow can enhance learning by providing more focused
attention, persistence, increased arousal, increased affect and alternative strategies.
Designing playful interactions for social interaction and physical play from Tilde Bekker, Janienke Sturm and Berry Eggen looks at how to create a game that encourages social
interactions and physical play. They do this by developing several interactive play objects that
make use of digital technology such as sensors, actuators, and computing power to create intelligent system behavior. By doing so, they discovered three important design values for
designing gameplay that stimulates physical activity and social interaction. These three values
are:
Openendedness, the game should provide the player with the opportunity to come up
with new forms of gameplay.
Social interaction patterns, objects in the game can be shaped in such a fashion that
they encourage more social interaction.
Motivating feedback, to motivate children to participate in physical activities you can use
audio, visual or kinetic feedback.
These design choices make for a more enjoyable play experience that entices players to play
more and longer.
The interactive play objects that Bekker, Sturm and Eggen have developed are used to
test these values. One of these objects is the LEDball, a cylindrical object that emits red, green
or blue light that can be used to play different games with. In Interactive Play Objects and the effects of openended play on social interaction and fun from Bekker, Sturm and Eggen they discuss the testing of the LEDball more in depth. They tested with different groups in two play
sessions, an openended play session without explanations or constraints and a session where
they played a predetermined game.
Out of these test came the result that the freeplay sessions were considered more fun
by the testgroups than the restricted version. Bekker, Sturm and Eggen argue that openended
play stimulates more creativity from the player and opens up more interesting socialinteraction
between the players. However they also note that it is very important to strike a balance
between offering an abstract interactive play object and at the same time providing clear interaction possibilities (Bekker et al. 2009). In other words, you need to give the player some
handholds to work with, otherwise they might get overwhelmed by the possibilities. This is
especially important to remember when designing for our specific user group.
There has also been a lot of research on using games for teaching or therapy of disabled
children. In The use of gamification and serious games within interventions for children with autism spectrum disorder, Anna M. Ern describes how gamification can be used in therapy for children with developmental brain disorders like autism (ASD) and asperger. Serious games
and gamification is the use of gameelements or whole games, in a nongame environment.
These games can be a powerful tools to develop social, cognitive and psychological abilities.
The most important find that Ern does is that all the games used for ASD therapy have clearly
defined rules and they try to use one rule at a time, because the player can become quickly
overwhelmed.
In Children with Motor Impairments Play a Kinect Learning Game: First Findings from a Pilot Case in an Authentic Classroom Environment Giannis Altanis et al. use the Kinect to present an innovative game for children with dyspraxia and motor impairments, to help them
understand the limits of the human body and to aid in interacting in the physical environment.
They developed several learning games that allows the player to interact with the game
environment by using hand and body gestures. In their approach they used four focus points:
Repetitive exercises
Personalized flow of learning activities
Combination of visual, auditory, and kinesiology stimuli
Stepwise activities with frequent feedback and reinforcement
The games Altenis et al. offered help children improve motor planning, visual kinetic
coordination, visual and audio shortterm memory, math skills, concentration, and linguistic
development. After testing the authors conclude that the games were a huge success. Not only
were the children enthusiastic about this new approach, the games are also highly configurable
so that a teacher can modify the settings for the individual needs of each child. Also, the teacher
has access to kinetic and learning analytics of the child’s interaction progress and
achievements.
Despite some promising cases, there hasn’t been a lot of research on the ways serious
games and play can help children with mental disabilities. Furthermore most of these cases
focus on one specific group or disability, while in real life these children often need to
communicate with others who might have a different disability or no impairment at all. Thus we
try to do something different by making a game that is adjustable for different target groups and
that can provide a suitable challenge and learning experience for all kinds of players.
3. Method
At the offset of the project we were asked to augment existing gym equipment with sensors or
hybrid games to support the physical exercise of teenagers with special needs. Our stakeholder
was the Orion foundation, high schools that provide special education for teenagers with
intellectual disabilities. They asked us if we could augment existing gym equipment to help
stimulate the development of three specific attributes: physical exercise, cooperation and
creativity. After the first meeting, the research question quickly changed to: how can a hybrid
game help to stimulate the development of physical fitness, creativity and cooperation? Over
time this research question evolved along with our project, until its final iteration: how can a
hybrid game help in practicing skills like collaborating, communicating and being physically active?
We have developed our game specifically for teens with intellectual disabilities. However
this group is varied with a lot of diverse individuals. The intellectual disabilities these children
have vary from different forms of autism to down syndrome. At Orion these teens get divided in
three levels, according to their EQ (emotional intelligence) and IQ. We wanted to create a game
that would appeal to all these teens and that is scalable in complexity and challenge so
everyone can play.
Thus we had to design a hybrid game, a game that mixes digital and physical play, for
teens between the age of 12 and 20 with different intellectual disabilities. We worked during our
project in designsprints of 3 weeks. Every sprint had it’s own main goal, which were:
Sprint 1: The user/SWINX testing
Sprint 2: Hybrid Play
Sprint 3: Interactivos conference/The Colors Game
Sprint 4: Game variations/Instructions
Sprint 5: Checkpoint development/business plan
Sprint 6: Wrap up
We started out by doing desk research to get more information on using play for learning
purposes. The literature review of all this research can be found in the previous section. We
observed the users in their gym classes and recess time. For these observations we created an
observation form, in which we focussed on specific categories like: cooperative play styles,
movement intensity and complexity. Furthermore we created persona’s for the three different usergroups we tested with and we used expert evaluation from the gym teacher Frank
Honkoop to get to know our user better. The observation form and the persona’s can be found
in the appendix. For our brainstorming sessions we used the 635 method, in which every team
member has to write down three ideas and then pass the paper down to the next to develop
these ideas further or write new ideas. This way, the more introverted team members felt more
comfortable sharing their ideas.
After getting to know our user we developed our first prototype, using a preexisting game
platform called the SWINX. The SWINX is a green computer box with no screen and a minimal
interface. The system works with different wristbands with RFID tags, and a RFID tag reader on
the machine itself. With this simple setup you can play multiple games, like a version of musical
chairs, ‘hide your wristband’ and the SWINX shuttle run test. All these games get explained
through audio instructions. The SWINX is an open platform and you can program your own
games for the system. On the SWINX website you can also find games made by other users.
For our usertest we used one preexisting SWINX game and we created two new ones,
which were:
Swinx circle: a variation on dancing chairs, the players dance around the SWINX in a
circle. When the music stops they have to check in their wristband as quick as possible.
Hot Potato: the players throw around a ball, while music plays on the SWINX. When the
music stops, the player that holds the ball is out.
Minefield: players pair up and one gets blindfolded. The blindfolded player has to
navigate an obstacle course while the other gives instructions.
The second prototype we made was with another preexisting game platform, called the Hybrid
Play. The Hybrid Play is a playing device in the form of a red clip with movement sensors inside.
Players can attach the clip to play objects like a swing or a seesaw. With the clip attached, the
player can control virtual games on the smartphone or tablet. The play objects function as a big
joystick. The players have to communicate with each other, because one player looks at the
smartphone while the others control the game via the play object.
Together with the creator of the Hybrid Play Diego Diaz, we developed a new game for
this device. We based our idea on EtchaSketch, a game where you can make a drawing on a
screen by twisting two buttons. One button controls horizontal movement, the other vertical. For
our game we used the same basic idea, but instead of buttons the line is controlled by moving a
seesaw for horizontal movement and shaking a pole for vertical movement. Three players have
to work together to navigate the line to seven different points on the screen. With each point
they hit, the line changes color and another instrument gets added to the music. After seven
points the game resets and starts over again.
