thesis libre

Interactive Book Application for Children

Group Members

Mark Mitchell B00054568

Shane McCarty B00044295

Shane Mac Mathna B00042804

Supervisor

Aoife Fox

Submitted in part fulfilment for the Bachelor of Science in Computing in Information

Technology

School of Informatics and Engineering,

Institute of Technology Blanchardstown,

Dublin, Ireland

Project Start Date: 8/11/2012

Project End Date: 20/5/2013

2

Declaration

The group herby certify that this material, which we are submitting for assessment on the

programme of study leading to the award of Ordinary Degree in Computer Science and

further progression in the Institute of Technology Blanchardstown, is completely our work

except where otherwise stated, and has never been submitted for assessment for an

academic purpose at this or any other academic institution other than in partial fulfilment of

the requirements of that stated above.

Group Member 1

Signed: ________________________ Dated: ____/_____/_____

Group Member 2

Signed: ________________________ Dated: ____/_____/_____

Group Member 3

Signed: ________________________ Dated: ____/_____/_____

3

Table of Contents

Chapter 1: Introduction ......................................................................................... 6

1.1 Introduction ........................................................................................................... 6

1.2 Background ............................................................................................................ 7

1.3 Main Research Questions ...................................................................................... 10

1.4 Justifications and Benefits ..................................................................................... 11

1.5 Feasibility ............................................................................................................. 12

1.6 Proposed Methodologies ...................................................................................... 14

1.7 Expected Results ................................................................................................... 15

1.8 Conclusion ............................................................................................................ 15

Chapter 2: Literature Review ............................................................................... 16

2.1 Education and Technology .................................................................................... 16

2.3 Overview of 3D Animation .................................................................................... 17

2.3 Children and 3D Animation ................................................................................... 18

2.4 Impact of Incorporation of 3D Animation in Learning ............................................. 19

2.5 3D Animation Frameworks for the Project ............................................................. 19

2.6 Overview of Method ............................................................................................. 20

2.7 Review of Existing Work ....................................................................................... 21

Chapter 3: System Analysis ................................................................................. 24

3.1 What the Application aims to do ........................................................................... 24

3.2 System ................................................................................................................. 24

3.3 System Requirements ........................................................................................... 25

Chapter 4: System Design .................................................................................... 26

4.1 General Design Guidelines .................................................................................... 26

4.3 Character/Model .................................................................................................. 30

4.3.1 Character/Model Concept ...................................................................................... 30

4.3.1 Character/Model Design and Development........................................................... 32

4.3.1.1 Drawings .............................................................................................................. 33

4.3.1.2 Blender Models ................................................................................................... 63

4.3.1.3 Blender Models in Unity ...................................................................................... 80

4.3.1.4 Development of Models from Drawing to Unity ................................................. 97

4.4 Animations ......................................................................................................... 102

4.5 Sounds ............................................................................................................... 104

4.6 Textures ............................................................................................................. 104

4.6 Unity .................................................................................................................. 105

4.7 Code Structure .................................................................................................... 106

Chapter 5 System Implementation ..................................................................... 117

5.1 Building the Application ...................................................................................... 117

5.1.1 Current Build ........................................................................................................ 117

5.1.2 Assembling the Application .................................................................................. 117

5.2 Problems Encountered ........................................................................................ 117

5.2.1 Importing Models ................................................................................................. 117

5.2.2 Animations on Imported Models ......................................................................... 120

5.2.3 GUI Textures at Runtime ...................................................................................... 121

4

5.2.3 Porting to iPad ...................................................................................................... 121

Chapter 6 Testing and Evaluation ....................................................................... 122

6.1 System Tasks ...................................................................................................... 122

6.2 Testing ............................................................................................................... 122

6.2.1 Performance Testing ............................................................................................ 122

6.2.2 Graphical Testing .................................................................................................. 122

6.2.3 Functionality Testing ............................................................................................ 123

6.2.4 One to One Testing with User .............................................................................. 124

6.2.5 Evaluation of Testing ............................................................................................ 126

7 Conclusions and Future Work .......................................................................... 127

7.1 Project Results .................................................................................................... 127

7.2 Future Work ....................................................................................................... 127

7.2.1 Porting to iPad ...................................................................................................... 127

7.2.2 Graphics Improvements ....................................................................................... 127

7.2.3 Animation Improvements..................................................................................... 127

7.2.4 Future Work Overview ......................................................................................... 128

8 Personal Experiences....................................................................................... 129

8.1 Shane McCarthy ................................................................................................. 129

8.2 Shane MacMathuna ............................................................................................ 129

8.3 Mark Mitchell ..................................................................................................... 130

Appendix A: Project Diary .................................................................................. 131

Appendix B: Code Listings .................................................................................. 134

References ......................................................................................................... 187

5

Abstract

This Project in hand was carried out to develop an Interactive Educational Book Application

for Children. The current Interactive book applications available to end-users are

etetaiig ut dot offe a eduatio eefits othe the the use haig to ead. To solver this issue an Application has to be developed that offers the user a story and another

form of education. In this report there is a detailed description of the type of Applications

available to end users, a review of all research carried out and the development and life

cycle of the solution that was developed to bring together interactive book Applications and

Educational Applications into one well-rounded Application.

The goal is to develop the Application from the ground up using Blender (software for

creating graphic models) and Unity (graphics engine). The programming language chosen is

C#. This is one of three languages supported in Unity. Then when project development and

testing is completed it will be ported o to the iPad ia a Uits iOS license, which gives the ability to port onto iOS.

The result is a very fun entertaining Application for children that will also help teach as the

child plays with the application and still remain simple to use.

Acknowledgments

The group would like to give a big thanks to the following people for the help they have

given while planning and developing this project.

- Aoife Fox

- Mihael ODoell - Luke Reaside

- Matt Smith

- Hugh McCabe

- Students of Central Model Infant School in Dublin City Centre with a special thanks

to Alexandra Spina, age 11 from Dublin inner city

- Everybody involved in testing with a special thanks to Lewis Kelly, age 9 from Finglas

6

Chapter 1: Introduction

1.1 Introduction

Interactive book applications are becoming more and more popular on the iOS platform.

This project will outline some of the features and technologies that can be used to make an

Interactive Book Application for the iOS platform. There are many different types of

software out there that can be used to create such an application. While Researching which

technologies would be best the group had to take multiple factors into account. First of all

the software had to be affordable because a lot of software to do with graphics and game

development can be very costly. The next factor to take into account was how user friendly

was the software the group was going to use. With these decisions made in the end it was

decided that Blender would be used to make all the 2D models and Unity would be the

graphics engine used to make the application. The group has had some past experience with

Unity via a multi media module covered in semester two of second year. It was brief but the

basics of how to use Unity were thought. From the start Blender was a new experience but

the groups use of this would be beneficial for the computer graphics module in semester

two of third year.

The group also carried out research on what age group the application should be aimed at

and if children would like the idea of said application. The research ranged from reading past

works done on the same or similar topics to going to Central Model School in Dublin and

gathering field research. The research carried out in the school was in the form of a question

and answers session and also a fun competition for the children. It was of great benefit to

the group and was a new and very beneficial experience.

The group wrote the story for the application. First step in the process was brainstorming

ideas that could be then merged into a fun understandable story for children of the decided

age group. The educational aspect of the book is done via mathematical and spelling

questions. Our objective was to aim the questions at what the age group would know and be

learning about in school. Research was carried out to find this information out. The group

decided to make the questions start of easy and progressively get harder as the child

progresses through the book.

