Playful Learning Helping teenagers with intellectual disabilities practice social skills through gameplay. Playful Learning team MediaLAB Amsterdam, The Netherlands Anne de Bode, Jill de Rooij, Dennis Reep, Nick Bijl, Alexander Sommers Abstract This project aims to develop an educational game through which pupils in special needs education can develop valuable social skills, that these teens regularly struggle with. By looking at different methods of using play as a learning tool we have developed our own game, Bandjes. In Bandjes we have tried to stimulate communication, collaboration and physical exercise, through game design. 1. Introduction Play is a powerful natural learning tool. Through play people can learn new skills in the most natural way and without even noticing it (Rapeepisarn et al, 29). In play, the player has to develop, alter, and understand. These three basic skills are trained as they explore, construct, imitate, discuss, plan, manipulate, problemsolve, dramatize, create and experiment (Rapeepisarn et al, 29). Best of all, children do not have to be persuaded into playing, they do it naturally because it is enjoyable (Lindon). No wonder that people have tried to combine education with play, especially since the video game medium has become widely accepted as mainstream entertainment.
A clear example of this are “edutainment games”. Edutainment tries to integrate
education with entertainment, to provide learning content that is designed to simultaneously educate and entertain (Rapeepisarn et al, 29). This has taken on different media forms, like television or audio, but edutainment became most popular when it started to use CD ROM based video games. In these video games, the games got tagged on learning content, like a adventure game that teaches geography or a shooter combined with math.
However, despite the promising idea, these edutainment games have failed to effectively
harness the engagement power of digital games, because they have taken the wrong approach
in motivating children to learn (Habgood, Ainsworth & Benford 2005). Most of these games take the ‘chocolate covered broccoli approach’, tagging games on to learning content to make them more palatable (Buckman 1999). But this is often ineffective to motivate students to learn. Instead of this approach edutainment games should try to integrate the learning content into the gameplay design (Habgood, Ainsworth & Benford 2005). The mistake most edutainment games make is that they view the player as a passive recipient of information. However video games have shown that players learn the most when they are engaged as an active participant (Resnick 2004)
Furthermore the mere act of play already teaches players a lot, like: imaginativeness,
emotional expressiveness, noveltyseeking, curiosity, openness and communicativeness (Lieberman 2014). These skills are very important in the development of children and games are a great way to train these various abilities. That is why play is such a powerful thing, why children should do it all the time and why adults should never forget to be playful.
In our project we have used play to help teens with intellectual disabilities in their learning process. These teens often need extra support in their daily activities than regular teens. However, when they grow up and leave school they can’t rely any longer on teachers, mentors and peers to provide them with daily assistance. That is why we have developed a game specifically aimed at teens with intellectual disabilities, through which they can develop valuable social skills that these teens regularly struggle with. With this game we want to offer a playful way to increase the level of self reliance of these teens, by practicing their social skills. This way we hope that they will be better prepared for their future lives. By using play we have made this learning process more natural, fun and effective.
In the upcoming research paper we will describe our design process in making our
game. First we will start off by giving an overview of the desk research that was important to designing our product. Next we will describe the different stages and prototypes our game went through. Finally we will illustrate our user testing sessions and present the final result of testing our last prototype. We will conclude with a short discussion and give some ideas for further research.
2. Related work In this next paragraph we will look at other research and projects that are related to ours and have influenced our design process. We will mainly focus on two research papers: Motivating children to learn effectively: exploring the value of intrinsic integration in educational games by Jacob Habgood and Shaaron Ainsworth (2011) and Designing playful interactions for social interaction and physical play from Tilde Bekker, Janienke Sturm and Berry Eggen. We will also point out several games that are closely related to our work. In the introduction we mentioned briefly the idea that learning content should be integrated into the gameplay. However let us look at this more in depth by discussing the article Motivating children to learn effectively: exploring the value of intrinsic integration in educational games by Jacob Habgood and Shaaron Ainsworth. Habgood and Ainsworth start out their essay by describing the concept of intrinsic motivation. Video games have shown how to get players intrinsically motivated, that is, to perform an activity when he/she receives no apparent rewards except the activity itself (Deci 1975). This form of motivation can be created by gamedesigners through aspects like: challenge, control, fantasy and curiosity, or in the case of interpersonal games: competition,
cooperation and recognition (Malone & Lepper 1987). Through these aspects, players create their own goals and internal motivations for continuing the activity (Habgood, Ainsworth & Benford 2005). The goal of edutainment gamedesigners should be to integrate the learning content with these aspects of the gameplay. To create a more autonomysupportive game environment where the player can pursue their own goals and learn by virtue of discovery, creation and experimentation. In this way the player becomes a more active participant in the learning process. Thus Habgood and Ainsworth come up with the idea of intrinsic integration. Intrinsic integrated games deliver learning material through the parts of the game that are the most fun to play, riding on the back of the flow experience produced by the game, and not interrupting or diminishing its impact. Moreover intrinsic games embody the learning material within the structure of the gaming world and the player’s interactions with it, providing an external representation of the learning content that is explored through the core mechanics of the gameplay. Intrinsic motivation and flow can enhance learning by providing more focused attention, persistence, increased arousal, increased affect and alternative strategies.