For this game we used two Hybrid Play clips that we linked up together via a laptop with
bluetooth. We chose not to use a smartphone or tablet as a screen but a tv, because this
enabled all the players to watch the action on screen. We attached one of the Hybrid Plays to
an improvised seesaw and the other to a pole that one of the players had to shake to go up and
down. Pictures of the Hybrid Play prototype can be found in the appendix.
For our third prototype we wanted to make a game without a screen, to encourage more face to
face interaction between the players. The game that came out of this idea was The Colors Game, a cooperative game for four players. During the game, every player wears a headband with a light that can change color. The color of the light determines what they have to do or
where they should go. Players can only see the color of other players, not their own color.
Through communication and collaboration they can find out what color they are and how they
should behave in the gameplay. There are 9 different game variations within the colors game,
most of them are based on games you probably know, like tag, memory, simon says and other
variations on wellknown kids' game dynamics. For example: they have to find out their color
and then run to a mat in one of the corners of the gym class that corresponds with their color.
We started to develop The Colors Game at the Interactivos? ‘15 conference, in Murcia. For each headband we used an Arduino, a bluetooth adapter, a LED light, a battery, a
headband and 3 buttons (one for power, one to reset and one to switch colors). At first we tried
to integrate all the technical components into the fabric of the headbands however we quickly
noticed that this didn’t work well. The headband had to be able to stretch and this could cause
problems for the wires inside. To make sure the electronics were well protected we decided to
put all the electronic components in a 3D printed case, that we attached to an elastic band. For
the modelling of the cases we used Rhino and SketchUp. Pictures of the cases and our first
prototype can be found in the appendix.
At the end of the Interactivos? ‘15 conference, we had four working headbands that
could connect to a computer via bluetooth. We created a program in processing, through which
the user can adjust the different colors on the headbands, or to randomly change all the colors
at the same time. We also included a button on the headbands to change the colors manually.
Furthermore we included a big red button that would reset the game and randomize the different
colors on the headbands. We introduced this element to make the game more user friendly, this
way the players don’t have to interact with the computer, but they can start the next round with a
simple push of the button. For this we used preexisting hardware, called the BT.TN, a big red
button that gets connected to the computer via wifi. When you press the button, it
communicates with the program on the computer, which sends a signal via bluetooth to the
headbands.
We designed three game variations, to mix up the core concept and to make the game
more challenging. These three variations are:
Forbidden word: the objective of the game is still the same, the players have to figure out what color they are by communicating with each other. Only now it is forbidden to
actually say the colors, so the players have to use other ways, for example “the color of
the sky!”, to help each other.
Nomunnocation: the objective of the game is still the same, however this time it is forbidden to speak at all! The players have to try to help each other in a nonverbal way.
Captain on deck!: the players pick one person who becomes the captain of the game. Only this player can talk, all the others have to stay silent. The captain has to make sure
that everybody goes to the right color. When all the players are standing on the right
mat, then they have to help the captain to his or her own color.
One is missing: four players each get a color, green, yellow, red and blue. They can’t speak or help each other but they have to figure out which color they are by looking at
the other players and seeing which one is missing.
For all of these variations we used different colored mats, in red, yellow, blue and green.
With the design of the game we wanted to encourage social interaction and physical
activity. Key design considerations for this are:
No screen: lots of digital games get played on screens. But by removing the screen, the
players can use the physical space they play in. This lets them move around more
actively and interact directly with each other.
Social interdependence: by giving each player important knowledge about the other
players, but not about themselves, they are encouraged to communicate with each other
and to work together
Placement of the light: because the light is placed directly above the player's’ eyes, they
automatically look at each other. This creates more social interaction between the
players.
Openendedness: by using colored LED lights, instead of a screen, the game becomes
more abstract. This way it is open for the interpretation of the players, and provides them the opportunity to come up with new forms of gameplay.
Easyin, easyout: players can leave and enter the game without interrupting the
gameplay.
We tested this prototype both in Spain with a group of people with intellectual disabilities, aged
20 to 60, and with our usual testgroup in Holland at the Orion college Beijerland. The results of
these usertests can be found in the next section.
We decided to develop The Colors Game prototype further, to create more game variations and to find a better way for giving instructions. An important observation we did while first testing
The Colors Game was that some students found the game too simple. Due to the big differences between the students, we had to create a game that would be interesting and
challenging for different kinds of players. That is why we started thinking about more game
variations that would challenge the players more, both physically as intellectually. The
“advanced” game variations are:
Simon Says: this is a game for two players, both wearing headbands. At the start of the game, one of the headbands starts blinking a colorcode (for example: red, blue, green,
yellow) that the other player has to remember. After the code ends, the second player
has to walk to the colored checkpoints, in the same order as the code. If the second
player is successful, his or her band will start blinking the same code, but with one more
color at the end (for example: red, blue, green, yellow, blue). Now the first player has
walk to the right checkpoints, while the other can give tips. The game keeps switching
until the players can’t keep up.
Tag: during this game every player wears a headband with a colored light. However this time everyone has the same color except for one player. He or she is “it”, and this player
has to tag the others. The players can find out that they are the tagger, by looking at the
reactions and colors of the other players. If everybody has the same color, then you are
probably “it”. The checkpoints are safe zones where you can’t get tagged. But beware,
the lights switch regularly, and the tagger could suddenly be standing next to you!
Hide your color: this game is quite similar to One is missing, however this time every player wears their headband the other way around, with the light on the back. The goal
of the game is to figure out which color you are, by looking at the other players. But this
time, the fastest player wins! So you have to peek at the other lights, while protecting
your own.
Turn the light out: this game starts with all the players standing in the middle, facing each other. Every player is wearing a headband, with all the lights turned off. The goal of the
game is to keep the lights off! You do this by going to the right checkpoint, when your
light turns on. However because you can’t see your own color, you have to work together
and let each other know when somebody’s light turns on. The longer the game goes on,
the faster it will go. If all the lights are on at the same time, it’s game over and you can
start again.
For giving instructions we developed an instruction application for the Ipad. During testing we
discovered that the players had to listen to a lot of instructions. However we wanted to create a
game that players could play autonomously, without a teacher telling them what to do or having
to monitor them. While testing the Swinx we noticed that audioinstructions didn’t work well, the
players got quickly distracted or the instructions weren’t clear enough. In normal PE lessons
they were used to getting a lot of visual cues during instructions. The teacher would perform the
exercises or show a videoclip on an Ipad or TV. Thus we decided to make the instructions
visual, but we also wanted a more active and intuitive way of receiving instructions. Our
instruction application provides a digital version of The Colors Game. The player has to direct a
character on screen to the same color as the light on their headband. This can be done by
tapping one of the four colored corners on screen. Depending on the actions of the player, they
get positive or negative feedback. This “minigame” provides a more active way of learning. The
player finds out the rules of the game through experimentation, which is more interesting and
captivating than passively reading or listening to instructions. Pictures of the instruction
application can be found in the appendix.
Lastly we wanted to digitalize the checkpoints we used in several game variations. Up to this
point we had used normal colored mats, but we wanted checkpoints that could recognise the
color of the players standing on top or next to it. By digitalizing the checkpoints, the game could
provide feedback on the actions of the players. Furthermore we could measure the actions of
the players and see if they become better or faster in the game.
The main problem we ran into was finding a way for the checkpoint to communicate with
the headbands. The checkpoints had to able to track the different players in the game, and see
what color they were. To do this our plan was to develop four mats with four buttons on each.