7

1.2 Background

The area that was decided for the project was application development for mobile

platforms. More particularly interactive educational book applications aimed at children.

Although it is know Android has a greater market shear (this information can be seen on any

mobile market shear website), when it comes to applications being sold Apple has one up on

the competition with over 700,000 applications on there store with 250,000 of them

developed specifically for the iPad (Information found on apples website). Over 25 billion

applications have been sold from the iOS app store, which is massive compared to the

competitors. This is why we have decided to develop our application for the iOS platform as

opposed to the other mobile platforms.

The group organized to visit Central Model Infants School in Dublin city center on

Wednesday the 14th

of October 2012. A lot of field research was carried in the form of a

question and answer session and a competition that was held with the class. The

competition basically let students enter drawings of characters they think should be in the

application. The feedback that was retrieved from that day was very valuable and it also was

a new, very pleasant and rewarding experience.

8

Figure 1.1: Interactive book application developed by TabTale LTD

A company called TabTale LTD developed the first application that was considered a nice

looking fun interactive book application. What this company had developed was an

application that was free to download from the app store but when inside the app you can

download whichever interactive books they have at no cost. A draw back that was noticed

straight away was that there was an advertisement on the screen and there is a charge of

.9 to eoe it. The advertisement could be frustrating to children if they keep accidently tapping it as it brings the user out of the app into a web browser. This application

currently has a three star rating on the store (rating determined by users).

9

Figure 1.2: Interactive book application developed by StoryToys Entertainment Limited

The next application was by a company called Story Toys Entertainment Limited. This is an

interactive 3D pop-up book called Gis ed idig Hood, which looks really nice, and the gaphis ad illustatios ae eall sooth ad polished. This appliatio osts .99 ad it has 4-5 star ratings across the board [5]. Story Toys make a range of these books featuring

different fairy tales.

10

1.3 Main Research Questions

1. What other interactive book applications for children are on the market?

2. What way do they teach the children and what do they teach the children?

3. What age group would benefit from the application?

4. What technologies are available and which ones would suit our budget?

5. What platform would be the best to develop the application for?

The first question that arose was what has been done before in this genre of applications?

To find which applications were developed in the past the app stores on both android and

apple iOS devices were visited. The applications that we found were all fun but none of them

were very educational apart from reading the story they didt offe athig else aied towards education. These applications that seemed to be the best and most liked by users

are documented above in the background section.

The applications that were found on the app stores were similar to the idea presented here

but none of them really teach the user anything other then helping them with their reading

skills. The goal to be reached with this project is to have this feature but also included the

element of answering math and spelling questions to advance through the book.

It was decided after our field research that the Application should be aimed at 9-13 year

olds. The questions and story that will be made for the application will fit in perfectly with

what children of this age group get thought in school. This was one of the questions that was

answered while carrying out our field research (visiting the school).

When considering which technologies to use, there were two main factors taken into

aout. Oe as ost ad othe as ill it pefo ad e compatible with what we want to use it for? First of all we decided to go with Blender to make the models (Characters and other models) and use Unity, which is a free to use graphics engine. This way the app could

be developed at now primary cost. It was planned to port the application over onto the iOS

platfo fo uit. This featue i uit osts ad allos ou to uild the fiished appliatio to ok o the iO deies. The thee ould e aothe ost of to pulish the application on the iOS app store.

11

1.4 Justifications and Benefits

It was decided to develop this application because the group members feel it would make

learning fun for children and it will keep them interested in education. While developing this

project we have come to the conclusion that using fun and interesting applications to teach

children will work better and more effective. The application that is being developed will

give children and also children with learning difficulties a fun but educational application to

play were they feel they are escaping from there school books but still answering the same

questions as they would be in school. The group feels that the current low scores in maths

from small to older children is because these type of subjects are complex and hard to grasp

when presented statically on black or white boards. For example ADHD (Attention deficit-

hyperactivity disorder) is a disorder where children find it difficult to learn and concentrate.

Through research we learned that the application being developed and other applications

that could be developed aimed at being fun and educational could help children with

disorders like these concentrate and learn just by seeming more entertaining then reading

times tables for example.

Thee is also the fato of saig oe. I todas liate ith uts i eploet ad cuts in gross pay schools using the iPad for education could effectively lower the cost of

books for the parents who purchase a large amount of books each school term. Workbooks

fo shools a ost a lot of oe o aeage its aout - a ook. Apple also has a school textbook section of their bookstore for publishers of schoolbooks to sell digital copies

of their workbooks. The fact that schools are heading towards using iPad as a learning tool

will mean a lot more children will have access to one in the near future and in turn

applications like this one could do well in the market.

12

1.5 Feasibility

While carrying out research for the project a couple of different technologies that could be

used to develop the application was discovered. The ones that fitted are requirements best

were Blender version 2.65 and Unity 4 version 4.1.0f4.


Blender is the software that will be used to create all the models for the application. Blender

is a free open source modelling tool. The primary use of blender is to create 3D models for

games or other modelling projects. The characters for the application are going to be 2D so

in the end it gives the effect of a pop up book.

13


Unity is the graphics engine being used to build the application. The group feels it is a better

choice to use the graphics engine rather then a tool like OpenGL purely because of time

constraints and ease of use. All the models, sounds and textures will be imported to unity

and then from there the application can be developed. All coding is done from with in unity

using the monodevelop script editor built in. There are three languages unity supports,

which are JavaScript, C# and boo. C was the preferred script because the group feel

comfortable with it and think its syntax is similar to java a language that all members are

very comfortable with. Unity is a 3D graphics environment, which will work well for this

project. The plan is to make the book 3D but have all the 2D models on top of it to give the

effect of a 3D pop up book.

All single white blank texture will be created in Microsoft paint and imported into unity. In

Unity then materials will be made using this blank white texture. Then these materials can

be added to objects to give them colour.

14

1.6 Proposed Methodologies


The software development life cycle of the project is going to follow the waterfall model.

The group have chosen this model because it is easy to go back steps if need be. One of the

main reasons for choosig the atefall desig odel is eause its the fist tie developing a mobile application and its felt that there could be a lot of trial and error and

the waterfall model suits this allowing steps back as well as forward.

As stated in the Feasibility section above Unity is the graphics engine used to develop the

application. Experience in developing this project is essential. While studying at the ITB

(Institute of Technology Blanchardstown) experience with Unity was gained via the multi

media module during semester two in year two. Further research will be required to get to

the level needed to be at to develop the project.

The Other tool that is being used is Blender. There will also have to be research put into

learning how to use this piece of software. While developing this application the group will

have to learn how to use these tools to the standard that will have to be known in order to

be able to develop the application. The idea of making an application and eventually having

it on a mobile device is very exciting.

The final build of the application will have to be ported onto iOS using a Mac computer.

Apples development kit is only available on Apple computers. After the application is on the

device it will have to be tested to make sure there are no bugs in the application.

15

1.7 Expected Results

With the research we have done with our project proposal, the group members now believe

that the project can be completed and delivered on time. Our idea for the Interactive

Educational Book Application seems very possible. From the research carried its clear these

applications are not impossible to make. Applications in the same sort of genre already are

available on the app store but none quite like this project. The difference between this

application and all the other applications on the market is that there will be a more balanced

fun to educational ratio unlike the other applications out there that tip more towards the

fun side.

