Brief 9 - interaktiv lĂŠring for I/O pĂ„ teknisk museumÂ
prosjekt av : @designavva @erikdesign @vildetfinneide @monseriksenÂ
Ferdig produkt
Vi har valgt Ă„ lage en digital fortelling som er knyttet opp mot utstillingen, og presenterer elevene for noen av objektene i den. VĂ„rt overordnede tema er teknologisk skepsis.Â
Fortellingen skal binde sammen selve utstillingen og debatten, og styrker den helhetlig fĂžlelsen.
I vĂ„r fortelling mĂžter du den kunstige intelligensen O1, som forteller deg at verden har gĂ„tt under fordi teknologien har tatt over. Derfra tar han deg med tilbake i tid, og presenterer ulike teknologiske oppfinnelser. Som ogsĂ„ er Ă„ finne i utstillingen. Her fĂ„r du lĂŠre mer om dem, samtidig som du mĂ„ finne hint og ta aktive valg.Â
Valgene pĂ„virker historieforlĂžpet. Til slutt viser det seg at det er O1 som har stĂ„tt bak det hele. Han blir fanget pĂ„ teknisk museum, og man kan mĂžte han i reaktoren.Â
Dette er da forberedelsen elevene fĂ„r fĂžr de kommer Ă„ ser utstillingen. Â
I etterkant mĂžter du den kunstige intelligensen O1 igjen, og sammen rundes hele besĂžket av med en debatt om fordeler og ulemper AI kan ha.Â
Oppbygging i sammenheng med utstillingen
Vi har gjennom hele prosessen fokusert pÄ hvordan vi kan forbedre utstillingen, for og ikke bare lage noe som er morsomt. Derfor avslutter fortellingen pÄ teknisk museum. PÄ denne mÄten blir de ledet inn i selve utstillingen. Og vet litt hva de kan forvente. De har ogsÄ en forventning og at de skal mÞte en AI pÄ reaktoren. NÄr man kommer tilbake til klasserommet etter utstillingen, blir elevene presentert med noen refleksjonsspÞrsmÄl av O1, og sammen fÄr de til slutt valget om Ä ta et standpunkt til kunstig intelligens.
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Vi bestemte oss i starten for Ä fokusere pÄ teknologisk skepsis gjennom tiden, og begynte Ä utvikle ideer rundt dette temaet. Etter en dag med brainstorming valgte vi ut tre ideer vi videreutviklet. vi kontaktet fort en ungdomskole og fikk ordnet et zoom mÞte hvor vi intervjuet tre niendeklassinger, og hÞrte hvilke lÊringssituasjoner de likte og ikke likte, og presenterte ideene vÄre for dem.
Vi bestemte oss for Ä lage prototypen i figma, og begynte og designe layout, samt gjÞre research pÄ historen til objektene vi skulle bruke i fortellingen.
I dette prosjektet var det viktig for oss Ă„ finne ut hva som var god lĂŠring, og hvordan mĂ„lgruppen likte Ă„ lĂŠre. Vi har lagt vekt pĂ„ at det skal vĂŠre morsomt og en lekenhet i mĂ„ten Ă„ lĂŠre pĂ„.Â
Vi tok utgangspunkt i en historie med flere forskjellige utfall basert pÄ valg man tar gjennom fortellingen, men fokuserte hovedsaklig pÄ en av veiene for Ä sÞrge for at vi kom i mÄl.