These buttons would have numbers on them from one till four. The headbands would also be
numbered. When a player would arrive at a checkpoint they would have to push the button with
the same number as their headband. This way the checkpoint could keep track of the different
players and see if they were standing at the right place. The feedback would be provided
through audio, by a small speaker integrated in the checkpoint.
However due to technical difficulties and time constraints we weren’t able to develop and
test these checkpoints. We still think that the feedback and measurement these checkpoints can
provide are valuable additions to our game. But the game is fully playable without them. In the
end we changed the name from The Colors Game, to Bandjes, because our users liked that name more.
In the future we want to further develop the game and take it to gamefestivals and conferences.
We drafted a business model, however since we created a product specifically aimed at
schools, it is difficult to market at the normal consumer. Our game would be too expensive to
compete with similar products and the game works best in a controlled environment like a gym
class. We could market our game specifically at schools, but schools often don’t have a lot of
money to spend on these products.
4. Results We had several testing days to test our prototypes at the Orion foundation in Amsterdam. An
important goal and great challenge was to make the game appealing to pupils in all levels of the
school and that it is scalable in complexity and challenge so everyone can play. To this end, all
iterations were tested with users from each of the different groups and levels. We did 2 days of
normal observation and 7 days of testing in the physical education classes, with 5 different
groups. We tested the Swinx and Hybrid Play prototypes both 1 day and our final prototype
Bandjes 5 days. Firstly we tested the Swinx, with the three game variations: Swinx circle, Hot potato and
Minefield. We came up with these three game variations because they focus on different
aspects that we wanted to test, like cooperation, motor skills and competition. During the user
test the players were playing very enthusiastically. Especially when playing Swinx circle, they
didn’t want to stop playing. What we noticed was that the three game variations all were very
suspenseful. The players eagerly awaited if the music would stop and were watching the Swinx
computer closely. There was a lot of downtime though, especially for the players who would
lose in the first few rounds. Also some of the games were a bit unsafe, in Swinx circle all the
players ran to the same point to checkin their wristbands. This resulted several times in players
toppling all over each other. Lastly while playing minefield we saw players trying to peek under
the blindfold or continuously asking their partners if they were still on the right track. They
seemed to have trouble trusting each other.
Secondly we tested the Hybrid Play prototype. The results of this prototype differed a lot
between the three levels. The lowest level had trouble with connecting their movements with the
actions on screen. There was also little communication between the players and they needed
constant reminders about what to do. The middle level fared a little better, they worked together
and gave each other directions. However they needed more positive feedback from the game.
At the end of each round there was no moment of celebration or feeling of success. Players
from the highest level however thought the game was too easy. They tried making it more
challenging by standing on the seesaw instead of sitting down. However they quickly started to
find other ways to amuse themselves, for example by trying to let the other player fall of.
Something we noticed with all three levels was that the screen limited communication and
interaction. The players mostly focussed on the screen instead of interacting with each other.
This we tried to adjust in our next prototype
We tested The Colors Game 5 times, 2 of which were with the analog version of the game. We used baseball caps and colored stickers to test out the game concept, before starting
to develop a fully digital version. These analog prototypes showed players communicating a lot
and helping each other actively. Furthermore there was a lot of suspense when the players got
assigned their color. However there was also a lot of downtime, because we had to change the
stickers each round. But this issue would be solved in the digital version, when we could change
the colors with a push of the button. Furthermore there was not enough challenge for the higher
groups. We had to come up with more challenging game variations to make the game
interesting for all kinds of players.
The final user tests pointed out that the dominant playstyle while playing Bandjes was a very active one, with lots of running and shouting. Players helped each other actively and talked
enthusiastically with each other. At times, they would also come up with their own rules and
game variations. The core concept of our game was easy to understand for pupils in all levels,
and players could start playing after a short explanation. In between rounds players could add
new elements and try different variations, this way the game slowly became more complex and
challenging. The game variations made the game scalable in terms of difficulty and physical
challenge. This keeps the game interesting for higher levels and encourages them to continue
playing. Most importantly though, user tests pointed out that players had a lot of fun during
gameplay, while at the same time practicing skills like collaborating, communicating and being
physically active.
5. Conclusion and discussion With our project we have found a way to develop a hybrid game that helps teenagers with intellectual disabilities in practicing skills like collaborating, communicating and being physically active. Through different design choices we have tried to stimulate these three skills. For
example by not using a screen, the players used the physical space they play in actively. By
placing the lights directly above their face, they made more easily contact with each other. And
by making the players dependent of on one another, we encouraged collaboration.
During testing we observed a lot of communication between players and they were
actively helping each other during the game. The core concept was easy to understand and
could be expanded on with multiple game variations. These different game variations made the
game suitable for all kinds of players and playstyles, like games that focus on communication or
games aimed at physical exercise. The use of play worked really well to get the players to
communicate, collaborate and be physically active.
However we weren’t able to extensively test our prototype. The only testing we did was
with 5 different groups on 5 testing days. To properly test this product we would have to enlarge
our test group significantly, test it on more users and go to different schools. We also didn’t
separate the different intellectual disabilities. The groups were separated into three levels, but in
those levels the differences between the students were still quite large. Furthermore it would be
interesting to also look at different age groups, see how small children or adults with intellectual
disabilities react to the game. Lastly to test our design choices we could have made more
prototypes. These prototypes could have taken one of these choices and enlarged it, to really
see how the users react to it.
An interesting idea for further research might be to look at how games can stimulate
communication and collaboration between players of different levels. How can game design
connect two players that are vastly different from each other, physically, intellectually or
culturally. How can for example different roles in a game, encourage play between different
generations of players? We saw that there was little communication between the different levels
on the school where we did our user testing, it would be interesting to develop a game to
change this.
6. References Bekker, Tilde, Janienke Sturm, and Berry Eggen. "Designing playful interactions for social
interaction and
physical play." Personal and Ubiquitous Computing 14.5 (2010): 385396. Bruckman, Amy. "Can educational be fun." Game developers conference. Vol. 99. 1999.
Deterding, Sebastian, et al. "From game design elements to gamefulness: defining
gamification." Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media
Environments. ACM, 2011. Habgood, M. P. J., S. E. Ainsworth, and Steve Benford. "Endogenous fantasy and learning in
digital games." Simulation & Gaming 36.4 (2005): 483498. Lieberman, J. Nina. Playfulness: Its relationship to imagination and creativity. Academic Press, 2014.
Susi, Tarja, Mikael Johannesson, and Per Backlund. "Serious games: An overview." (2007).
7. Appendix
BijlagesMediaLab, Amsterdam
Note!De video-opnames van de tests bij Orion mogen in verband met privacyredenen niet openbaar gemaakt worden. Daarom zijn deze niet meegenomen in de bijlages. Mocht hier belangstelling voor zijn kan er contact opgenomen worden met Jill+Anne.
+
SAMENWERKINGBEWEGING CREATIVITEITvertrouwenspelen plezier
Bijlage 1 meetings, 16 februari met Frank @ Orion+
wat is belangrijk?
BORIS BEST PRACTICES
BODYSTORMSONDERZOEK + INZICHTENgedrag van Boris in de klas gespeelde spellen
persona’s + verschillende skills collectie van interessante spellen
onderwerpen
25 februari, translate sessie met Menno @ Studio HvA
BORIS
combineer alle niveau’s in spel
VERGROOT BEST PRACTICES age invadersminefieldspin the bottle
highlights
BODYSTORMSwelke objecten zijn leuk ?welke bewegingen zijn leuk?