1.8 Conclusion

The goups plan is to develop an interactive book application for children. The application will have very strong elements of fun and also be very educational. The application will be

aimed at the age range of 9-13 year olds and make learning fun for them. Through research

carried out the tools for the development of the project have been chosen. Blender will be

used to create the models and Unity is the graphics engine that will be used to tie everything

together and make the actual application. Inside unity c# scripting will be used to control the

game in every aspect from triggering events to creating audio.

16

Chapter 2: Literature Review

2.1 Education and Technology

Over the past years, a wide range of applications for instructional technology have paved

their way into untimely intervention settings. Of particular significance to education and

students in general with problems such as in scientific subjects and spelling checks is their

evidence of school risks for school failure. According to Parette, Hourcade & Blum (2011, p.

58), with these forms of occurrences, is the increase in novel media and presentational

technologies in the current generation. These technologies encompass all dimensions of life,

for instance employment, entertainment and learning. Felice and Tacket (2011, p.1) add that

with the initiation of uncomplicated software packages, education can be created into an

interesting experience. This is with special reference to children with certain learning

disabilities and challenges in technical subjects such as mathematics and other sciences.

In modern days, teachers can acquire access to a range of focused designed to back the

development of evolving literacy skills. Nevertheless, numerous barriers may hamper the

widespread application of these technologies in early intervention education programs

(Zagal, Piper & Bruckman 2004, p. 1). In particular, is the practical nature and usefulness of

3D animation in education? 3D animation represents augmented reality, which offers

hilde tul iteatie paties eal D aiatio ad ojets spotaeousl appea o the page. Research studies in education have ascertained that children preserve information

through diverse learning modalities. These modalities may be kinaesthetic, auditory or

visual. Therefore, 3D animation has been developed to back all three learning models. Felice

and Tacket (2011, p.2) outline that, 3D animation is fundamentally a result of computer

generation with imagery that when discovered, is responsible for the interest developed by

children. Therefore, animation does not present as a conventional method of education,

rather an identified resource that can enhance the process of learning to both teachers and

students.

17

2.3 Overview of 3D Animation

Historically, the preparation of teaching plans by teachers comprised of static graphics.

These graphics involved pictures, numbers and words. Over the years, it has been hard for

majority of teachers to possess capability, resources and time to construct graphic materials

that integrated movement or animation (Zagal, Piper & Bruckman 2004, p. 1). In the current

day however, there is an increasing bigger responsibility played by the teachers to integrate

computer-based instructions. The two principal contributors of animation in instruction-

based teaching are the different capabilities. The primary ability is to elicit the complete

attention of the student to significant elements of the lesson. The second ability is to prompt

the student as apposite to make sure of correct responding. Parette, Hourcade and Blum

, p. sigif that, i ode to aptue the studets attetion through applying animation, teachers can occupy literacy lessons with elements that are attention grabbing.

These include texts or pictures, often delineated as moving graphic images.

The current development in 3D has overseen different more sophisticated form of imaging

that engages the audience at a large extent. This is in contrast to the conventional methods

of graphic education. Contemporary, young people and children are seen to possess several

technological tools. In addition, these individuals continually apply these tools frequently.

The current pan European research outlined that 85.3% of children have at least a single cell

phone, 90.1% have a personal computer and 74.6% with individual handheld games

(Bamford 2011, p. 2). According to research, one of the most frequent users of online

technology and Internet is young students with approximately 91% using it on a regular basis

every day. This indicates that young people and children are most habitual users of

technology with majority of them applying Internet in most hours of the day.

Approximately 90% of children are reported to have observed a 3D movie while some have

observed either three or more (Bamford 2011, p. 2). Most of the reported movies are 3D

animation movies. The students are aware about overall 3D innovations and are the most

informed 3D products consumers currently. The process of developing animation presents

as challenging and cumbersome tasks. Even though it is complicated, most teachers agree to

a gap in studies. It highlights the need for animation by children since; there is readily

available technology. Therefore, there is need for a different element and approach to

teaching in classrooms. This does not only apply to students with learning disabilities, but

also in general classrooms. It is therefore, more philosophical to develop ways of integrating

animations for the purpose of education, that just place computers in different study rooms.

Use of animation is not merely about content learning, but also changing the childrens

18

outlook on life. This is based on the notion that children ought to possess a diverse outlook

of life.

2.3 Children and 3D Animation

In relevance to learning, the children have positive mind-sets towards 3D animations and are

enthusiastic to have additional 3D experiences. With present day students being digitally

native, there is need of exploitation of this element in their studies. Most reports reveal

that students have challenges in comprehension of science and mathematics subjects

(Bamford 2011, p. 3). In addition, the most efficient and most widely applied method of

communication especially in education is through spoken language. Therefore, the use of

animation as a learning model is of great impact to students with spelling problems and

other technical subjects. The concept is to apply different models that they enjoy taking part

in. When there is loss of hearing or the ability to speak, people can experience social

isolation. Self-expression of these people can be enhanced through modern integration

information and communication method such as animation.

Children who have speech or comprehension impairment require complex learning

techniques and rely on accessibility of signers and different forms of translation. In this

context, 3D animation helps to capture the attention of learners while helping them to

imitate different concepts they learn from the teachings (Jovanova et al. 2010, p. 498).

Furthermore, to providing a platform for comprehension and understanding of studies by

children, teaching them how to come up with the animations themselves can boost their

skills. For instance, the development of Alice, 3D software was aimed at giving students

without experience their own ground for developing animations (Zagal, Piper & Bruckman

2004, p. 1). However, without the required motivation, it is complex for students to develop

their preferred individual materials in classrooms. The challenges faced by students on

technical subjects present a gap for the integration of 3D animation for educational

purposes. There is acknowledgement of good use of technology by teachers in charge of

children and young students since thee is eploitatio of the hildes iteest i D animation.

19

2.4 Impact of Incorporation of 3D Animation in Learning

Most children do not comprehend only through listening, but also through the use of visual

instruments that allow observation. The same case applies to children with disabilities such

as hearing and spelling. Mathematics as a complicated subject for some can be corrected by

highly interactive 3D animation (Adamo-Villani, Doublestein & Martin 2005, p. 241). Since

research indicates that children with learning disabilities are significantly under-represented,

particularly in sciences. With the complications associated with these subjects, development

of tools that apply 3D animation enhances their interest and capabilities significantly

(Parette, Hourcade and Blum 2011, p. 62). Use of 3D animation additionally, provides a

podiu fo ehaig studets opehesio of futioalit though oseig the entire unit of the object of interest. This enables them to understand all the elements

(Bamford 2011, p. 4).

According to learning models, students prefer kinesthetic and visual learning since they are

motivated to learn and understand more about technical subjects. When there are complex

concepts involved in a unit, they become more digested effortlessly when condensed to

imagery. 3D animation concepts are able to embody information in a mode that facilitates

comprehension and learning, therefore simplifying abstract, large and complex information.

The pupils are greatly influenced by the 3D content that appears in the classroom. The

deepest form of 3D exert has a great impact in both retention and learning. These highly

dramatic experiences conveyed by the animations create deep and captivating experiences

to the senses of the children.