Vi mener ogsĂ„ at det er lettere Ă„ konsentrere seg nĂ„r man mĂ„ ta aktive valg selv. Valgene du tar fĂ„r konsekvenser.Â
Denne lĂŠremĂ„ten kan avlaste en lĂŠrer og i tillegg Ă„pne opp for og gi lĂŠreren mulighet for diskusjon i klasserommet.Â
Vi mener ogsĂ„ at denne mĂ„ten Ă„ lĂŠre pĂ„ er like relevant og fint kan brukes i mange Ă„r framover, samtidig som det er aktuelt i dag.Â
Gjennom en Engasjerende historiefortelling, med lite tekst om gangen og mye illustrasjoner hĂ„per vi elevene har lyst Ă„ jobbe seg gjennom den digitale fortellingen. Vi har bĂ„de erfart selv hvordan man lĂŠrer best, og snakket med mĂ„lgruppen, der vi hadde et intervju med en gruppe 9 klassinger. Vi har aktivt tatt valg basert pĂ„ disse intervjuene og en brukertest med en 8 klassing. Der kom det frem at de liker Ă„ jobbe skjermbasert og at denne type interaktiv lĂŠring er mye morsommere enn feks Ă„ lese i en bok. Og at det er mye mer motiverende Ă„ lese seg gjennom fakta nĂ„r det er mindre tekst om gangen.Â
Etter brukertesting av ferdig produkt gjennom zoom fikk vi tilbakemeldinger av tre niende klassinger om opplevelsen deres. De synes dette var engasjerende og gÞy, og kunne sett for seg en slik lÊringsmetoder i klasserommet fÞr teknisk museum. vi fikk ogsÄ tilbakemeldinger pÄ at de syntes det gikk litt fort til tider, med hensyn til dysleksi, og Þnsket derfor en stemme som leste opp alt som sted skrevet, slik at det skulle vÊre lettere og henge med, samt savnet de lydeffekter for Ä gjÞre opplevelsen mer engasjerende. dette endret vi pÄ og la til i den siste versjonen vi presenterte pÄ onsdag.
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BRIEF 8: FORTELL OSS NOE INTERESSANT OM INTERNETT
m/ @monseriksen og @designavva
HE IS WATCHING YOUâŠ
Gruppen min lagde denne info siden om Big Brother som er en konspirasjonsteori om overvĂ„king i USA. Det sies at alle fuglene har blitt utryddet, og erstattet med identiske kopier som overvĂ„ker deg.Â
Ăyet som overvĂ„ker i toppen, viser seg Ă„ ha filmet deg hele tiden! bare se nederst pĂ„ sidenâŠ
The players found the game fun and actually wanted to continue playing the game, which is a good sign!
We tried to influence the pace of the game, but it was difficult without an actual app, because our prompts would drown in the feed (messenger). This was made up for due to the players competitive instinct.
The players had problem remembering which card they had flipped, aka which mission they had already looked at.
Some of the players did not have the Figma app or didn't have charge their phone enough, which made it complicated to playtest. We had to lend players our own phones, which made I complicated for us teens we had an active role as gamemasters.
Its really fun to have a video of the game, but we didn't know where the players would go next, which made I difficult for smooth camera movements.
Every playtest is very different because the game is created by the interactions between the players not a charted course designed by us, which makes filming a natural playtest without staging it before hand.
The employees at "Mathallen" did take notice of the game but contrary what we were feared they were curious and friendly about our activities, asking what we were doing with a smile.
Thanks to the players, @andypracticingdesign @designinginprogress @lexlothe @heyjonna and the Einar @ahoexploringinteractions2022
After a little bit of work, we finally tested our game! First on ourselves ofc. The select few who were "unfortunate" enough to experience version 1.0 were group 9: @barenoegreier @designerlarsprosjekter @plankedesign. And as expected, they experienced the same issues that we had noticed on our internal test.
NB! This post is still under construction. Please come again later ~
March 4th, 2022
Challenging to aim at the item while taking a selfie
Fun to look at the selfies afterwards
Competitive focus
Difficult to grab a photo of seating spots when occupied by strangers. Fun, easy and respectful to photograph signs and decorations instead. Maybe also photograph signs outside, so that the players can get some fresh air?
Fun to look at other player's images. Also useful to see where they're at, and use this info to sneak up on them.
Blurry images are fine as long as the subject is identifiable.
Good when there's lots of things to photograph / When you don't run out of content.
Maybe we should make a map showing where the different items are located.
Make the list of items easily accessible, so that the player doesn't have to scroll to the top of the feed. Perhaps Snapchat's swipe-function?
Maybe create some criterias for assassinations: Face, Selfie is extra point, no zooming, blurry is ok as long as the subject is identifiable.
Sounds: narrative adapted to the situation ("3D sound"). The app will make minimal amount of sound, because the game has a hide and seek aspect to it.
Should be at least 4 players at a time.
External playtest
No puzzles please. Be transparent about what we're looking for. Let's test this by actually showing an image of what the player is looking for.
Let's test with a GM next time (Game Master)
Let's test without taking a selfie, where the player can instead just make a gesture with their hand or finger.
Different levels: Let the player toggle the selfie rule on or off
Create a longer list of items for the player to find
Beginner or not?
Experience points
The players can decide the items themselves, by starting the game by photographing these items.