Designing playful interactions for social interaction and physical play f rom Tilde Bekker, Janienke Sturm and Berry Eggen looks at how to create a game that encourages social interactions and physical play. They do this by developing several interactive play objects that make use of digital technology such as sensors, actuators, and computing power to create intelligent system behavior. By doing so, they discovered three important design values for designing gameplay that stimulates physical activity and social interaction. These three values are:
Openendedness, the game should provide the player with the opportunity to come up with new forms of gameplay.
Social interaction patterns, objects in the game can be shaped in such a fashion that they encourage more social interaction.
Motivating feedback, to motivate children to participate in physical activities you can use audio, visual or kinetic feedback.
These design choices make for a more enjoyable play experience that entices players to play more and longer.
The interactive play objects that Bekker, Sturm and Eggen have developed are used to
test these values. One of these objects is the LEDball, a cylindrical object that emits red, green or blue light that can be used to play different games with. In Interactive Play Objects and the effects of openended play on social interaction and fun f rom Bekker, Sturm and Eggen they discuss the testing of the LEDball more in depth. They tested with different groups in two play sessions, an openended play session without explanations or constraints and a session where they played a predetermined game. Out of these test came the result that the freeplay sessions were considered more fun by the testgroups than the restricted version. Bekker, Sturm and Eggen argue that openended play stimulates more creativity from the player and opens up more interesting socialinteraction between the players. However they also note that it is very important to strike a balance between offering an abstract interactive play object and at the same time providing clear interaction possibilities (Bekker et al. 2009). In other words, you need to give the player some handholds to work with, otherwise they might get overwhelmed by the possibilities. This is especially important to remember when designing for our specific user group.
There has also been a lot of research on using games for teaching or therapy of disabled children. In The use of gamification and serious games within interventions for children with autism spectrum disorder, Anna M. Ern describes how gamification can be used in therapy for children with developmental brain disorders like autism (ASD) and asperger. Serious games and gamification is the use of gameelements or whole games, in a nongame environment. These games can be a powerful tools to develop social, cognitive and psychological abilities. The most important find that Ern does is that all the games used for ASD therapy have clearly defined rules and they try to use one rule at a time, because the player can become quickly overwhelmed.
In Children with Motor Impairments Play a Kinect Learning Game: First Findings from a
Pilot Case in an Authentic Classroom Environment G iannis Altanis et al. use the Kinect to present an innovative game for children with dyspraxia and motor impairments, to help them understand the limits of the human body and to aid in interacting in the physical environment. They developed several learning games that allows the player to interact with the game environment by using hand and body gestures. In their approach they used four focus points:
Repetitive exercises
Personalized flow of learning activities
Combination of visual, auditory, and kinesiology stimuli
Stepwise activities with frequent feedback and reinforcement
The games Altenis et al. offered help children improve motor planning, visual kinetic coordination, visual and audio shortterm memory, math skills, concentration, and linguistic development. After testing the authors conclude that the games were a huge success. Not only were the children enthusiastic about this new approach, the games are also highly configurable so that a teacher can modify the settings for the individual needs of each child. Also, the teacher has access to kinetic and learning analytics of the child’s interaction progress and achievements.
Despite some promising cases, there hasn’t been a lot of research on the ways serious
games and play can help children with mental disabilities. Furthermore most of these cases focus on one specific group or disability, while in real life these children often need to communicate with others who might have a different disability or no impairment at all. Thus we
try to do something different by making a game that is adjustable for different target groups and that can provide a suitable challenge and learning experience for all kinds of players. 3. Method At the offset of the project we were asked to augment existing gym equipment with sensors or hybrid games to support the physical exercise of teenagers with special needs. Our stakeholder was the Orion foundation, high schools that provide special education for teenagers with intellectual disabilities. They asked us if we could augment existing gym equipment to help stimulate the development of three specific attributes: physical exercise, cooperation and creativity. After the first meeting, the research question quickly changed to: how can a hybrid game help to stimulate the development of physical fitness, creativity and cooperation? Over time this research question evolved along with our project, until its final iteration: how can a hybrid game help in practicing skills like collaborating, communicating and being physically active?