2.5 3D Animation Frameworks for the Project

The purpose of the project is to create a learning book that integrates 3D animation for

teaching mathematics and spelling tests for the children. As identified by the research, there

is high underestimation of children who are underprivileged in these areas. The best

operating system for the learning book is IOS. This operating system runs iPad, iPod touch

and iPhone devices produced by Apple Inc. The system contains interfaces and tools

required to construct, install, test and run native apps (Apple Inc 2012, P. 7). The system has

Game Kit framework applied for peer-to-peer connectivity elements especially for animation

games. The kit also contains in-game voice elements and peer-to-peer connectivity. Even

though these elements are mainly widespread in games of multiplayer network nature, the

kit can also be integrated in other applications as well.

20

The proposed developer software for the learner book is a combination of Unity Software

and blender. The integration of these different softaes akes it uomplicated for the learner book to run on the Apple operating system. The learner book will also be coded with

C# programming language that merges animation programming interface with a high-

performance compositing device. The programming language makes it easy for the program

to lea o the IO. The leae ooks ipliit aiatio epesetatio pesues that all modifications to the animation layer characteristics should be asynchronous and gradual.

Dynamically animated prospects can be accomplished devoid of applying animating layers.

In addition to application of the game kit and C# programming language, IOS also has a

developer library. The library is a significant resource targeted at development of animation

in the book. It also contains reference information suited for different technologies. There

are also release notes, programming guides, sample code and tech notes providing guidance

and tips regarding the best applications to incorporate in the learner book. It is easy to make

the learner's book touch screen with the use of Apple IOS (Apple Inc 2012, P. 25). Digital

natives are also familiar with the most recent forms of hardware such as touch screen

phoes. This akes the leaes ook ost suitale fo hilde.

2.6 Overview of Method

On November the 20th

2012 the group finally came to an agreement about the technologies

the group were going to use to develop the application. During our time of researching there

the group explored different technologies that could be used to develop the Application. For

example flash player, Blender, Unity, Java, C-sharp, IOS and Android were all researched to

develop the application. The group members came to an agreement that Blender, Unity and

C-Sharp would be the technologies that would be used to develop the Application.

This was based on cost, experience, learning and working with the technology. Flash player

was a really good game engine to develop the application but the cost of the software was

expensive for the group to purchase. Blender is a free open source product that is widely

available on the Internet. Blender was a module that the group members would be learning

at ITB while developing the application. Unity was really researched for the application and

from having this subject in our previous semester we knew that our experience would play a

vital role into developing the project. When viewing the forums on the Unity website

significant information was collected. For example the cost was not an issue in the

development of the application the cost only came to into effect when the application was

to be implemented onto the IOS (Apple Store).. Also an important feature would security

21

within the application. Researching this part of the project was a very significant part of the

Application. From reading the forums we discovered that Apple would implement their own

security into the application. C-sharp programming is a script language based within Unity

and the group members had a vast amount of experience working with this technology.

Creating objects in blender and transferring them into unity was going to be a new challenge

for the group. This was a new avenue the group members explored before making our final

decision. While researching this method we found many videos and forums on different

websites, which included Unity.com, Blender.com and Youtube.com. From reviewing the

entire websites the group decided that the task would be difficult but also achievable.

2.7 Review of Existing Work

On the apple IOS store there was many different kinds of 3D animation books to be found. A

selection of animated books found to be interactive and fun for children but none of them

were educational. A particular 3D animation that the group got some ideas from was Little

Red Riding Hood. The book was developed To tos Etetaiet. The ook is ased on a story of Little Red Riding Hood.

From page 1 the users have to interact with the book by using finger touch, which is

provided from the apple library. The book uses two different ways to interact with the user.

The first type was texture being displayed on the graphical user interface. The second one

was voice interactive control were a voice told the story to the user.

Different pages throughout the book had animations that also let the user interact with the

story. For example page 1 of the book, the users had to tidy up the room to move to next

page. This interactive was done by using the finger touch. The user would have to select

items (clothes) and put them into a wash basket and put the toys away to proceed to the

next page.

The features within our application would be quite different as the user will have to get

multiple Mathematical questions or spelling correct to proceed to the next page. Our idea

for the project was to make the interactive application fun but also educational for children.

Sound was also implemented into the application. For example when the user selects items

a sound would be made to let the user know that the item has been selected. The graphics

within the Red Riding Hood application where developed by professional artists. Having

professional artists to create the objects for the application would have gave the developers

22

many great advantages. One advantage the application had was developing the objects in

3D format.

Unfortunately none of the group members for our project had the experience to develop

our characters or objects in 3D format. The application Little Red Riding hood was developed

over a two-year period.

Over 91% of people gave positive views about the book application. More significant to us

was that it was perfect for four year olds. The application been developed by the group

ranged from 4 12 year olds. So the potential for application would be extremely positive with the right funding and experienced developers to make the project more scalable. Fully

interactive pop-up screens were also implemented into the application. This makes the

effectiveness of the book look more real and entertaining. Below figure 11 demonstrates

how well designed the application is. As the group explained earlier about the interactive

touch screen method, the user can use his/her finger to collect the items and locate them

into the basket.

23

Figure 2.1: Grimms Red Riding Hood iOS application

24

Chapter 3: System Analysis

3.1 What the Application aims to do

The application is an interactive educational book application aimed at children. The

application is made up primarily of a story and math/spelling questions. When the player

starts the book they are prompted with a main menu, from here they can choose to read the

book. After this is pressed the book will launce to the first page. Upon openning each page

the user will see animations happening at the start that correspond with the part of the

story that is on that page. Also when a user touches the screen this will trigger movements

of a majority of the objects in the book (interaction). Once the user touches the turn page

they are prompted with a question (ether math or spelling) and three possible answers. To

progress to the next page the user must get the question right. This process is repeated until

the book is finished. The questions get progressively harder as the user progresses through

the book.

3.2 System

The application is built with two main technologies. The first one is Blender. This is used to

create all the models and characters for the application. In Blender the models and

characters are also fully coloured and animated.

The next technology is Unity. This is the graphics engine and it is used to build the

application. Models from Blender, Textures, Images and audio files can be easily imported

into Unity and used to create the application. All the programming is also done from inside

unity in ether C#, JavaScript or boo. These scripts then link directly to in application objects

that they are relative to. Unity also comes with a license system. If you purchase the iOS

license you can port the game across to iOS devices.

25

Figure 3.1: Architectural Diagram

3.3 System Requirements

On The application is made up of one build with no dependencies on any external service. It

is felt that this is best for an application of its type and also there is no real need to use any

external services such as databases or network connection. Only if there was, say a high

score tracker or something of the sort built in, in further developments, then there would be

a need for network connections or other services. Even though there are several pieces of

software being used to make different elements of the application all of them are imported

into Unity and once the finished product is built in Unity all the elements become one build

file.

The hardware the application is being built for is the iPad. Utilization is key because there

are several factors to keep in mind when developing for a mobile device such as low RAM,

Mobile Processor and small screen. All these factors have to been taken into account during

development.

Another big factor that was taken into consideration was screen resolution. The application

is built in Unity on desktop machines and laptops with different screen resolutions then the

iPad, which is 2048-by-1536 [ref apple site]. During development this had to be taken into

account with all aspects of the application that were going to be out putted to the screen.

26

Chapter 4: System Design

4.1 General Design Guidelines

The application had to be designed in a logical way. The design processes we followed was

to design the story, characters and models that correspond with those in the story, sounds

and textures to be used in the story and finally put everything together to make the

application.