DIGITALE GAMESis het een verrijking?hoe?
24 maart, peer pitch #1 @ Studio HvA
METHODES
noem Boris tieners ipv kinderendefinieer gebruikte methodesmaak emoties deel van de observaties
OPLOSSINGEN
verklein doelgroep?open ended playcreative play
BEST PRACTICES
tileplay (Tamara)pigs (Felipe)
COMMUNICEREN
leerdoelenliteratuur & best practicesbenoem de inzichtendesign & readibility(presentatie)
peer pitch feedback
Bijlage 2 persona’s+
persona’s gemaakt door een student van Orion
Bijlage 3 Observation Form+
Instelling: Klas:Aantal deelnemers: Datum:Observeerder: Instructeur:
1. Spel
Materiaal
Ruimte
Duur spel
Rollen
Doel van het spel
Beginsituatie
Verloop van het spel
Gebruiksvriendelijkheid
Duidelijkheid regels interface feedback verbale toelichting nodig?
Complexiteit score in mate van complexiteit aangeven
Zelfstandigheid
Risico’s
Meerdere rollen tijdens activiteit JA / NEEGrote afhankelijkheid van elkaar JA / NEESpel JA / NEEVeel regels JA / NEEIn teamverband JA / NEE
2. Gedrag
Beweging
Beweginsintensiteit
Motor skills & hand-oog coördinatie
Worden regels gebroken?
Hoeveel spelobservarties zie je?
Hoeveel manieren om doel te behalen zie je?
Welke emoties zie je op welke momenten?
Speelstijlen
Communicatie
Creativiteit (open ended play)
Emoties
Samenwerking
AlleenParallelSamen competatief collaboratief
3. Evaluatie
Suggesties?
Bijlage 4 observaties, scheepsvaartmuseum 19 februari+
Praten
Beweging
Veel lachen
Grappenonderling en tegen leraren, moeilijk te stoppen
op laag niveau, maar erg veel
springen bij enthousiasme en rennen in het museum
om eigen grappen
Samen spelenwaarbij ze elkaar veel aanraken
Verschil
Digitaal Communicatie
groot verschil tussen niveau’s en in groepen zelf
wii en kinect slaan erg aan wat betreft interesse verschilt per niveau van:- grappen en roepen tegen elkaar- tot geen communicatie in het geheel
Beste instructieis het voordoen van wat er gespeeld gaat worden
Moeilijkverschilt per student in:- snelheid- vangen van objecten
gymles, 19 februari
IENE MIENEMUTTE
spellen, 19 februari
Competitief
Luid praten en lachen
Elkaar slaan als overwinning
Spelers: 3 jongens ± 15 jaar
Geen competitie
Maken eigen, nergens op slaande, regelsen iedereen vond het wel goed
Spelen het in het museum
DOP
Heel erg veel plezier tijdens spelen
Bijlage 5 best practices+
Bijlage 6 Games for People, 2014, Pat Ashe & George Buckenham+
Bijlage 7 bodystorms, 7 februari+
LANDJE PIKTIKKERTJE ANNEMARIA KOEKOEK
neemt veel tijd in beslag:om de regels te begrijpenom te spelen
makkelijke regelsmakkelijk te begrijpenaanpasbare intensiteit van spelen
18 februari
makkelijk te begrijpenveel enthousiasme tijdens het spelen:lachenspanning
tijdsverlies wanneer de bal wegroltintensieve fysieke beweging:korte speelduur
snel reageren op het spel maakt het leuk
hou het simpel
STAND IN DE MAND
20 februariGames for people
FIVES DANISH THIGHSLAPPING GAME
alleen gebruik van handenspel wordt snel saai
veel lachen
hoge motorische eishoe langer je speelt, hoe moeilijker
SWINX
REN JE ROT SWINX CIRCLE
23 februari
spanning tijdens wachten tot de muziek stopthoog entertain gehalte, klein feestje
het benadrukt de verliezer in het spel
Aanpasbaar:teams, extra taken, complexiteit...
FOUR SQUARE
25 februari
makkelijk om regels bij te voegen
hoge motoriek nodig voor het spelen
spel verliep vloeiender nadat regels waren aangepast:de bal moet eerst een keer stuiteren in je eigen vak
STOOL
26 februari
SPIN THE BOTTLE SPIN THE STOOLleuke, korte low key spellen
geen vloeiend spel
=draaienhoge snelheid groepsspel
mini games zijn voor een keer leuk
SWINX
HIDE YOUR XS (STRAP)
26 februari
spannend:je XS verstoppenom de anderen XS te gaan zoeken
de swinxs is een toegevoegde fun factor wanneer je de straps afbliept
spanning tijdens wachten tot de muziek stopt
toevoeging om een nieuwe game te bedenken met de laatste move maakt het erg leuk
2 maart
een nieuwe game bestond uit tikkertje met de laatst uitgevoerde beweging
SWINX CIRCLEAANGEPAST
TIKKERTJE ACHTERUIT
gaat tegen je natuurlijke gevoel inachteruit lopen is leuk
meer tikkers maken het spannendmet meerderen kun je, je aanval plannen
BUSKRUITspannend omdat:laatste speler kan je reddenhet is leuk om te verstoppen
2 maart
WATER PISTOOL AANVAL
onverwachte reactiessuprise element
slappe lachde mensen die werden aangevallen vonden het niet zo leuk..
PAALTJES VOETBAL
3 maart
MAKEY MAKEY
een karakter met meerder spelers:
BUBBLE TROUBLE
verschillende rollensamenwerkenhoge motoriek miscommunicatie zorgt voor frustraties in elkaar
4 maart
6 maart
het is een bekend spel, maar aangepastOMGEKEERD VERSTOPPERTJE
spanning tijdens het zoekenniet erg competitief
Er is een speler die zich verstopt. De rest van de spelers gaan die persoon zoeken. Wanneer ze de speler vinden voegen ze zich bij de verstopplek tot dat de laatste speler iedereen heeft gevonden.
je kan de andere spelers volgen, zo vind je de rest
15 maart
obstakels nodigen uit
BOOBYTRAP HOTEL
muziek voegt toe aan ervaring: dansengeen regels, je bent vrij in je spelgedragbegin- en eindpunt
NINJA
wachten totdat iemand een beweging maakt kan soms lang duren
spannend als de ninja naast je staatninja bewegingen zijn leuk om te doen:ze zijn gek
wanneer je af bent is het niet meer leuk
ze zijn cool
18 maart
HAND TAP GAME
wordt erg snel saai
simpel snel, makkelijke regelsje moet goed opletten
duurt soms lang voordat je weer aan de beurt bent
23 maart
Bijlage 8 bodystorm game catalogus+
Annemaria koekoek
Speler 1 gaat met de rug naar de andere spelers staan en roept: Annemaria Koekoek! In de tussentijd rent de rest naar deze persoon toe. Wanneer speler 1 dit gezegd heeft, draait hij om. De rest van de spelers moeten zo stil mogelijk staan. De speler die het eerst bij speler 1 is, heeft gewonnen.
Stand in de mand
Een speler gooit een bal omhoog en roept: Stand in de mand en de bal is voor ‘speler 1’. Die speler moet de bal vangen terwijl de andere spelers wegrennen. Wanneer speler 1 de balt vangt roept hij: stop! Dan stopt de rest met rennen en mag speler 1 proberen iemand af te gooien met de bal.