We have developed our game specifically for teens with intellectual disabilities. However
this group is varied with a lot of diverse individuals. The intellectual disabilities these children have vary from different forms of autism to down syndrome. At Orion these teens get divided in three levels, according to their EQ (emotional intelligence) and IQ. We wanted to create a game that would appeal to all these teens and that is scalable in complexity and challenge so everyone can play. Thus we had to design a hybrid game, a game that mixes digital and physical play, for teens between the age of 12 and 20 with different intellectual disabilities. We worked during our project in designsprints of 3 weeks. Every sprint had it’s own main goal, which were:
Sprint 1: The user/SWINX testing
Sprint 2: Hybrid Play
Sprint 3: Interactivos conference/The Colors Game
Sprint 4: Game variations/Instructions
Sprint 5: Checkpoint development/business plan
Sprint 6: Wrap up
We started out by doing desk research to get more information on using play for learning purposes. The literature review of all this research can be found in the previous section. We observed the users in their gym classes and recess time. For these observations we created an observation form, in which we focussed on specific categories like: cooperative play styles, movement intensity and complexity. Furthermore we created persona’s for the three different usergroups we tested with and we used expert evaluation from the gym teacher Frank Honkoop to get to know our user better. The observation form and the persona’s can be found in the appendix. For our brainstorming sessions we used the 635 method, in which every team member has to write down three ideas and then pass the paper down to the next to develop these ideas further or write new ideas. This way, the more introverted team members felt more comfortable sharing their ideas. After getting to know our user we developed our first prototype, using a preexisting game platform called the SWINX. The SWINX is a green computer box with no screen and a minimal interface. The system works with different wristbands with RFID tags, and a RFID tag reader on the machine itself. With this simple setup you can play multiple games, like a version of musical chairs, ‘hide your wristband’ and the SWINX shuttle run test. All these games get explained through audio instructions. The SWINX is an open platform and you can program your own games for the system. On the SWINX website you can also find games made by other users.
For our usertest we used one preexisting SWINX game and we created two new ones,
which were:
Swinx circle: a variation on dancing chairs, the players dance around the SWINX in a circle. When the music stops they have to check in their wristband as quick as possible.
Hot Potato: the players throw around a ball, while music plays on the SWINX. When the music stops, the player that holds the ball is out.
Minefield: players pair up and one gets blindfolded. The blindfolded player has to navigate an obstacle course while the other gives instructions.
The second prototype we made was with another preexisting game platform, called the Hybrid Play. The Hybrid Play is a playing device in the form of a red clip with movement sensors inside. Players can attach the clip to play objects like a swing or a seesaw. With the clip attached, the player can control virtual games on the smartphone or tablet. The play objects function as a big
joystick. The players have to communicate with each other, because one player looks at the smartphone while the others control the game via the play object.
Together with the creator of the Hybrid Play Diego Diaz, we developed a new game for
this device. We based our idea on EtchaSketch, a game where you can make a drawing on a screen by twisting two buttons. One button controls horizontal movement, the other vertical. For our game we used the same basic idea, but instead of buttons the line is controlled by moving a seesaw for horizontal movement and shaking a pole for vertical movement. Three players have to work together to navigate the line to seven different points on the screen. With each point they hit, the line changes color and another instrument gets added to the music. After seven points the game resets and starts over again.
For this game we used two Hybrid Play clips that we linked up together via a laptop with
bluetooth. We chose not to use a smartphone or tablet as a screen but a tv, because this enabled all the players to watch the action on screen. We attached one of the Hybrid Plays to an improvised seesaw and the other to a pole that one of the players had to shake to go up and down. Pictures of the Hybrid Play prototype can be found in the appendix.
For our third prototype we wanted to make a game without a screen, to encourage more face to face interaction between the players. The game that came out of this idea was The Colors Game, a cooperative game for four players. During the game, every player wears a headband with a light that can change color. The color of the light determines what they have to do or where they should go. Players can only see the color of other players, not their own color. Through communication and collaboration they can find out what color they are and how they should behave in the gameplay. There are 9 different game variations within the colors game, most of them are based on games you probably know, like tag, memory, simon says and other variations on wellknown kids' game dynamics. For example: they have to find out their color and then run to a mat in one of the corners of the gym class that corresponds with their color.
We started to develop The Colors Game at the Interactivos? ‘15 conference, in Murcia.