4.2 Story

Another big factor that was taken into consideration was screen resolution. The application

is built in Unity on desktop machines and laptops with different screen resolutions then the

iPad, which is 2048-by-1536 [ref apple site]. During development this had to be taken into

account with all aspects of the application that were going to be out putted to the screen.

The story was written with the targeted age range in mind. One of the things we wanted to

implement into the story was a sense that each page was a step closer to an overall goal. It

was felt that by making it like this the user would read carefully and also take care to answer

the questions correct. The images have the finished story up until the characters were

designed they were unknown.

Figure 4.1: Page 1 of the story

27



28



29



30

4.3 Character/Model

The next objective in the design phase was to create the characters for the game. It was felt

that these needed to tie in with the story to keep the whole application interesting and give

the application a good feel.

4.3.1 Character/Model Concept

A competition we held in Central Model Infants School in Dublin City Centre as part of our

field research was very effective, the response from the students was amazing and they

submitted a lot of drawings for the competition. Two characters drawn by one of the pupils

named Alexandra Spina, age 11. They were really impressive and it was felt these characters

would fit in well with the story so it was decided that she was the winner and those

characters would give the inspiration to make the rest of the characters for the book.

Some slight modifications were made to the characters that won the competition but the

core design was still there and they were very influential to how the rest of the characters

were drawn.

Figure 4.8: Original drawing of Smarty Pants by Alexandra Spina

31

Figure 4.9: Original drawing of Peter the Pencil by Alexandra Spina

32

4.3.1 Character/Model Design and Development

All the characters and models were designed and drawn by the group. The process of

making a character/model for the game started by drawing the concept art for the

character/model. After this phase was completed the character/model had to be modelled

in Blender. Once the Character/Model was fully made in blender they could then be

animated. The next Phase is then exporting the Characters/Models out of Blender and

Across to Unity to be used in the Application.

33

4.3.1.1 Drawings

Figure 4.10: Basket Ball Hoop finished concept drawing

34

Figure 4.11: Benny the Bully finished concept drawing

35

Figure 4.12: Blackboard finished concept drawing

36

Figure 4.13: Book finished concept drawing

37

Figure 4.14: Brainy Brian finished concept drawing

38

Figure 4.15: Chair finished concept drawing

39

Figure 4.16: Child 1, 2 and 3 finished concept drawings

40

Figure 4.17: Computer Front finished concept drawing

41

Figure 4.18: Computer Side finished concept drawing

42

Figure 4.19: Daddy Pencil finished concept drawing

43

Figure 4.20: Door finished concept drawing

44

Figure 4.21: Goal finished concept drawing

45

Figure 4.22: Geek finished concept drawing

46

Figure 4.23: Janitor finished concept drawing

47

Figure 4.24: Ladder finished concept drawing

48

Figure 4.25: Locker Front and Side finished concept drawing

49

Figure 4.26: Mammy Pencil finished concept drawing

50

Figure 4.27: Music Stand finished concept drawing

51

Figure 4.28: Professor finished concept drawing

52

Figure 4.29: Sandpit finished concept drawing

53

Figure 4.30: Desk Front finished concept drawing

54

Figure 4.31: Desk Side finished concept drawing

55

Figure 4.32: Slide finished concept drawing

56

Figure 4.33: Smarty Pants finished concept drawing (digital drawing done on iPad)

57

Figure 4.34: Competition wining drawing of our Pencil that will be in the application

58

Figure 4.35: Teacher (Mr Cortex) finished concept drawing

59

Figure 4.36: Teachers Desk Side finished concept drawing

60

Figure 4.37: Teachers Desk Front finished concept drawing

61

Figure 4.38: Tree finished concept drawing

62

Figure 4.39: Window finished concept drawing

63

4.3.1.2 Blender Models

Figure 4.40: Finished Basketball Hoop Blender Model

Figure 4.41: Finished Benny the Bully Blend Model

64

Figure 4.42: Finished Blackboard Blend Model

Figure 4.43: Finished Book Blend Model

65

Figure 4.44: Finished Brainy Brain Blend Model

Figure 4.45: Finished Chair Blend Model

66

Figure 4.46: Finished Child 1 Blend Model


67


Figure 4.49: Finished Computer Found Blend Model

68

Figure 4.50: Finished Computer Side Blend Model

Figure 4.51: Finished Daddy Pencil Blend Model

69

Figure 4.52: Finished Desk Front Blend Model

Figure 4.53: Finished Desk Side Blend Model

70

Figure 4.54: Finished Door Blend Model

Figure 4.55: Finished Geek Blend Model

71

Figure 4.56: Finished Goal Blend Model

Figure 4.57: Finished Goal for opposite side of GYM Blend Model

72

Figure 4.58: Finished Janitor Blend Model

Figure 4.59: Finished Ladder Blend Model

73

Figure 4.60: Finished Locker Front Blend Model

Figure 4.61: Finished Locker Side Blend Model

74

Figure 4.62: Finished Mammy Pencil Blend Model

Figure 4.63: Finished Music Stand Blend Model

75

Figure 4.64: Finished Pencil Blend Model

Figure 4.65: Finished Professor Blend Model

76

Figure 4.66: Finished Sandpit Blend Model

Figure 4.67: Finished Slide Blend Model

77

Figure 4.68: Finished Smarty Pants Blend Model

Figure 4.69: Finished Teacher Blend Model

78

Figure 4.70: Finished Teachers Desk Front Blend Model

Figure 4.71: Finished Teachers Desk Side Blend Model

79

Figure 4.72: Finished Tree Blend Model

Figure 4.73: Finished Window Blend Model

80

4.3.1.3 Blender Models in Unity

Figure 4.74: Basketball hoop imported into Unity

Figure 4.75: Benny the Bully imported into Unity

81

Figure 4.76: Blackboard imported into Unity

Figure 4.77: Book imported into Unity

82

Figure 4.78: Brainy Brian imported into Unity

Figure 4.79: Chair imported into Unity

83

Figure 4.80: Child 1 imported into Unity


84


Figure 4.83: Computer Front imported into Unity

85

Figure 4.84: Computer Side imported into Unity

Figure 4.85: Daddy Pencil imported into Unity

86

Figure 4.86: Desk Front imported into Unity

Figure 4.87: Desk Side imported into Unity

87

Figure 4.88: Door imported into Unity

Figure 4.89: Geek imported into Unity

88

Figure 4.90: Goal Right imported into Unity

Figure 4.91: Goal imported into Unity

89

Figure 4.92: Janitor imported into Unity

Figure 4.93: Ladder imported into Unity

90

Figure 4.94: Locker Front imported into Unity

Figure 4.95: Locker Side imported into Unity

91

Figure 4.96: Mammy pencil imported into Unity

Figure 4.97: Music Stand imported into Unity

92

Figure 4.98: Pencil imported into Unity

Figure 4.99: Professor imported into Unity

93

Figure 4.100: Sandpit imported into Unity

Figure 4.101: Slide imported into Unity

94

Figure 4.102: Smarty Pants imported into Unity

Figure 4.103: Teachers Desk Front imported into Unity

95

Figure 4.104: Teachers Desk Side imported into Unity

Figure 4.105: Teacher imported into Unity

96

Figure 4.106: Tree imported into Unity

Figure 4.107: Window imported into Unity

97

4.3.1.4 Development of Models from Drawing to Unity

All the models for the application have been built from the ground up. The tool that was

used to get each model from the drawing to the finished model imported into Unity was

Blender. Blender played a big role in creating the application. Each of the above models

shown under heading 4.3.1.3 were brought from paper to life via Blender. This process is

explained below.