Swinxs: ren je rot
De swinxs dient hier als een eindpunt waar de spelers heen moeten rennen. Wanneer je de xs strap bliept aan de swinxs heb je gewonnen. Het spel is flexibel in regels en je kunt zelf makkelijk regels of obstakels toevoegen.
Swinxs: swinxs circle
Dit spel wordt hetzelfde gespeeld als de stoelendans. Er klinkt muziek en wanneer deze stopt moet iedere speler zo snel mogelijk zijn xs strap afbliepen aan het apparaat.
Four square
Er zijn 4 spelers en iedere speler heeft een vierkant vak. Deze 4 vakken zijn samen weer een groot vierkant. Tijdens het spel wordt er met een bal overgeslagen. Je speelt een soort van tennis is een vierkant.
Spin the stoolSpeler zit op een kruk en de andere spelers staan hier omheen. Er is een lijst met minigames opgesteld. De kruk wordt gedraaid en wanneer deze stopt wijst speler 1 iemand aan. Die speler kiest zijn tegenstander en speler 1 bepaalt welke game er gespeeld wordt. Degene die wint, mag op de kruk zitten.
Ninja
Je staat met een groep spelers in het midden. Dan roep je NINJA en springt iedereen met een nija beweging uiteen. Speler 1 mag beginnen. Bij elke beurt mag hij een been verplaatsen en een armbeweging maken. Met deze armbeweging moet de speler een andere speler tikken of aanraken. De speler die hierbij wordt aangevallen mag ook een ontwijkbeweging maken. Wanneer degene toch wordt geraakt is hij af.
Handtap game
Je zit met een groep spelers aan tafel. Iedere speler legt zijn armen gekruist over elkaar op de tafel. Speler 1 begint. Hij tikt met zijn hand op tafel en zo gaat dit verder met de klok mee. Je moet goed opletten wanneer jijzelf aan de beurt bent en ook dat je met de goede hand tikt. Wanneer er iemand dubbel tikt, gaat het verder tegen de klok in.
Swinxs circle aangepast
Wanneer iemand als eerste zijn xs strap bliept, en dus wint, moet die speler zijn laatste dansmove voordoen. Deze dansmove is de input voor een nieuw spel. Iedereen moet zo snel mogelijk een nieuw spel bedenken aan de hand van deze beweging.
Tikkertje achteruit
In plaats van vooruit te rennen, ren je achteruit.
Swinxs: hide your strap
Iedere speler verstopt zijn swinxs xs strap in een ruimte. Hierna gaat iedereen zoeken en wanneer er een bandje wordt gevonden wordt deze afgebliept. De speler van wie het bandje als laatste overblijft heeft gewonnen.
Buskruit
Speler 1 moet de andere spelers zoeken. Voorafgaand wordt er eerst een bal weggeschopt die speler 1 moet halen zodat de andere spelers verstoppen. De bal dient hier als de ‘buut’ en hier zijn de regels hetzelfde als verstoppertje. Maar wanneer een speler de bal weer wegschopt zonder dat hij gepakt wordt door speler 1, is iedereen weer vrij en begint het opnieuw.
Bubble trouble
Dit is een online spel waarbij je een game character speelt die stuiterende ballen kapot moet schieten. Aan de hand van de pijltjes toetsen loop je, en met de spatiebar schiet je.
Bijlage 9 swinxs ideeën+
HOT POTATOEHot Potatoe is een spel waarbij de kinderen een bal naar elkaar overgooien. Ondertussen wordt er een timer (Swinxs) gezet en wanneer deze afgaat is de speler die de bal nog vast heeft af. Er wordt gestreefd naar een snel reactievermogen en beweging.Waarom?Om te zien of er ander speelgedrag te zien is met/zonder de Swinxs.
SWINXS CIRCLEHoe?Dit spel wordt hetzelfde gespeeld als de stoelendans. Er klinkt muziek en wanneer deze stopt, moet iedere speler zo snel mogelijk zijn xs strap afbliepen aan het apparaat.Waarom?Om de motoriek en algemene lichamelijke beweging te observeren.
ANIMAL QUIZSwinxs stelt een vraag en de spelers hebben iedere keer maar een paar seconden om te antwoorden. Ben je sneller dan je tegenstanders, dan zijn de bonuspunten voor jou.
VOSSENJACHTElk Swinxs bandje zit vast aan een lint. Deze lintjes worden aan de broeken van spelers vastgemaakt, en de spelers moeten elkaars lintje zien te pakken, om deze vervolgens af te bliepen op de Swinxs computer.
OPEN PLAYHoe?De spelers krijgen verschillende attributen tot hun beschikking. De bedoeling is dat de spelers zo hun eigen spelregels gaan verzinnen en hun eigen spellen creëren.Waarom?Om het natuurlijke spelgedrag te observeren.
REKENSPELRekenen door middel van het gooien bal in ringen met bepaalde nummers.Als de spelers de goede cijfers hadden opgeteld, mogen ze hun XS afbliepen.
MIJNENVELDElke speler moet een doolhof / parcour geblinddoekt afleggen. Andere spelers moeten hem hierbij helpen. De speler die als eerste zijn bandje bij de Swinxs computer afbliept, wint.Waarom?Observeren hoe de spelers omgaan met vertrouwen in elkaar.
HOE GAAN ZE OM MET WINNEN EN VERLIEZEN?
HOE SPELEN ZE MET DE SWINXS XS BANDJES?• Hoe snel begrijpen de groepen de de bandjes?• Vinden ze het leuk?
HOE PRESTEREN ZE ONDER DRUK?
PLEZIER MAKEN• Voor hoe lang vinden ze het spel leuk?• Wanneer raken ze verveeld?
WANNEER VOLGEN ZE REGELS EN WANNEER SPELEN ZE VALS?
WELKE BEWEGINGEN MAKEN ZE NORMAAL GESPROKEN TIJDENS HET SPELEN?
SAMENWERKEN - INDIVIDUEEL SPELEN• Wanneer spelen ze samen, en wanneer niet?
SPELGEDRAG• Naar elkaar• Fysieke beweging in groepen.
Bijlage 10 observaties swinxs, 5 maart+
STRUCTUUR MIDDENBOUW BOVENBOUW
heel erg enthousiastzelfs enthousiast wanneerze het spel verliezenkan er ruig aan toe gaanworden erg snel moejammer wanneer je wint en het spel moet verlaten
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heel erg enthousiastdoen actief meena de eerste ronde begreep iedereen de regelsje moet de spelregels voordoen, audio van swinx alleen is niet genoegdezelfde winnaars en verliezers elk speldegene die het spel verliest is niet voldaan
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/
-
-
enthousiast en spannenderg actiefvinden de muziek leukveel plezier en gekke dansjesiedereen danste in de circel in plaats van erbuiten, pas na de instructies snapte iedereen hetspelen het spel geheel zelfstandigafgeleid tijdens instructiesspeelde erg ruig(ook ruige omgang met swinxs)wanneer je het spel moest verlaten omdat je had gewonnen werd slecht ontvangenwachten tot je weer mee mag doen is erg saai
+++++
+
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-
-
Swinxs circle
Hot potatoe
STRUCTUUR MIDDENBOUW BOVENBOUW
de bal gooien en vangen is erg moeilijk
- ze vinden het spel leukonduidelijk wie verliestde bal gooien is soms te moeilijk
spannendmuziek zo snel mogelijk je bandje afbliepen wordt gezien als spelelementstudenten verzinnen eigen regelshet spel wordt ruig gespeeldiedereen doet meeverspreiden zich beter dan andere groepen door de zaalregels worden snel gebrokende eerste verliezer voelt zich slechtraken de bal regelmatig kwijtonduidelijk wie er uiteindelijk wint of verliest
+--
+++
+
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/-
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MIDDENBOUW BOVENBOUW
Minefield
niet iedereen wil samenwerkenluisteren niet aandachtig naar de instructiesspiekengroot niveauverschilsommige studenten gebruiken hun handen in plaats van hun stem
sommige studenten kwamen met eigen variatiesverschil tussen links en rechts is moeilijkniet veel vertrouwenblinddoek is enginstructies zijn te moeilijk
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/
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/
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Bijlage 11 game reviews+
Dit is een selectie van de reviews, op www.medialab.hva.nl/playfullearning staan alle reviews
Bijlage 12 fast prototyping, makey makey+
This week Jill and I made a first prototype with Makey Makey. First, we made the game Snake using Flash, but we figured that this game would be way too hard to play with the Makey Makey as a tool.We decided it would be the most fun and useful for our project when we would use the Makey Makey as a tool for players to work and achieve certain goals together, as a team.
