1,721,146 research outputs found
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
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
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
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
‘Homeless Monopoly’: Co-Creative Community Engagement Model for Transmedia Educational Game Design
Get PDFThis paper traces the research and development of a prototype transmedia game designed to raise awareness in young people of the issues surrounding homelessness. In Coventry the number of people in temporary accommodation has doubled in the 12 months up to March 2018 and those accepted as homeless has risen by over 50% to 964. Across the UK, homelessness is on the sharp increase and Shelter note a 59% increase in the number of homeless children in the past five years. This research project, positioned in relation to Coventry’s status as City of Culture 2021, addresses the question of how gamification and methodologies from artistic practice can provide capacity to intervene in the representational apparatus attached to those living on the margins of society and cast as ‘social abjects’. From its inception during a workshop with students to address social issues via gamification, this transmedia research project innovates mechanisms by which to place the agency of target communities at the centre of the design and production process. Through a partnership instigated with local charity Coventry Cyrenians, creative focus groups were used to collect real-life testimonies from Coventry’s homeless and ex-homeless. Secondary school students engaged, via Cyrenian outreach, in the early stages of development and subsequently to user-test the prototype games. University students also made significant contributions to the project development.The author will discuss the nature of collaboration and the emergent forms of co-creative participation within the project, and how such engagement informed the game mechanics, components and strategies of play as well as providing content for the game. Findings will be presented from the initial testing of prototype board- game, evaluated via a mixed methods approach. The model of engagement offers affordances for re-use as a transcontextual and transdisciplinary tool in games development.A concluding discussion will assess the impact to date and potential for future development as traditional board-game with educational resource pack, and hybrid forms of personal or group game that may be delivered via mobile or web-based technologies.<br/
Creativeculture:Can teachers be game designers?
No full textGames, which are more readily blended with existing educational techniques and practices, are more likely to be accepted by teachers as useful resources. Hence, it is worth ensuring the design of game-based learning resources might support such blending, which can range from pragmatic considerations, such as how well an intended play session fits within a teaching schedule or homework arrangement, to pedagogical designs, which seek to address shortcomings in didactic instruction. To promote the sense of ownership and autonomy to break the barriers of adoption, not only that teachers should be part of the development process but they should also be empowered to create or co-create their games-removing the barriers to the development of game-based learning resources. In the CreativeCulture initiative, a project funded by the Newton Fund, teachers are empowered to create their games towards engaging learners with educational contents. Game making can be used to foster the development of transversal skills, such as 21st-century skills, where individuals can design and construct their games, often working in teams, allowing them to engage in a task that involves, and at the same time, fosters collaboration, problem solving and creativity. This case study extends the game design thinking process in proposing a solution for teachers in co-creating and developing their educational games. This process is examined through a study involving 43 teachers over two academic semesters. A total of eighteen game-based learning resources have been developed through the initiative, which has been tested in seven local primary schools in rural and semi-rural areas in Malaysia. This paper reflects on the lessons learnt and observations, which may provide insights on how game-based learning can remove barriers to the process of innovating the way we teach and learn.</p
Using Wiki Technology in the Classroom
No full textHow do engineering students develop norms and standards for collaborative work in a Wiki society? Students from first and second semesters participated in two experiments. In the first semester they used the Wiki as project logs and in the second semester the same students used the Wiki as a collaborative learning tool for encyclopaedia articles on learning and technology. There were several potential dilemmas in the students’ collaborative work: Inspiration versus imitation of others’ ideas and solutions; academic achievements versus friendships; varying work ethics and academic levels; and editing or adding text. From these dilemmas and potential conflicts emerged social norms, such as norms for structuring, editing and collaborating on Wiki pages. The emerging social norms were answers to the potential dilemmas and conflicts
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