Figure 4.108: Image of drawing imported into Blender

Firstly the drawing of the model you want to create needs to be imported into Blender.

Activating the background images tool can do this. Once the background images tool is

activated you can then select an image by browsing a file system explorer window. Once an

image is selected it will then be seen on the screen once you are in front view and ortto

mode.

98

Figure 4.109: Plane added that will become the characters body

Next whichever object (plane, cube, sphere) you have chosen to make the model with needs

to be brought in using the add tab. For all the models in this application planes were used to

give the 2D effect.

99

Figure 4.110: Plane being shaped using background image as a reference

Now with the plane selected chose edit mode. This mode allows the user to manipulate the

vertices, edges or faces of the object. For all the models in the application the vertices were

manipulated as seen in figure 4.110 the red cycles indicate a vertices and vertices selector

mode. Once the main body of each model was completed the rest of the model had to be

completed depending on the complexity of the model. With all of the characters the planes

for each part of the model (body, arms, eyes, mouth, tongue, legs) had to be layered. This is

when each plane has to be strategically placed in front or behind the other. This method was

used because when animating each plane could be place anywhere for that frame, this gives

the developer a lot more freedom to animate, as they want to.

100

Figure 4.111: finished model

This is the completed model of the main character of the application Smarty Pants. In this

model all the planes are lined up correctly and the faces of the planes have been coloured in

according to the planed colour of the model. This process was applied for each model as

seen above under headings 4.3.1.1 to 4.2.1.3.

101

Figure 4.112: Finished model in wire frame mode

This is the same image as figure 4.111 only this is in wire frame mode. In wire frame mode

you can see how the model is created a bit better. Each plane has been made to great detail

so the model will represent the drawing as close as possible.

102

4.4 Animations

Once each model was created the ones that needed to be animated could be animated.

Figure 4.113 to figure 4.115 will show you how this was done step-by-step.

Figure 4.113: Animation view in Blender. Time line (green line) on frame 0

Fig () shows the animation section of blender. This is where all models that need to be

animated are animated. The Dope sheet, which is the largest window with the orange lines,

which are transitions and the orange diamond shapes, represent key frames.

103


Each key frame holds the position of the corresponding plane and each transition it the

movement to get from one key frame position to another. Figure 4.113 to figure 4.114

shows an example of transitions from one key frame to another.


104

In this image as the current frame bar progresses through the dope sheet you can notice the

models hand has moved from the position it was in in figure 4.114 to the position its in in

figure 4.115.

Animations were also created in unity. This uses the same steps only in Unity. The

animations in Unity were used to move characters around and also for the interactive

movements on the other objects in the application

4.5 Sounds

Sounds for the game were downloaded from a website that hosted downloadable sound

effects both paid and free ones. To stick to our set budget it was decided that free sounds

would be used for the application.

4.6 Textures

The textures for the application were made in Microsoft Paint. Three textures were made

for the application. Two all white textures were made, one to use to make different colour

materials in Unity and one that was white with little images of the main Character on it to

make it look like wallpaper for the background behind the book.

Figure 4.116: Wallpaper texture for background of application

105

4.6 Unity

All of the above from section 4.2 4.5 were then imported into unity. Organisation was key, a file system was built and each model had its own file for it and its materials folder that gets

import from blender also. Files were also created for audio files, materials, textures, scripts

and the scenes of the game.

Figure 4.117: The Applications file system in Unity

106

Figure 4.118: Page 1 of the application

In fig 4.118 you can see how Unity works basically. Models are created from out of the file

system or from within Unity itself (Cube, Sphere, Plane, Cylinder). The elements in the

picture that were made in blender are the book and all the characters and models on it.

Then the books back and sidewalls, table and rooms back wall were made with Unity objects

(planes and a cube).

4.7 Code Structure

All the code written for the application is linked to an object in Unity. This can be seen in the

UML class diagrams below.

Figure 4.119: BasketBallHoopAnimationTrigger UML

107

Figure 4.120: BlackboardScene1AnimationTrigger UML

Figure 4.121: BlackboardScene6AnimationTrigger UML

Figure 4.122: ComputerFrontAnimationTrigger1 UML

108



Figure 4.125: ComputerSideAnimationTrigger1 UML

109



Figure 4.128: DeskFrontAnimationTrigger UML

110

Figure 4.129: DeskSideAnimationTrigger UML

Figure 4.130: GoalAnimationTrigger UML

Figure 4.131: GoalRightAnimationTrigger UML

111

Figure 4.132: LockerFrontAnimantionTrigger1 UML

Figure 4.133: LockerFrontAnimantionTrigger2 UML

Figure 4.134: LockerSideAnimantionTrigger UML

112

Figure 4.135: MainMenu UML

Figure 4.136: SandpitAnimationTrigger UML

Figure 4.137: SlideAnimationTrigger UML

113

Figure 4.138: TeachersDeskAnimationTrigger UML

Figure 4.139: TurnPageButton1 UML

114



115



116



117

Chapter 5 System Implementation

5.1 Building the Application

5.1.1 Current Build

The current build of the application is the first and only prototype version 0.1. This version

hits the set scope for the application in what can be done on the application. It is ready to be

poted oe o to the iPad ut hast ee poted oe due to opliatios ith time and funding. Other then this, the over all application meets the standards set in the project

proposal and it is a good concrete foundation for future updates.

5.1.2 Assembling the Application

Once all components needed to make the application were completed development could

get under way. Unity uses a 3D view that is used to place all the elements of the project that

is being created. This feature works really well when creating the scenes for the application.

Each object can be placed at a point on the x, y and z-axis in each scene. This allows each

scene that is created to be an accurate representation of the same scene that was designed

during planning.

Once all the scenes are fully created the next step in the development programming the

appliatio. All the ode ipleetatio is doe usig C# usig Uits uilt i ode edito mono develop. In unity each C# class that is written is linked to an object directly. Each

scene in the application has a main Class, which is linked to the scene camera, and smaller

classes used to trigger animations on objects with in the scene.

5.2 Problems Encountered

5.2.1 Importing Models

One of the biggest issues the group encountered while developing the application was at the

beginning of development. This was a tough problem to over come as both the Blender

website, Unity website and forms related to both did not shed light on the problem. A vast

amount of time was spent working on fixing this issue as no further progression could be

made until this problem was fixed.

118

The Problem occurred every time a model was exported from Blender and imported into

Unity. The model would export fine but every time it was imported into unity some of the

faces of each plane were invisible on one side and visible from the other. This was a major

issue and brought progress to a stop.

The reason for the problem is still unclear but the group found a solution. Once the model is

exported from Blender, import it into Unity. Then take a note of each face that is not facing

the correct way. Once noted open the same model back up in Blender and select edit mode

on the desired plane and select each face that was facing the wrong way. Next press the w

ke o the keoad ad hoose the optio flip oal. This ill eet the seleted faes so when exported from Blender and imported back into Unity none of the faces will be

facing the opposite way.