The game we chose to prototype with was “Bubble Trouble“.We made a right and left step (to walk) and two gloves (to shoot) using cardboard and tinfoil. Our plan was that one person was the shooter, and the other person was the walker and these two had to work together to shoot the balls and accomplish levels.
We tested our prototype with Nick, Alexander and Dennis. Conclusion: team work is hard work but at least it was fun.
Bijlage 13 ideeën Hybrid Play+
Drie murenmet objecten met verschillende
kleuren en vormen
Schermmet kleur en vorm combinatie
Door middel vanaanraking van de objecten en
elkaar een “slinger” maken die de juiste combinatie maken
Feedbackin de vorm van geluiden
Platformdat verbonden is aan een andere
taak, bijvoorbeeld: springen, draaien, klappen etc.
Muziekwanneer elke taak wordt
uitgevoerd
Waar?buiten op de speelplaats
Tekenenzoals het bestaande spel:
etch-a-sketch
Samenwerkenom een pad te creëren
Bewegendoor zelf roterende bewegingen te maken, wat normaal die knop zou
doen
Variatie ophttp://donottouch.org
Bewegingdoor naar het scherm te kijken en
instructie op te volgen
Waar?buiten op de speelplaats
Klimrekdient als besturing van het spel
Schermwaarin mini games worden
afgespeeld
Spelerseen speler die op het rek de game
bestuurt + een speler die het scherm bekijkt en instructies geeft
Grote matdient als ‘scherm’, hier worden tennisballen tegenaan gegooid
Projectieop de mat die visualiseert waar de
tennisballen de mat raken
Klimmendient als besturing voor het spel
Schermwaar mini games worden
afgespeeld
Spelerseen speler die in de touwen de game bestuurt + een speler die het scherm bekijkt en instructies
geeft
Hoepelsballen in hoepels gooien
Outputmuziek of kleur op een scherm
Helmdient als game console
Spellen- balans houden
- parcours afleggen- joust (http://www.jsjoust.com)
Bijlage 14 visuele speelstijl, moodboard+
visuele speelstijl Hybrid Play etch-a-sketch
Bijlage 15 visuele speelstijl #2, moodboard+
visuele speelstijl #2 Hybrid Play etch-a-sketch
Bijlage 16 Hybrid Play test, 12 maart+
Op het scherm beweegt een gekleurde lijn. Er verschijnt een zwarte bol waar je heen moet navigeren. Dit doe je doormiddel van de evenwichtsbalk naar links of rechts te navigeren en de Hybrid Play te schudden voor omhoog of omlaag. Wanneer een zwarte bal is geraakt verandert de lijn van kleur en komt er een extra beat bij de muziek feedback.
Afgeleid en lage concentratie span
Geen link scherm
Leer curve
Communicatie niet overduidelijk
Geen valsspelers
“Het ziet er te moeilijk uit, dus ik probeer het niet”
Of meedoen met het spel of niks doen
Evenwichtsbalk was oké, soms moeite met evenwicht
‘Tekenen’ op het scherm is het leukste!
Ze hebben reminders nodig!
Gefocust tijdens het spelen
Parallel Play
structuur groep
Minder abstracte vormgeving: dieren gebruik van storytelling
Visuele feedback & awards
Hoe blijven ze gefocust voor een langere tijd?
Een controller is moeilijk genoeg
Feedback audio duidelijke instructies visual and interaction design
suggesties
middenbouw
Beste reactie op het spel
Uitdagend genoeg, alleen het eind is onduidelijk“En nu?”
Geen succesmomenten
Hebben positieve feedback nodig
Goede non-verbale communicatie Aanwijzingen door middel van wijzen
De gekleurde lijn stopte tegen de zijkanten van het scherm aan, nadat dit ‘open’ was gemaakt verliep hetspel vloeiender
Staan op de evenwichtsbalk
“Drie spelers is te veel” geen extra speler nodig om de Hybrid Play te schudden speler 3 was minder betrokken
Meer samenwerking
Er is altijd een dominante spelerHoe zwaarder Boris is, hoe meer invloed dit op het spel heeft
Muziek voegde niet erg veel toe aan de totale game
nadeel vanuit fysiek aspect
suggesties
Rollen bedenken voor studenten die niet van fysieke spellen houden
Fysieke bewegingen moeten het gevoel geven dat je iets toevoegt aan het spel
bovenbouw
Spelgedrag was wat we hoopte: Creativiteit in spel Zelf moeilijker maken Veel fysieke beweging Communicatie
“Het is te makkelijk” snelst door alle levels probeerde het moeilijker te maken door op de evenwichtsbalk te gaan staan
Opscheppen met vaardigheden
Goede communicatie
Regelbrekers
Combineren van controllers Schudden met Hybrid Play + staan op evenwichtsbalk
Bijna geen instructies nodig
suggesties
Meer levels
Betere visuals
Grotere vrijheid creeëren in spel
studenten uitnodigen voor een sessie voor het design proces
Bijlage 17 game interactie+
Murciaapril 15-28
• oproep voor projecten• dinsdag deadline• coaching• gepresenteerd @ Media Art Futures conferentie• 500,- productiebudget• 1 persoon: vlucht• accommodatie voor hele team• 4-5 pers. per team• exhibition @ contemporary museum• zie format e-mail Diego
• uitleggen wat jullie er gaan doen• interactief systeem voor kinderen met beperkingen• experimentele videogames & interfaces & fysieke controllers• benodigdheden zoals arduinos, sensors etc. • foto’s van werk bijvoegen!
INTERACTIVOS?15FUTURES OF PLAY
KINDEREN & BEPERKINGENBORIS
TOEKOMST VAN EDUCATIE
CREATIVITEIT
STORYTELLING
BEWEGING / LICHAMELIJKE OPVOEDING
VOORBEREIDEN OP TOEKOMST
SAMENWERKING / VERTROUWEN
FUTURE
TECHNOLOGY
PLAYFUL
Interactivos?15
Bijlage 18 opzet proposal+
proposal
Name (of applicant): Anne Surname: de BodeComments: this application represents a larger project team. We are open to discussing how they could be involved in the events. Phone nr: +31649983724Email address: [email protected] title: Playful Learning: Preparing special needs teens for the(ir) future(s)
Abstract: Teens with reduced capabilities such as intellectual impairments, reduced physical capabilities and motor skills need more support from others in their daily activities than regular teens. The moment they leave the school system, they face an environment where they can no longer always rely on teachers, mentors and peers to provide them with the necessary assistance to get through the day to day. The primary goal special education schools is for the teenagers (ages 12-20) to prepare them for their future: one in which they can be somewhat self reliant, and able to take basic care of themselves and carry out daily activities, perhaps maybe even to get access to special support jobs. Ideally these youngsters are instilled with some healthy lifestyle habits, as obesity has become a big problem within this group of young people.