For each headband we used an Arduino, a bluetooth adapter, a LED light, a battery, a headband and 3 buttons (one for power, one to reset and one to switch colors). At first we tried to integrate all the technical components into the fabric of the headbands however we quickly noticed that this didn’t work well. The headband had to be able to stretch and this could cause problems for the wires inside. To make sure the electronics were well protected we decided to put all the electronic components in a 3D printed case, that we attached to an elastic band. For
the modelling of the cases we used Rhino and SketchUp. Pictures of the cases and our first prototype can be found in the appendix.
At the end of the Interactivos? ‘15 conference, we had four working headbands that
could connect to a computer via bluetooth. We created a program in processing, through which the user can adjust the different colors on the headbands, or to randomly change all the colors at the same time. We also included a button on the headbands to change the colors manually. Furthermore we included a big red button that would reset the game and randomize the different colors on the headbands. We introduced this element to make the game more user friendly, this way the players don’t have to interact with the computer, but they can start the next round with a simple push of the button. For this we used preexisting hardware, called the BT.TN, a big red button that gets connected to the computer via wifi. When you press the button, it communicates with the program on the computer, which sends a signal via bluetooth to the headbands.
We designed three game variations, to mix up the core concept and to make the game
more challenging. These three variations are:
Forbidden word: the objective of the game is still the same, the players have to figure out what color they are by communicating with each other. Only now it is forbidden to actually say the colors, so the players have to use other ways, for example “the color of the sky!”, to help each other.
Nomunnocation: the objective of the game is still the same, however this time it is forbidden to speak at all! The players have to try to help each other in a nonverbal way.
Captain on deck!: the players pick one person who becomes the captain of the game. Only this player can talk, all the others have to stay silent. The captain has to make sure that everybody goes to the right color. When all the players are standing on the right mat, then they have to help the captain to his or her own color.
One is missing: four players each get a color, green, yellow, red and blue. They can’t speak or help each other but they have to figure out which color they are by looking at the other players and seeing which one is missing.
For all of these variations we used different colored mats, in red, yellow, blue and green.
With the design of the game we wanted to encourage social interaction and physical
activity. Key design considerations for this are:
No screen: lots of digital games get played on screens. But by removing the screen, the players can use the physical space they play in. This lets them move around more actively and interact directly with each other.
Social interdependence: by giving each player important knowledge about the other players, but not about themselves, they are encouraged to communicate with each other and to work together
Placement of the light: because the light is placed directly above the player's’ eyes, they automatically look at each other. This creates more social interaction between the players.
Openendedness: by using colored LED lights, instead of a screen, the game becomes more abstract. This way it is open for the interpretation of the players, and provides them the opportunity to come up with new forms of gameplay.
Easyin, easyout: players can leave and enter the game without interrupting the gameplay.
We tested this prototype both in Spain with a group of people with intellectual disabilities, aged 20 to 60, and with our usual testgroup in Holland at the Orion college Beijerland. The results of these usertests can be found in the next section. We decided to develop The Colors Game prototype further, to create more game variations and to find a better way for giving instructions. An important observation we did while first testing The Colors Game was that some students found the game too simple. Due to the big differences between the students, we had to create a game that would be interesting and challenging for different kinds of players. That is why we started thinking about more game variations that would challenge the players more, both physically as intellectually. The “advanced” game variations are:
Simon Says: this is a game for two players, both wearing headbands. At the start of the game, one of the headbands starts blinking a colorcode (for example: red, blue, green, yellow) that the other player has to remember. After the code ends, the second player has to walk to the colored checkpoints, in the same order as the code. If the second player is successful, his or her band will start blinking the same code, but with one more
color at the end (for example: red, blue, green, yellow, blue). Now the first player has walk to the right checkpoints, while the other can give tips. The game keeps switching until the players can’t keep up.
Tag: during this game every player wears a headband with a colored light. However this time everyone has the same color except for one player. He or she is “it”, and this player has to tag the others. The players can find out that they are the tagger, by looking at the reactions and colors of the other players. If everybody has the same color, then you are probably “it”. The checkpoints are safe zones where you can’t get tagged. But beware, the lights switch regularly, and the tagger could suddenly be standing next to you!
Hide your color: this game is quite similar to One is missing, however this time every player wears their headband the other way around, with the light on the back. The goal of the game is to figure out which color you are, by looking at the other players. But this time, the fastest player wins! So you have to peek at the other lights, while protecting your own.
Turn the light out: this game starts with all the players standing in the middle, facing each other. Every player is wearing a headband, with all the lights turned off. The goal of the game is to keep the lights off! You do this by going to the right checkpoint, when your light turns on. However because you can’t see your own color, you have to work together and let each other know when somebody’s light turns on. The longer the game goes on, the faster it will go. If all the lights are on at the same time, it’s game over and you can start again.
