#finalproject2

Final Pape Draft: https://drive.google.com/open?id=0B7Fr4CY_fY2HV0NwUnZ5OFVONFE

This week luckily I discovered Bodymovin add-on for Aftereffects. It basically transforms AE animations into JSON files to be able to use in web projects. So, instead of paper.js, I decided to use after effects animations to use in my projects.

Icons

I created new icons for the demo and narrowed down the whole experience.

After the feedbacks that I have received in class I also create one more animations to give 

Branding

While doing this I also decided to create a visual language for the project as a whole. 

Posters: https://drive.google.com/open?id=0B7Fr4CY_fY2Hend2bC0wWmRPSVE

After some experiments about the device to device communication, based on an example I created this functional and more improved mock-up. At this mock up, when the user sends a card from her device it falls to the ground on the second browser. When two cards match in terms of association, it creates a visual feedback. 

In order to create this visual feedback, I started this week to investigate paper.js to be able to use SVG images comfortably. I have a primitive result but I thin even this result is enough to make another user test.

User Test 2

I did my last test with the functional prototype. I got some user feedbacks and I noticed that it is really hard for people to write generated URL from their phone. That's why I decided to change it into QR code and I keep the code on the screen until two players involve in the experiment.

https://drive.google.com/open?id=0B7Fr4CY_fY2HRzY2Tm1aSkZ4cmMBefore deciding the technical details, first I did a design survey to understand the general approach of the users in terms of learning through diverse media devices and specifically language learning. I asked them their prior experiences about language learning, the difficulties that they faced. At the second part of the survey, I wanted them to answer some Italian word matches based on my learning cards. They all were English speakers and they didn't know any Italian word. Their answers were all correct which showed me the associations that I created are simple enough.

User Test 1

After the survey, I did my first user test with 3 years old Greyson with physical cards. Even though my target user group is the primary school students, the user test with Greyson showed me the association between simple words makes sense for him as well. He gave me the correct answers for each match and as the result of our test he didn't learn a new word but he learned what is bacteria from the combination of bacteria + milk = cheese.

COMMUNICATION FROM DEVICE TO DEVICE WITH WEB SOCKETS

For the engagement prototype, I decided first to focus on to be able to create a functional, device to device communication. I’ve chosen collaborative drawing as a single engagement and tried to implement it with socket.io and p5.js

Local host 1

The first engagement prototype was between two desktop local browser and wasn’t working between mobile and desktop. 

Local Host 2

Second Iteration with Paper.js and Socket.io

Since paper.js has more control over SVG images I wanted to improve drawing experience with paper.js. 

The rest of the week, I improved my concept by deciding main functionality. As the result of my ongoing researches on language learning, I noticed associations are the important part of learning and I wanted to create a playful scenario around word associations as the case study.

Ajit Narayan's word game to communication in every language is very inspirational for me while making research about language learning. He basically creates a schema based on the association between people, objects, verbs and directions and based on this scheme he offers a new language learning model. His ideas become the structure of my idea to create an association based playful experience to learn vocabulary.

Sketches

Based on the idea I created the first visuals to be able to make a user test.

FINAL PAPER OUTLINE

This week after I receiving some feedbacks, I decided to create my experience based on users’ available mobile devices. I narrowed down my concept of language learning and communication. 

TECHNOLOGY PRECEDENTS

ITERATED CONCEPT EXPLANATION

Technology has been revolutionizing the way we live for a few decades. Especially as the use of internet and mobile technologies has dramatically changed our relationship both with each other and everyday life. Today we witness the new definition of socializing, entertainment, learning, creating identities and getting the information on the internet with the excessively use of different kind of mobile devices, especially by the younger generations. They have been redefining our everyday interactivity with the current digital space and creating their own way of communication on it.

 However, since the improvements in technology are faster the ever, we accept them at an equal rate and adapt our behaviors to them rather than adopt our technologies to us. So, when we consider the younger generations, the acceptance of new interactivity is not generating healthy outcomes every time. So what is interactivity and how helpful is in terms of learning? Barker considers interactivity in learning as “a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills. Current thinking about how learning takes place emphasizes the constructivist approach, which argues that learners must actively “construct” knowledge by drawing it out of experiences that have meaning and importance to them [Dewey 1966]. 

Participants in an activity construct their own knowledge by testing ideas and concepts based on prior knowledge and experience, applying them to a new situation, and integrating the new knowledge with pre-existing intellectual constructs; a process familiar to us from real-world situations. 