Figure 5.1: One side of the imported model in blender before the problem was solved

119

Figure 5.2: The other side of the model from figure 5.1

120

5.2.2 Animations on Imported Models

Another problem that held the group back was the animations on models when exported

from Blender and then imported to Unity. The problem was encountered with the model of

the page that was developed to show a nice page turn transition. In blender it worked

flawlessly as seen in fig () but in unity only the page turning was seen but not the realistic

bends to the page that added a large amount of realism.

Figure 5.3: Page model in blender halfway through its animation

Figure 5.4: Page model from figure 5.3 in unity halfway through its animation

121

5.2.3 GUI Textures at Runtime

This problem occurred during run time. When the turn page button is pressed a question for

the user to answer has to pop up along with three possible answers. This functionality had

to be implemented using C#. This problem unlike others was easily solved with a couple of

hours of applying different methods.

This problem occurred during run time. When the turn page button is pressed a question for

the user to answer has to pop up along with three possible answers. This functionality had

to be implemented using C#. This problem unlike others was easily solved with a couple of

hours of applying different methods.

The first method that was tried used the Update () method that is built into Unity. This is a

method that is referred to by the application every frame. Any changes to this method

during run time are reflected in the running application. Unfortunately this method could

not be used because the element that is being created at run time is a GUITexture and these

have to be implemented in the OnGUI() method.

The next method was to use a floating-point number called questionTrigger and set it to 1.

Then once the turn page button was pressed an if statement was used to set

questionTrigger to 0. In the code then the GUITexture for the math question and the

GUIButtons for the answers were in an if statement with the condition if the questionTrigger

is equal to zero. Because we set the questionTrigger to zero when the turn page button was

pressed the if statement condition was met and the question and answer buttons appeared.

This same process was used for each page as seen in appendix b under turnPageButton1.cs,

turnPageButton2.cs, turnPageButton3.cs, turnPageButton4.cs, turnPageButton5.cs,

turnPageButton6.cs and turnPageButton7.cs

5.2.3 Porting to iPad

This problem was due a lack of funding. The initial plans were to have the application ported

onto the iPad for April so testing could be carried out on the device. The iOS license for unity

etails at ad this as a steth fo the goup.

122

Chapter 6 Testing and Evaluation

6.1 System Tasks

The current finished prototype meets the scope of the project and all aspects perform to

spec. The application is made up of one build and all components needed for the application

to run are included in the build.

On launch the application compiles all elements of the application. Each page of the

application is built using a new scene. In Unity scenes are used with the same concept that

they are with films. Each scene runs its course and is linked into another scene. During each

scene all of the elements (code, models, animations) belonged to that scene run while the

other scenes wait to be loaded when called.

6.2 Testing

6.2.1 Performance Testing

One of the first elements of the application that the group tested was the performance of

the application. How smooth and quick the application performed at run time was crucial to

the finished application. Upon numerous tests carried out through the course of the project

the group was satisfied with the overall performance of the application. The group carried

out these tests.

6.2.2 Graphical Testing

The most important element of the application is how it looks. The application is aimed at

children so it needs to look good and also be very colourful. Each model that was developed

was tested and viewed during run time in unity. Each scene of the application was also

tested during run time in unity. The group used these testing sessions to make sure the

colour on the characters met the standards set and that the lighting in each scene worked

and projected the correct amount of light needed to sufficiently light up the scene.

The group used external testers to evaluate how the look and feel affected the user and

what reactions were given when the graphics were seen. The feed back received was very

positive.

123

6.2.3 Functionality Testing

Another important feature that needed to be tested was the functionality of the application.

This testing coved page transitions and the questions that the user needed to answer.

Again external testers were used to test these aspects of the application. The group urged

each tester to play through the application several times and go back and forth pages

through the pages. Clicking the in app buttons a lot of times (example: clicking the turn page

button several times really fast) to see if this would cause errors or lags of any sort.

124

6.2.4 One to One Testing with User

Name of tester: Lewis Kelly

Age: 9

Area of residence: Finglas

On the 1st

of May 2013 the group members carried out a survey as part of testing the

application. The group members got feedback a group of children but this was a one on one

session were it was the group members and a child that is neutral to the project. Below are

the questions asked and the answers that were given buy the user during and after using the

application.

1. What do you think about the application and what is good about it?

epl: I thik its geat fu, the olous ae geat the eall stad out ad the story is good to after reading each page it makes you want to get to the next

page. The questions are good to they make you think and use math and spelling

skills I am learning in school.

2. Would you prefer books or an application like this to help you with your

homework?

Reply: I would prefer the app because its a lot more fun, school books should

definitely be more like this, I get so board in school.

3. What is your favourite part of the application?

Reply: I like how playful it is and the idea, it is really fun to use.

4. What do you think would make the application better?

Reply: I would like to see the application being mad longer and maybe add on to

the math and spelling questions by adding more and even put different types of

mini educational games in the app.

5. What do you think of the story?

125

Reply: The story was very good. After each page you read you want to know

hats o the et page staight aa. I also like the a the haates oe around and other parts of the book move around when click them.

6. What is your Favourite part of the book?

epl: I thik its good that ou at tu to the et page till ou ase the question. This makes the book challenging unlike others I have played with on

my iPad where I can skip to the end straight away if I want. I also really like the

characters they are fun and the colours really stand out.

Figure 6.1: Lewis testing the application

126

6.2.5 Evaluation of Testing

Over all the application performed really while during testing. Each element mentioned in

6.2.1 to 6.2.3 passed the tests and no internal bugs were found. The group is happy with the

over all functionality of the application and the lack of error handling needed to make the

application run as stated in the project scope.

127

7 Conclusions and Future Work

7.1 Project Results

The group has learned so much from the time the idea of the project was thought right up to

now. All of the goals set by the group were reached bar getting it onto a mobile device. The

application is built and ready to be ported over on to the iPad from Unity as explained under

heading 5.2.4.

Other then the set back of not getting the application on the iPad the scope was reached

and the application performs how it should. It meets all standards set and past all the testing

sessions. The application is fun and educational and we received good feedback when

testing with children.

Considering this project was the first time any of the group members attempted to develop

a mobile application that employed graphics and animations as one of the main aspects the

group feels it went very well. The group is happy with the amount of research carried out

and how well the finished application turned out.

7.2 Future Work

7.2.1 Porting to iPad

The group is hoping to have the application running on the iPad in the near future, the

application has been made to work on the iPad straight off the bat so minimal testing has to

be preformed when ported over onto the iPad.

7.2.2 Graphics Improvements

The group hopes to polish up the graphics to give them that professional graphic design look

and feel. This project was the first time any member of the group really delved into graphic

design and application development on a big scale.

7.2.3 Animation Improvements

Another aspect of the application the group plans to improve in the near future is the

character and model animations. Again this project was the first time any of the group

members experienced working with animations.

128

7.2.4 Future Work Overview

The group is extremely happy with the first prototype and it is a solid foundation to further

develop the application to make it app store ready. It is felt that the world needs an

application like this where children can have fun and still learn at the same time.

The application is going to be further developed and it will be getting the time and

investment needed to grow and become an application available on the Apple mobile app

store.

129

8 Personal Experiences

8.1 Shane McCarthy

From when this project was decided right up to now I am extremely happy with all the

research and work carried out by the group. It was very challenging and the problems

encountered made the development difficult but over all it was great experience watching

the application grow from plans on a page to the working prototype of the application. I am

very egger to further develop the application and publish it to the world I feel there is a lot

of children that would really enjoy this application. My confidence has also grown a lot over

the development. I feel more technically and academically able to develop large projects

and supply solid write ups and documentation with them, In my eyes this has been the

perfect stepping stone to lead me into fourth year and beyond.