The two key factors in achieving this are for the teenagers 1) to trust in their own capabilities and resourcefulness2) to be able to trust others
The Playful Learning project aims to support this learning process through play and physical exercise, focused on creativity & collaboration in open play. This will be done by developing tangible, playful interfaces using sports equipment and sensor systems in order to design experimental games and playful interactive installations.
Project summary (for publication on web):The Playful Learning Project is a collaboration between MediaLAB Amsterdam, the lectorate Games & Play at the Amsterdam University of Applied Sciences, and Orion: Amsterdam’s provider of public special needs primary and secondary education. The project has attracted an interdisciplinary team of final year students from various fields including: communication and multimedia design, game design and health & lifestyle. They work in close collaboration with dr. Menno Deen, games researcher & designer at Lectorate Games & Play and Frank Honkoop, an experienced Physical Education teacher at one of Orion’s high schools. The project team visits the school on a weekly basis to observe, prototype and playtest on location and with the end users, resulting in a deep understanding of the needs of the target group, and an ongoing conversation about the iterative design process.
Observations, conversations and playtests conducted so far have pointed out that:There is no unified target group, differences even within the 3 school levels (based on EQ and age) are big in terms of motor skills, cognitive skills and communication. the teenagers find it difficult to collaborate;some teens avoid new things because they have a fear of not being able to do it;their attention span is very short, they need to be reminded often;they love playing games, joking and laughing;many games developed for kids their age are too complex for them to play. This group is so small from an education perspective, that few to no special materials are developed for them;the groups in the higher level tend to play more freely, making up their own rules, modifying exercises and games. Whereas the less advanced levels seem to find enough challenge in following existing ‘rules’.groups are small (12 students on average) because many students require a lot of attention from their teachers;
finding exercises that work for all students requires differentiation in materials, roles and tasks: not everybody can do the same exercise most of the time;the school represent a supportive, relatively safe environment in great contrast to the world they experience outside: the teens find it very hard to build relationships with peers outside of school.
The goal of the project is to enable open play focusing on creativity & collaboration in the context of physical exercise. Such playful learning helps special needs teens learn to trust their own capabilities and to trust in others. These ingredients can strongly support the larger aims to give these teens the life skills they need in their future lives.
In this project we will develop tangible, playful interfaces using sports equipment and sensor systems and design experimental games/playful interactive installations in a series of iterations. The project started in February 2015, which allows us to present past iterations and research as input during the workshop week at Interactivos? that can result in a new iteration of an existing prototype, or a new prototype altogether.
Project description:How can hybrid games & physical exercise help special needs students in the ages of 12-20 years old collaborate better and build more trust in themselves and others to become more independent? In this project we will develop tangible, playful interfaces using sports equipment and sensor systems and design experimental games/playful interactive installations. Playful Learning is a project by MediaLAB Amsterdam in collaboration with Amsterdam’ special needs education provider Orion, and Lectorate Games & Play, Amsterdam University of Applied Sciences.http://medialab.hva.nl/playfullearning/
www.medialabamsterdam.comhttp://www.orion.nl/ bit.ly/gamesandplay
Technical Requirements:Physical computing prototyping tools: 2x Arduino Uno or similarbluetooth modules or radio transmitter modules2x breadboardssoldering iron & solderroll of wiresensors: eg. infrared sensor/receiver, bend sensor, LDR, sound trigger sensor, motion trigger, shock sensor.basic electronics components: resistors, jumper wires, LEDs, transistors, DC motors, mosfet transistors.Projector & white screen or large (movable screen)Speakers
Other materials:bubblewrapducttape, gluetie wrapsscissors, stanley knivescardboard & papermarkers3D printer could be nice, but there’s other wayssoft balls for playingtextile (long strips for ribbons)For playtesting: camera on a tripod
Profile of collaborators needed: this application represents a larger interdisciplinary project team. We are open to discussing how they could be involved in the events. We would be interested in collaborating with designers with expertise on open play.
Documentation: add link to slideshow with results so farVisual documentation: 3 pics of work with kidsEvent you want to register to: all
Motivations and expectations: Sharing the project results with other professionals and researchers in the field, as well as having discussions and design sessions will help us deepen our understanding and improve our concepts and prototypes and bring the project to a higher level. If playtesting locally is possible that would be a highly recommendable addition and it would be interesting for us to see how other teens in the target group respond to it.. We expect to develop an improved iteration of an existing prototype, or develop a new idea into a prototype.
Will you need accommodation: YESHow did you hear about this: Via Diego Diaz
brainstorm concepten, 18 maart+
BombermanMuziek speelt af en iedereen danst door de gymzaal. Elke speler heeft een aantal hoepels vast. Wanneer de muziek stopt plaatst elke speler een hoepel op de plaats waar hij stilstaat. Deze hoepel is nu een bom en tijdens de volgende ronde mag je hier niet instaan.
Synchroon dansen
De spelers die deelnemen aan het spel moeten synchroon dansen. Wanneer dit lukt verschijnt er een groot licht. Als je een tijd niet synchroon danst krijg je feedback door middel van een vibrerende armband.
Na-aper
Er is een speler die een beweging maakt. De rest van de groep doet deze beweging na. Hoe meer spelers deze beweging nadoen, hoe luider de muziek klinkt.
Scratch my backElke speler heeft een knop op zijn rug. Het doel van het spel is om de knop van de andere spelers in te drukken maar je eigen knop te bewaken.
LED vloer
Dit wordt gespeeld in twee teams. Ieder team heeft een eigen kleur en moet ervoor zorgen dat de LED vloer in de meerderheid is van hun eigen kleur.
Trilbal
Alle spelers gaan in een cirkel staan. Iedere speler heeft een armband om. Wanneer deze armband trilt moet de desbetreffende speler om de bal vragen.
Domino
Spelers staan op een rij verdeeld door de gymzaal. Iedereen maakt om de beurt een beweging. Hoe sneller dit domino effect gaat, hoe sneller het licht in de gymzaal knippert en veranderd van kleur.
Infrarood partners
Door middel van een helm met infrarood moet je connected blijven met je partner. Tegelijkertijd moet je door de gymzaal een parcours aflopen. Zorg dus dat je verbonden blijft.
Robot sensor spel
Een robot verplaatst zich door de gymzaal. Deze robot kan alleen maar vooruit navigeren. Je moet dus muren bouwen met elkaar om de robot van A naar B te verplaatsen.
Bijlage 19
brainstorm concepten, 19 maart
Spring spel
Wanneer je armband groen is: begin met springen! Wanneer hij rood is stop je.
Skippybal
Wanneer je tegen een andere skippybal bouncet, komt er licht. Wanneer de tijd om is en jouw skippybal nog licht geeft, ben je game over.
Na-aper
Er is een speler die een beweging maakt. De rest van de groep doet deze beweging na. Hoe meer spelers deze beweging nadoen, hoe luider de muziek klinkt.
Interactief kussengevecht
Kleurendetector
Grondspel
Hartslag
Verdedigen
Dansvloer
3D Bril
Door een mobiel apparaat in de kussens weet je welke persoon je met je kussen moet slaan.
Iemand noemt een kleur. Jij en je digitale handschoen moeten deze kleur in de ruimte zien te vinden.
