206 research outputs found
Co-Designing an Immersive and Interactive Alcohol Resistance Training Tool Using 360-Degree Video
No full textThe presented design case gives an example of co-designing an interactive 360-degree simulation for alcoholprevention, where the user attends a party and creates her own experience through a number of choices. Overall, theapplication consists of 125 different movie sequences. The 360-degree simulation is experienced through VR glasses toprovide an immersive and intense experience. As an example, the user can choose whether to drink alcohol or not, whattype of alcohol and how often. The user is also faced with non-alcohol related choices such as the opportunity to help anintoxicated man, starting a fight or flirting with other guests. The alcohol intake among adolescents in Denmark is among thehighest in Europe. Lately it has been found that peer pressure is the main reason why adolescents start drinking. The goal ofthe application is to give Danish adolescents (aged 15 to 17) a first-hand virtual experience with alcohol and some tools forrecognizing and handling peer pressure, which they can use later in real life. The stakeholders in the co-design processconsisted of 10 students (aged 18-28) studying film making and game design at Askov Højskole, Denmark, their teachers,alcohol experts from social services and researchers with expertise within health promotion, social marketing, virtual reality(VR), interaction design and game development. Additionally, 35 students from Askov Efterskole (aged 15-17) participatedas actors and extras. This article describes the iterative design process of the application, containing exploration of keyconcepts, concepts design, prototype design and usability testing
Development of a Virtual Reality tool for patients with eating disorder
No full textIn Denmark alone, there is approximately 75.000 people living with an eating disorder. Patients who are suffering from the disorder show tendencies to overestimate their body image and the Danish health care system is still concerned with these issues. Virtual Reality (VR) has become a promising tool for treating different forms of anxiety by exposing them to what they are afraid of in VR. Often patients with eating disorders experience problems regarding grocery shopping after they leave their treatment center. They should adjust their old habits and live without their difficulties, but it is easy to fall into old patterns, and therefore they need a tool for being able to work with their social anxiety, choice making and other related problems. The goal with this case study is to design and develop a virtual reality game-based learning tool in cooperation with patients and therapists at the department P50Ø at the University Hospital of Odense, Denmark and to examine how they experience the use of virtual reality in active skills training. Using virtual reality as a tool promotes immersion and presence which leads to an experience as close to real life as possible and makes the tool a combination of VR and exposure therapy. Game elements will be added to the application in terms of guiding the user through the mechanics, rewarding the patient and more. The methods behind this research are based upon an iterative design process coupled with qualitative and observational approach. The tool is developed in 3 iterations varying from different stages of low-fidelity prototyping to high-fidelity prototyping. The final product is being developed in Unity 3D and with the aid of a Garmin 360° camera, combined with 3D scans of groceries. The 3 iterations are being co-designed with 7 patients and an occupational therapist attached to department P50Ø and tested with a HTC vive. The results of the tests promising results regarding the use of VR in combination with therapy is still an area which is left for exploration, however it has shown great possibilities in using VR for treatment of patients with anorexia. The immersion and the game-based method are of great importance for creating a simulation in which treatment can be used. The possibility for repeating the simulation and using it for training is of great importance to the way of rethinking treatment in general.</p
Teaching Game Programming using Video Tutorials:Teaching Game Programming using Video Tutorials
No full textBackground. What are the learning potentials of using online video tutorials as educational tools in game programming of Mixed Reality? The paper reports on the first experiences of teaching third semester engineering students design of Mixed Reality using online step-by-step programming video tutorials. Mixed Reality covers in this case both Augmented and Virtual Reality. Until recently, most of the instructional support for the software and game development came from paper tutorials (van der Meij et al, 2016:332). YouTube’s rapid growth in popularity and easy to use programs for video production makes video tutorials a promising alternative to paper tutorials. Software and game engine companies such as Unity has already switched to video and other online materials as the primary medium for their tutorials. It is often hard to find up to date thoroughly worked through textbooks on new and emerging topics such as Mixed Reality. Students tend to use video tutorial on their own initiative as supplementary tutorials for new and hard topics. This motivated me to use existing video tutorials as teaching materials in the course titled Mixed Reality for third semester engineering students. Explanation. The learning approach was inspired by communities of practice and constructionist learning ideas (Lave & Wenger, 1991; Papert, 1993; Majgaard, 2014). The imitating and copying of step-by-step programming video tutorials was a part of becoming a member of virtual community around game programming. And in the classroom coding and experiences were discussed. The constructionist