Collaborative Learning Through Technology

KEYWORDS SOCIAL LEARNING - COLLABORATIVE LEARNING - PHYSICAL, TANGIBLE LEARNING - PLAYFUL EXPERIMENTS - PLAYFUL LEARNING - PLAYFUL USER INTERFACES - CONSTRUCTIVIST LEARNING

PROBLEM

We have been using our modern technologies every day for many reasons but when we consider young generations, it is hard to say that the modern interactivity of them is helpful for their physical and mental progress. Apparently, we need to define our current interactivity with these everyday devices by considering youngs and offer new collaborative, social and informative opportunities for their development.

How we take advantage of the technology for the education today?

Media Exposure on young people and it’s detrimental effects:

Cheap entertainment

Replacement of the hands-on activities

Passive consumption rather than involvement

Isolation from the outside

Misinformation

CONCEPTUAL QUESTIONS

How might we create playful learning experiences for collaborative, social learning in public spaces (schools, classes) by taking advantage of the technology?

How might we empower learners through playful experiences and together?

How might we use collaborative learning as a bridging the technology gap between children and families?

PROJECT GOALS

Give learners agency and autonomy in the experience, supporting them in taking an active role, rather than passive stance in their own learning

Support learners creative contribution to the learning material with the other learners

Support learners to use their bodies or the objects around them to contribute to the playfulness.

Engage learners with digital technologies and experiences that support “21st-century skills”

Let learners discover through play.

Support learners’ natural curiosity and social nature to play and learning

RESEARCH

Learning Styles

There are 7 primary learning styles:

Visual (Spatial) – These individuals learn best through pictures, images, and spatial understanding

Aural (Auditory) – These individuals learn best through sound and music

Verbal (Linguistic) – These individuals learn best through words, verbal and/or written

Physical (Kinesthetic) – These individuals learn best through experience and rely on the sense of touch

Logical (Mathematical) – These individuals learn best through logic and reasoning

Social (Interpersonal) – These individuals learn best through group interaction

Solitary (Intrapersonal) – These individuals learn best through self-study

Constructionist Learning Lab

● Learning by doing

● Technology as building material

● Hard fun

● Learning to learn

● Taking time - the proper time for the job

● You can’t get it right without get it wrong

● Do unto ourselves what we do unto our students

● Digital world

Social Learning Theory

Traditional theories of learning generally depict behaviour as the product of

directly experienced response consequences.

In actually, virtually all learning phenomena resulting from direct

experiences can occur on a vicarious basis through observation of other

people’s behaviour and it’s consequences for them.

In the social learning system new patterns of behaviour can be acquired

through direct experience or by observing the others.

PRECEDENTS

TSUMIKI is an interactive toy that combines building blocks with the digital world. The blocks' layout and positions are read by a sensor, and an image is projection-mapped onto the blocks to match how they are stacked. Depending upon how they are stacked, you can make animals appear or play number games.

RETAIL DESIGN EXPO DALZIEL&POW STANDS 1

Dalziel&Pow’s interactive wall is an interactive exhibition stand to demonstrate how appropriate technology can be used to engage and create shareable content. Our screen-printed illustrations sprung to life when touched, uncovering a host of playful animations, data-feeds, and sounds.

RETAIL DESIGN EXPO DALZIEL&POW STANDS 2

Dalziel&Pow’s interactive stand concept centres on interfaces activated and controlled by the audience. Visitors are invited to place a selection of everyday objects – a box, a plant, a smartphone, a coffee pot – from a shelf onto any of four sensors to trigger bespoke film content and accompanying soundtrack layers.

LOCAL PROJECTS BIO DESIGN STUDIO

At the Creature Creation Station, visitors create and test new virtual lifeforms by snapping flexible building blocks that represent DNA segments. Sensors in each block sync with the kiosks below to provide real-time feedback on the genetic design in progress. Without explicitly knowing it, visitors are creating a series of biological commands, with the DNA models serving as a proxy for genes.

PROTOTYPE

AUDIENCE AND CONTEXT OF USE

Who is it for?

For the primary school children and their families.

Where and when do they experience it?

At school or at the museum. I am planning to test it in public environment.

What are they doing while experiencing it?

They interact with the content and each other while learning by experiencing the content.

What the audience take away as the result of this experience?

Help people acquire new knowledge by linking it to the existing one and lived experiences.

They reach the conventional information in a more engaged way by using diverse senses and analytically understand their point of views among diverse perspectives.

POTENTIAL TECHNOLOGIES