Group 9's game
Surprisingly, both our groups were among the few in class who had actually chosen the assassination genre, whereas the majority in class had chosen to go with an adventure-like game. So our rivals took us to Birkelunden where we got to experience a fun round of games. They used Snapchat instead of Facebook, which we used to snipe each other, hide. All the while looking for the clue which the GM had hidden before the start of the game.
March 7th, 2022
Internal playtest. We gave it another go outdoors this time, since Mathallen is closed on Mondays, and with a GM. The GM merely gave text prompts made on the spot this time, which resulted in more interesting mission answers than the very specific items in Mathallen. There wasn't a lot of PVP this time however, since there are almost no opportunities to hide in a flat, rather deserted park.
We decided that the rules would be listed on the prototype, but we would also explain them out loud before game start. The Figma app was only a prototype, so it was very simplified so the players wouldnât get distracted by others features that would have been there if it was a functional app.
Throughout out the play test we discovers that some players found the missions to be hard to complete, while others thought it was fairly easy. We chose only one type of mission because of this, and tried to spread the mission all over the chosen are and some in the same spots. This would make the players walk more around and make it easier for those who found it hard.
We used messenger as the feed where the players would send their photos. This require the players to actively look at the chat while they were playing, because the target would be posted in the chat. Since there are so many players sending photos at the same time, information posted by the game master would for some players go unnoticed.
For the players who didnât have the Figma app on the phone, made it hard for players to rapidly change between the messenger app and the prototype.
The last rehearsal did only have three players which made the game less intense, but easier for the game master to keep track of the players.
Overfall the play through had complications that we had expected, since we did not have a working app, but it didnât ruin the game experience for the participants.
Starting out, we focused on figuring out some fun game mechanics we could work with, while visual identity and narrative would come second in our priorities. All three of our pitches may belong to vastly different genres of urban play, but they all centre around the same core game mechanic: the smartphone camera. Despite only choosing one of the pitched ideas, we did try to incorporate elements of the other ideas as well.
Idea #1: Assassination genre
First, an elaborate game of tag with campus students as the target demographic. In our incarnation of the assassination genre, players either play as a part of a faction or in a free-for-all (battle royale style) where they go around the site hunting down designated items as ordered by the GM (Game Master); Simultaneously the players hunt down their target, while trying to avoid being detected and assassinated themselves. The assassination targets circulate in a food chain pattern, as seen in the diagram below. Because of the assassination aspect, the game would inherently be a multiplayer experience requiring around 3-5 players.
Each mission will reward the player with points, depending on how challenging it was to find the item, and the player will lose points if they're photo sniped by another player. As for sounds, we were thinking of some UI sounds like when the player gains points, or when they're about to leave the playground site. The ideal location would be a crowded place with several nooks and niches to hide in, and plenty of items to discover and browse among, like Karl Johan street. As for the assigned theme of time travel, our first thought were something along the lines of steampunk.
Keywords: Compete, Collect, Daring, Multiplayer, Campus students
Idea #2: Treasure hunt genre
Second, a treasure hunt where the players walk around the city completing photo challenges where they for instance need to copy the pose of a famous statue that they're next to, perform a certain activity or action at a specific spot, or get creative with expressing an assigned theme while interacting with their environments. These photos would then be collected like polaroids in a sort of customizable digital scrapbook which they can look back upon, and in this sense become a sort of time travel by reminiscing while looking at images of the past. In short, the collection of images becomes a digital time capsule.
Keywords: Collect, Reminisce, Friendship, Freedom, Enjoying life, Singleplayer, All ages
Idea #3: Urban adventure genre
Third, a walking tour where the players "travel back in time" by exploring historical landmarks in the city. Several different tours could be created around different themes, e.g. one about Oslo's industrial revolution where the player visits the different factories situated along the Aker river, and one about Kristianabohemen where the player might follow in the footsteps of famous Oslo dwellers like Henrik Ibsen or Edvard Munch, or be a fiction tourist where the player visits the different sites where Knut Hamsun's Sult is based in or where the TV series SKAM was filmed.
Upon reaching a destination, an audio file would begin playing prompting the player to check the app, which then could show them old photographs and films from the city's archive, and maybe a text telling them about the site. Along the way, there could also be placed NPCs with whom the player can interact with and learn how people back then lived, and in this way become a "time traveler", as inspired by open-air and city museums like Folkemuseet and Arbeidermuseet.
During the pitching session, the teacher said that we could develop this idea further by making a tour or tutorial that's incredibly boring suddenly or gradually devolve into something completely different. With this we could have a lot of fun with foreshadowing, irony, puns and other comedic means. This idea reminds me a little of the Stanley Parable.