part was where the students revised and experimented by adding, combining and testing new coding elements to what they have already done in the tutorials. Set-up. The students developed applications using the game engine Unity and tested the applications using android smartphones. The qualitative research method was based on design-based research, which support development of technological tools, curriculum and theory that can be used to understand and support learning (Barab & Squire, 2004; Majgaard, 2012). Empirical data were student made applications, tutorials, curriculum, observations and informal interviews. Outcomes. Extending the applications based on the tutorials facilitated deeper learning for the students. For example, when they applied or recycled code components in new program contexts they developed a better and deeper understanding of the code. Surprisingly, comprehensive, polished and worked through tutorials promoted minor changes in the developed applications. Whereas, less polished and less professional tutorials made the students become more creative and diverse in development of extended application. REFERENCES Barab S. & Squire K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of Learning Sciences Vol. 13-1. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge Univ. Majgaard, G. (2014). Teaching Design of Emerging Embodied Technologies. In Human-Computer Interfaces and Interactivity: Emergent Research and Applications. pp. 188-206. IGI global. DOI: 10.4018/978-1-4666-6228-5.ch011 Papert, S. (1993): Mindstorm – Children, Computers, and Powerful Ideas. Basic Books. van der Meij, H. et al (2016). The effects of reviews in video tutorials. Journal of Computer Assisted 332 Learning (2016), 32, 332–344.John Wiley & Sons Ltd
Teaching Design of Emerging Embodied Technologies
No full textHow does design of emerging embodied technologies enrich the HCI learning processes? Weintroduce a model for embodied interaction and use it in the development of a painting app forchildren, based on the motion sensor Asus Xtion Pro (similar to Kinect). The development of the appwas part of a HCI course for engineering students. The motion sensor was interesting as a design tool,because it appealed to full body interaction. The development exemplified and unfolded the embodiedelements: Multiple modalities, physical, bodily, social, and symbolic interaction in a situatedenvironment.Subsequently, we introduce a physical-digital toolbox, illustrating the span of parameters within themodel for embodied interaction: Robot Technology, Tangibles, Wearables, Interactive Surroundings,and Bigger Objects
Tema 1: Design af computerspil i undervisningen: Fra indfødt spiller til reflekteret designer
No full textHvad sker der i transformationen fra indfødt spiller til professionel designer af fremtidens lærerige computerspil? – og hvordan drager vi fordel af, at de kommende designere selv har en baggrund som indfødte i spilverdenen? En gruppe af studerende deltog i et kursus, hvor de skulle programmere spil. Det var målet, at de studerende skulle omsætte noget af deres erfaring som spillere til viden om design af spil. De studerende tilegnede sig desuden et mere professionelt forhold til hvad spil er, hvordan de er opbygget, og hvad der gør dem interessante.
Artiklen tager udgangspunkt i et konkret undervisningsforløb med første semesterstuderende fra uddannelsen lærings- og oplevelsesteknologi. Der introduceres konkrete eksempler på spil, som de studerende har udviklet. Og det diskuteres hvordan og hvad de studerende har lært i designprocessen.
Sammenfattende redegør artiklen for, disse studerendes rejse fra indfødte spillere til reflekterende spildesignere. Artiklen viser desuden, at der er et meget dynamisk frugtbart forhold mellem det at spille spil og det at designe spil
Playing against the plot:Meta-ethical gameplay disruption and joyful learning in grand theft auto iv
No full textThis paper presents and discusses the findings and results of a series of tests carried out by the author in the Danish educational system among pupils and teachers using the game Grand Theft Auto IV (GTA IV) as a case study for investigating the problematic but also fruitful relation between gameplay and fiction, known as ludo-narrative dissonance. In analysing this dissonance, the paper further discusses the transcendental nature of play (Gadamer), the fact that play seems to play itself, and the delicate way in which the game insists on a meta-ethical theme while at the same time setting up utterly violent game rules and mechanics. As it turns out, this skirmish of fiction versus gameplay is exactly the gravitational point zero of ‘ethics’ in the stigmatized game of GTA IV and thus a locus for joyful learning.</p
Digital dannelse på højskolen
Get PDFArtiklen præsenterer et læringsdesign, som bidrager med at undersøge, hvordan man kan arbejde med digital dannelse igennem design af robotter og spil i en dansk højskolekontekst.I efteråret 2017 etableredes et teknologispor på Askov højskole. Teknologisporet består af to linjefag: ”Game design” og ”Robotter”. De to linjefag er forbundet af et fælles fag i programmering.Grunden til, at teknologisporet etableredes, var flerfoldigt. Vi vil gerne understøtte udvikling af de unge højskoleelevers digitale dannelse og herunder deres forståelse af hverdagenes teknologier. Artiklen præsenterer forskellige aspekter af digital dannelse i relation til eksempler fra teknologisporet.Derudover introducerer artiklen en tredelt model for digital dannelse fra en designvinkel. De tre niveauer: 1) Teknikken, som omhandler konkret anvendelse og forståelse af teknologien fx programmering, test og fejlfinding; 2) Praksisfællesskabet, som omfatter aktiv deltagelse i et fagligt fællesskab omkring design af ny teknologi; 3) Transformationslaget, som omfatter innovation og kritisk tænkning med udgangspunkt i ens personlige ståsted.