8.2 Shane MacMathuna

Throughout the entire project I have learned many new skills and developed upon the skills I

already had. Some of the skills I have learned are Blender, Researching and Report writing.

These skills have helped me in understanding how I should approach my thesis in my final

year. I fell that I have grown from this learning experience, which will aid me to endeavour

with deadlines and other aspects, which are vital for success in the real world and

succeeding in life. Learning Blender was of great benefit as we had a module in our final

semester of third year, which was based around the Blender Game Engine.

I developed on my communication, Unity and team working skills, these skills where key for

the creating and developing the project. As a team we made sure that we kept one and

another up to date on new developments in the project and on research we found

individually. When it came to demoing the project we had a mock presentation that helped

to settle our nerves and now I fell confident to speak to a large group and to demonstrate

my point clearly. When learning to use Unity I learned a lot more than just the initial

commands and tools I learned how to troubleshoot problems that we encountered along

the development of the project.

Wokig as a tea had its ups ad dos to it. We had to ok aoud eah othes schedules to allocate time and workloads for the completion of the end project. We had to

sit back sometimes and let other members take the lead on certain parts of the project and

it was nice to take the lead and too watch and learn from the other members.

130

8.3 Mark Mitchell

While developing this project i learned many different skills and technologies. Using

Communication skills with group members and our supervisor was an excellent experience.

For example group meetings and working together each week with different ideas was a

valuable experience. I have gained valuable skills including building excellent relationships

with collages involved with the project. My organizational skills have improved vastly and i

could now focus on meeting deadlines of future projects that i develop.

131

Appendix A: Project Diary

The project diary shows all the work done by each individual in the group. It is broken down

into monthly sections, with each section showing what work each group member carried

out. Meetings with the project supervisor are also documented.

September

Shane McCarthy researched different technologies that could be used and mobile platforms. Shane MacMathuna researched similar applications and different technologies that could be used. Mark Mitchell researched similar applications and mobile platforms. Group meeting held to discuss information found through research.

October

Shane McCarthy further research into technologies and platforms for development and visit the Central Model Infants School on Marlboro Street for field research. Shane MacMathuna further research into technologies and platforms for development and visit the Central Model Infants School on Marlboro Street for field

research. Mark Mitchell compose a draft of the Literature Review and visit the Central Model Infants School on Marlboro Street for field research. Group meeting to discuss the project proposal and literature review. Review information gained from the visit to the school.

November

Shane McCarthy final decision on technologies to use and platform to develop the application for. Finalise the Project Proposal. Shane MacMathuna final decision on technologies to use and platform to develop the application for. Finalise the Project Proposal. Mark Mitchell final decision on technologies to use and platform to develop the application for. Finalise literature review.

132

December

Shane McCarthy write story and draw concepts for characters and models for the application. Research how to use blender. Shane MacMathuna write story and draw concepts for characters and models for the application. Research how to use blender. Mark Mitchell write story and draw concepts for characters and models for the application. Research how to use blender.

January

Shane McCarthy discuss and decide character and model design. Create characters and models. Shane MacMathuna discuss and decide character and model design. Create characters and models. Mark Mitchell discuss and decide character and model design. Create characters and models.

February

Shane McCarthy Create characters and models. Import finished models to Unity to test they import correctly. Shane MacMathuna Create characters and models. Mark Mitchell Create characters and models. Problem encountered importing models to Unity as explained under heading 5.2.1. Halted further progress.

March

Problem was solved. Shane McCarthy Animate characters in Blender. Reimported all working, animated models into blender. Shane MacMathuna Animate characters in Blender. Gathered sounds for application. Mark Mitchell Animate characters in Blender. Created the textures for the application.

133

Problem encountered with the page flip animation when the page model was imported into Unity as explained under heading 5.2.2.

April

Shane McCarthy Build and program the application in Unity. Trouble shooting page flip animation problem. Shane MacMathuna Build and program the application in Unity. Mark Mitchell Build and program the application in Unity. Trouble shooting page flip animation problem. Pole eouteed, ouldt get the ath uestios ad ases to sho up o the screen during run time as explained under heading 5.2.3. Halted further

progress.

May

It was decided by the group that the page flip problem was taking up to much time and

resources and it was decided that to go on with the next task at hand.

Shane McCarthy Test Prototype. Fix Bugs. Group Project Demo. Shane MacMathuna Test Prototype. Fix Bugs. Group Project Demo. Mark Mitchell Test Prototype. Fix Bugs. Group Project Demo. Meetings with Project Supervisor

Tuesday, October 9th 2012 at 11:30 E132 Thursday, October 25th 2012 at 10:30 Tuesday, November 5th 2012 at 12:00 Wednesday, March 13th 2013 at 12:00 Wednesday, April 17th 2013 at between 10:00 13:00 Wednesday, May 1st 2013 at 14:15 Thursday, May 2nd 2013 at between 10:00 12:00 Also in the first semester every lab for the module project skills we discussed the

project with our project supervisor Aoife Fox as she was the lecturer for that class.

134

Appendix B: Code Listings

turnPageButton1.cs

using UnityEngine;

using System.Collections;

public class turnPageButton1 : MonoBehaviour

{

//variable declarations

//array to store all objects we want to destroy

public GameObject[] destroyObjects;

//object to store animation

public GameObject animationObject;

//textures to hold the story page and math question

public Texture2D page1;

public Texture2D math1;

//audio clips to hold the right and wrong answer sounds

public AudioClip wrong;

public AudioClip right;

//float for math question activator

public float questionTrigger = 1.0f;

//controls the delay timer from when the right answer is picked to the next scene is

loaded

public float sec = 1.0f;

//method to place everything on the screen and control the main mechanics of the

application

void OnGUI()

{

//draw the story board to the screen at set co-ordinates

GUI.DrawTexture(new Rect(90,10,900,240),page1);

//if questionTrigger is 0 draw the question and answer buttons

if(questionTrigger

135

//the second button is pressed do this

else if(GUI.Button(new Rect(500,200,100,90), "9"))

{

//play right sound

audio.PlayOneShot(right);

//place all the game objects tagged with "page1Objects"

into the destroy objects array

destroyObjects =

GameObject.FindGameObjectsWithTag("page1Objects");

//foreach loop to run through the array

foreach(GameObject item in destroyObjects)

{

//destroy the item in the array

Destroy(item);

}

//animationObject hold the animation

"fullPageModelAnimation"

animationObject =

GameObject.Find("fullPageModelAnimation");

//play the animation held in animationObject

animationObject.animation.Play();

//call method MyCoroutine

StartCoroutine(MyCoroutine());

}

//the third button is pressed do this

else if(GUI.Button(new Rect(800,200,100,90), "11"))

{

//play wrong sound

audio.PlayOneShot(wrong);

}

}

//if page turn is clicked set questionTrigger to 0

if(GUI.Button(new Rect(1000,10,100,90), "Turn Page"))

{

//make questionTrigger = 0

questionTrigger = 0;

}

}

thesis libre

Documents

group herby

d animation frameworks

ireland project

project end date

table of contents chapter

review of existing work

computer science

bachelor of science