Minigames op de vloer:• kleurenmixer• rekenen• vormen
Probeer je hartslag te synchroniseren door te dansen, rennen, springen, lopen, etc.
Je moet jouw plek op de interactieve vloer verdedigen. Er zijn vliegende obstakels die je moet vangen.
Er is een patroon op de vloer die spelers moeten volgen. Deze patronen vormen samen een dans.
Één speler heeft een blauwe bril, en één speler heeft een rode bril. Samen moeten ze een patroon op een interactieve vloer volgen en elkaar helpen voort te bewegen.
Bijlage 20 The Colors Game test, 26 maart+
Iedere speler heeft een hoofdband met daarop een licht in een van de kleuren: rood, blauw, geel of groen. Verspreid door de gymzaal liggen matten in deze zelfde kleuren. Iedere speler moet naar de juiste kleur mat lopen maar kan zijn eigen licht niet zien, hier is samenwerking voor nodig.
gespeelde variaties
Welke kleur ben ik?
met 4 verschillende kleuren
met 3 verschillende kleuren (structuurgroep)
met sommige kleuren dubbel
Noem geen kleuren namen!
Kapitein
alleen 1 speler mag praten
Malek’s (student) versie
Malek kwam met een eigen idee maar kon dit communicatief
niet goed overbrengen dus begon hij het zelf te spelen. Ook al was het
niet verstaanbaar, hij had erg veel plezier!
Veel giechelen wanneer er iets mis gaat
“Je mag nu geen kleurnamen meer zeggen” “Blauw!”
Moeilijk wanneer ze de kleur niet mogen zeggen
Houden handen voor hun ogen wanneer de post-its op de petten worden geplakt
Communicatie veel wijzen
Lopen soms naar een mat toe wanneer ze nog geen idee hebben welke kleur ze zijn
Erg behulpzaam naar elkaar toe
“Was het leuk?” “Ja leuk!”“Was het moeilijk?” “Nee makkelijk!”
structuurgroep
“Warm, warm, warmer! Nee, koud, kouder!” wanneer ze de kleuren niet mogen zeggen
Veel raden
Groot verschil tussen niveaus
Basis spel is spannend hoe blijft het spannend?
Hebben continue instructies nodig
Veel vertrouwen niemand hield elkaar voor de gek
Regels zijn duidelijk, worden alleen niet altijd nagestreefd
Extra regels zijn moeilijk
Als spelers dezelfde kleuren hebben wordt het moeilijker
Communicatie = LAAG (beter bij hogere niveaus)
Bewegen meer wanneer tikkertje in het spel wordt verwerkt
Rennen niet naar de matten toe
Blije reacties wanneer ze op de goede mat staan
Spelen graag individueel
middenbouw
Minder> bewegen> praten
Houding> armen langs lijf> armen gesloten
Besluiteloos rondlopen> om communicatie te ontwijken> “veilig” gevoel
MOTOR SKILLS
CONCENTRATION SPAN
CONVERSATION SKILLS
Bijlage 21 play behavior+
Minder> bewegen> praten
Houding> armen langs lijf> armen gesloten
Besluiteloos rondlopen> om communicatie te ontwijken> “veilig” gevoel
Enthousiast gedrag> klappen> lachen> grapjes maken
Behulpzaam gedrag
+ non verbale communicatie+- verbale communicatie
Besluiteloos rondlopen
MOTOR SKILLS
CONCENTRATION SPAN
CONVERSATION SKILLS
Handen in zakken> “niet geïnteresseerd”
Stoer gedrag> “niet geïnteresseerd”> spellen zijn te simpel
Vals spelen> pet laten vallen> stiekem spieken
Actieve momenten> springen door de ruimte> met armen slingeren
MOTOR SKILLS
CONCENTRATION SPAN
CONVERSATION SKILLS
Bijlage 22 Interactivos?15 proces+
Bijlage 23 Interactivos?15 usertest Ceutí, 23 april+
Behulpzaampubliek helpt mee: “Ja, nee!”
Veel wijzen
Valsspelenhouuden hand voor het licht, kleur schijnt op hun hand> omdraaien van hoofdband
Moeilijkverschil tussen groen en geel
“Niemand mag praten”iedereen gaat fluisteren
Bijlage 24 Interview n.a.v. usertest Ceutí, 23 april+
Wat vond de groep van het spel? Het is leuk om ze in een dynamische en vermakelijke manier te laten spelen.
Wat ik belangrijk vind is de rol van één leider binnen het spel.
Wat is het natuurlijke speelgedrag van de groep?
Ze spelen uit zichzelf in groepen, die zijn gebaseerd op vriendschappen.
De eerste fase is het kijken naar de kleur, hierna zoeken ze een leider die de kleuren kan beschrijven.
Wat zijn belangrijke dingen om rekening mee te houden wanneer er instructies gegeven worden?
Maak het spel zo simpel mogelijk en gebruik verschillende fases.
AUDIO
+ -Swinxs effectmuziek is leuk
Bijlage 25 uitleg ontwerp voor The Colors Game+
VIDEO
+ -makkelijk nadoen scherm kan afleidend zijnabstracte vormgeving
dieren
storytelling
VISUEEL
gebruik iconen
+snelste manier om te laten zien
Bijlage 26 paper prototype met pionnen+
=tijdens test=
-Hebben het spel snel door
-Aanraken van goede kleuren gaat in een snel ritme
“Heb je vanmorgen het spel gespeeld? Nee, gekeken.
Vond je het spel leuk? Ja, heel leuk!
Dan mag jij het de volgende keer spelen? Ja!”
“Kun je het spel nu uitleggen aan ons? Nee, te moeilijk”
“Makkelijk.” *Loopt weg*
=interview met juf=
-Communicatie zelf is het moeilijkste gedeelte
-Paper prototyping werkte beter bij de test
-Het spel spreekt eigenlijk voor zich
kan dus snel uitgelegd worden
variaties misschien in een overzicht?
Bijlage 27 app test, middenbouw 4 juni+
Bijlage 28 handleiding instructeur+
Hybrid Play
Swinxs
+ Muziek is leuk- Audio instructies werken niet ze luisteren niet te langdradig
- Scherm weghalen afleidingvansamenspel geen link tussen zichzelf + feedback op het scherm- Schudpaal weglaten 3e speler is niet betrokken in het samenspel
The Colors Game #1
+ LED lamp op hoofd om communicatie te stimuleren je moet iemand aanspreken om achter je kleur te komen + Fysieke matten om beweging te stimuleren
Bijlage 29 ontwerpkeuzes+
The Colors Game #3
The Colors Game #2
+ Spelvariaties om hogere niveaus te betrekken fysiek meer uitdaging+ BTTN = knop omgameflowtecreëren om game instructeur te vervangen suspensecreëren
+ App om game instructies uit te leggen+ App 2.0 om de basis van het spel uit te leggen+ Handleiding voor game instructeur om alle spellen uit te leggen aan de instructeur
Bijlage 30
Playful Arts Festival (http://playfulartsfestival.com)W00T IndieCadeTokyo Indie Fest (http://tokyoindiefest.com/indexglobal.html)TonTon Club XL (http://www.tontonclub.nl)Games for Change Festival (http://www.gamesforchange.org)Fun&Serious Game Festival (http://www.funandseriousgamefestival.com/loqueteesperaen2015/)A MAZE (http://www.a-maze.net/events/) (https://www.facebook.com/amaze.festival)
Lijst interessante gamefestivals en instellingen+