Tema 1: Design af computerspil i undervisningen: Fra indfødt spiller til reflekteret designer
No full textHvad sker der i transformationen fra indfødt spiller til professionel designer af fremtidens lærerige computerspil? – og hvordan drager vi fordel af, at de kommende designere selv har en baggrund som indfødte i spilverdenen? En gruppe af studerende deltog i et kursus, hvor de skulle programmere spil. Det var målet, at de studerende skulle omsætte noget af deres erfaring som spillere til viden om design af spil. De studerende tilegnede sig desuden et mere professionelt forhold til hvad spil er, hvordan de er opbygget, og hvad der gør dem interessante. Artiklen tager udgangspunkt i et konkret undervisningsforløb med første semesterstuderende fra uddannelsen lærings- og oplevelsesteknologi. Der introduceres konkrete eksempler på spil, som de studerende har udviklet. Og det diskuteres hvordan og hvad de studerende har lært i designprocessen. Sammenfattende redegør artiklen for, disse studerendes rejse fra indfødte spillere til reflekterende spildesignere. Artiklen viser desuden, at der er et meget dynamisk frugtbart forhold mellem det at spille spil og det at designe spil.</jats:p
Tema 1: Design af computerspil i undervisningen: Fra indfødt spiller til reflekteret designer
No full textHvad sker der i transformationen fra indfødt spiller til professionel designer af fremtidens lærerige computerspil? – og hvordan drager vi fordel af, at de kommende designere selv har en baggrund som indfødte i spilverdenen? En gruppe af studerende deltog i et kursus, hvor de skulle programmere spil. Det var målet, at de studerende skulle omsætte noget af deres erfaring som spillere til viden om design af spil. De studerende tilegnede sig desuden et mere professionelt forhold til hvad spil er, hvordan de er opbygget, og hvad der gør dem interessante. Artiklen tager udgangspunkt i et konkret undervisningsforløb med første semesterstuderende fra uddannelsen lærings- og oplevelsesteknologi. Der introduceres konkrete eksempler på spil, som de studerende har udviklet. Og det diskuteres hvordan og hvad de studerende har lært i designprocessen. Sammenfattende redegør artiklen for, disse studerendes rejse fra indfødte spillere til reflekterende spildesignere. Artiklen viser desuden, at der er et meget dynamisk frugtbart forhold mellem det at spille spil og det at designe spil
Method cards for movement-based design activities:A survey of free online toolboxes
No full textCard-based design tools have proven useful in both industry and academia in the fields of interaction design, human computer interaction (HCI), and the umbrella of fields overlapping user experience design. Wölfel and Merritt classified the design dimensions of physical card-based methods into five categories: 1) Intended Purpose & Scope, 2) Duration of use and placement in design process, 3) System or Methodology of use, 4) Customization, and 5) Formal Qualities. Furthermore, they identified three graduations of intended purpose & scope, ranging from very general to context specific: 1) General/repository card systems, 2) participatory design, and 3) context specific/agenda-driven. This paper draws attention to the methods involving human movement or movement-based methods, which constitute to one of the categories of agenda-driven methods. The design activities, particularly for the development of systems and services involving human movement, should build on movement-based methods for involving both designers and users for the increased emphasis on domain-specific human-centred design. We find that in the multi-disciplinary domains involving play, sport, fitness, games, and health, the movement-based method cards have become crucial in the new study programs and design projects involving innovation, creativity, and entrepreneurship. There are numerous articles on how cards are used in the design activities including examples of human movement-based methods. However, an overview of movement-based method cards has not been conducted and articulated. So, adopting an approach for systematic literature review, this paper identifies 20 free online resources resembling card-based design toolboxes from an organic Google search and discussion with colleagues in the HCI field. Studying the toolboxes containing 55-85 cards each and identified eighteen unique names for the movement-based design methods. The methods are mapped into Stanford D. school’s five categories of design activities, empathize, define, ideate, prototype, and test. The methods grouped into each of the categories are presented briefly followed by discussion on practical implication due to similarities and differences. Four of the 20 card-based toolboxes were excluded as those do not contain any movement-based method. The paper concludes with the scope of further development of card-based design tools particularly for movement-based methods for the human-computer interaction practitioners and education programs.</p
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