Keywords: Relaxing, Inspiring, Wisdom, Enjoying Life, Learn, Explore, Go back in time, Singleplayer
Verdict
The jury has spoken, and they expressed the most interest for our first idea: the assassination game! Other classmates suggested having a look at shrinking the map size during the game, inspired by battle royale games like Fortnite or even films like the Hunger Games when they're chased to the center of the map by wolf-like enemies. In my opinion, the most interesting idea shared during the session, was to make the player's screen freeze for a few seconds when they've been assassinated.
I think that a big factor for the big interest in the Assasination game was that it is a game that is more social and feels more like a traditional game. It requires the players to interact more with each other as well as presents a much clearer incentive. On the other hand this type of games brings the attention o the player on the phone, witch can be problematic. But that is something we will work on further in the process.
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Congratulations! You have been accepted into AHO, now you just have to survive all the 10 semesters!
THE BOARD: On the board is a map over the school, it consists of five rooms the workshop, classroom, pub, rooftop, canteen and library. All players start at the entrance (start). To the right of the map is the semester ladder, this is where the players progress through their studies.
THE PIECES: Each players picks one token that they will move around the board and an another token that moves up and down the semester ladder, in matching colour.
SOCIAL POINTS: The social points are the red squares, every player starts the game without any points.
ACADEMIC POINTS: When the player receives or loses an academic point they move their circle token in their colour up or down the semester ladder.
OBJECT CARDS: Cards that have words/things/actions that the player will mime, draw etc.
DRAWING CARDS: Cards to draw on when instructed to.
DICE: Roll the dice to dice to move your token and roll the dice to pick a card, challenge (4-6) or scenario (1-3).
GAMEPLAY:
1. To decide what player that starts, roll the dice. The one with the highest numbers starts.
2. Roll the dice to move your token, roll again to pick a challenge (4-6) or scenario (1-3) card.
3. Follow the instruction on the card and either move your token on the semester ladder further, backwards or stay depending on the card.
Good luck!
PROCESS
- First we started talking about why type of game we wanted, by following the instructions on the form.
- We then started looking for a theme and figured we wanted a fun game basef on the school.
- We printed a photo of the floor plan to the school and used this as a board. We figured the players would more around the board, but the points would be counted on a different scale on the board.
- We wanted to incorporate âcharacterâ cards that the players would get at the beginning of the game, and then draw three qualities, these would help to counter the scenario cards. This proves to be quit challenging and did not make it to the final stage of the play through.
- We wanted the game to make the players interact with each other so we made challenges cards that would be activities such as mime, drawing etc. We also felt that we needed something that would keep the pace of the game. The scenario cards would work in the way that things happened to the players based on pure luck, you would either get a point of lose one depending on the card.
- At first the challenges and scenario cards were not place specific, but we wanted to tie the cards the âroomâ or âplaceâ you were in on the board.
- The most challenging part of making the game was getting the points system to work. At first we had social and academic points, and you needed a certain amount of each to move a semester on the scale. This proves to be very challenging, and made the pace of the game quit slow. We then tried to change the points on the card, maybe the ratio of good and bad cards were to many bad?
- We also questioned the social and academic points, should they worth the same? Would they both be physical object that you would receive? We ended up removing academic points as physical object and rather have them presented as the moving of your piece on the semester scale. The social points would be received while playing and could be traded in for academic points.
Et fellesskap der en kan motta eller gi bort brukte eller nye barneklĂŠr, spesifikt regndresser.
MÄlgruppen er barneforeldre, ettersom barn vokser raskt ut av klÊr i alderen 1-5 Är. Tanken er at appen vil tas i bruk blant foreldre med barn i barnehagen gjennom Ä gi bort er motta funksjon. I tillegg skal det vÊre mulig Ä bli en arver, en legger ut klÊrne fÞr de skal gis bort sÄ andre foreldre kan melde seg og planlegge klÊr til sine barn for framtiden. PÄ samme mÄte som en arver klÊr av familie, kan en nÄ arve til andre.
Kjerne ord: arv, miljĂž, god gjerning og fellesskap.
PROSESS:
NÄr jeg startet prosessen med Ä prototype, var det bare folk i klassen, personer uten egne barn. For Ä fÄ informasjon fra den mÄlgruppen jeg trengte, testet jeg pÄ foreldrene mine.
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