For giving instructions we developed an instruction application for the Ipad. During testing we discovered that the players had to listen to a lot of instructions. However we wanted to create a game that players could play autonomously, without a teacher telling them what to do or having to monitor them. While testing the Swinx we noticed that audioinstructions didn’t work well, the players got quickly distracted or the instructions weren’t clear enough. In normal PE lessons they were used to getting a lot of visual cues during instructions. The teacher would perform the exercises or show a videoclip on an Ipad or TV. Thus we decided to make the instructions visual, but we also wanted a more active and intuitive way of receiving instructions. Our
instruction application provides a digital version of The Colors Game. The player has to direct a character on screen to the same color as the light on their headband. This can be done by tapping one of the four colored corners on screen. Depending on the actions of the player, they get positive or negative feedback. This “minigame” provides a more active way of learning. The player finds out the rules of the game through experimentation, which is more interesting and captivating than passively reading or listening to instructions. Pictures of the instruction application can be found in the appendix.
Lastly we wanted to digitalize the checkpoints we used in several game variations. Up to this point we had used normal colored mats, but we wanted checkpoints that could recognise the color of the players standing on top or next to it. By digitalizing the checkpoints, the game could provide feedback on the actions of the players. Furthermore we could measure the actions of the players and see if they become better or faster in the game. The main problem we ran into was finding a way for the checkpoint to communicate with the headbands. The checkpoints had to able to track the different players in the game, and see what color they were. To do this our plan was to develop four mats with four buttons on each. These buttons would have numbers on them from one till four. The headbands would also be numbered. When a player would arrive at a checkpoint they would have to push the button with the same number as their headband. This way the checkpoint could keep track of the different players and see if they were standing at the right place. The feedback would be provided through audio, by a small speaker integrated in the checkpoint.
However due to technical difficulties and time constraints we weren’t able to develop and
test these checkpoints. We still think that the feedback and measurement these checkpoints can provide are valuable additions to our game. But the game is fully playable without them. In the end we changed the name from The Colors Game, to Bandjes, because our users liked that name more. In the future we want to further develop the game and take it to gamefestivals and conferences. We drafted a business model, however since we created a product specifically aimed at schools, it is difficult to market at the normal consumer. Our game would be too expensive to compete with similar products and the game works best in a controlled environment like a gym class. We could market our game specifically at schools, but schools often don’t have a lot of money to spend on these products.
4. Results We had several testing days to test our prototypes at the Orion foundation in Amsterdam. An important goal and great challenge was to make the game appealing to pupils in all levels of the school and that it is scalable in complexity and challenge so everyone can play. To this end, all iterations were tested with users from each of the different groups and levels. We did 2 days of normal observation and 7 days of testing in the physical education classes, with 5 different groups. We tested the Swinx and Hybrid Play prototypes both 1 day and our final prototype Bandjes 5 days.
Firstly we tested the Swinx, with the three game variations: Swinx circle, Hot potato and
Minefield. We came up with these three game variations because they focus on different aspects that we wanted to test, like cooperation, motor skills and competition. During the user test the players were playing very enthusiastically. Especially when playing Swinx circle, they didn’t want to stop playing. What we noticed was that the three game variations all were very suspenseful. The players eagerly awaited if the music would stop and were watching the Swinx computer closely. There was a lot of downtime though, especially for the players who would lose in the first few rounds. Also some of the games were a bit unsafe, in Swinx circle all the players ran to the same point to checkin their wristbands. This resulted several times in players toppling all over each other. Lastly while playing minefield we saw players trying to peek under the blindfold or continuously asking their partners if they were still on the right track. They seemed to have trouble trusting each other.
Secondly we tested the Hybrid Play prototype. The results of this prototype differed a lot
between the three levels. The lowest level had trouble with connecting their movements with the actions on screen. There was also little communication between the players and they needed constant reminders about what to do. The middle level fared a little better, they worked together and gave each other directions. However they needed more positive feedback from the game. At the end of each round there was no moment of celebration or feeling of success. Players from the highest level however thought the game was too easy. They tried making it more challenging by standing on the seesaw instead of sitting down. However they quickly started to find other ways to amuse themselves, for example by trying to let the other player fall of. Something we noticed with all three levels was that the screen limited communication and
interaction. The players mostly focussed on the screen instead of interacting with each other. This we tried to adjust in our next prototype We tested The Colors Game 5 times, 2 of which were with the analog version of the game. We used baseball caps and colored stickers to test out the game concept, before starting to develop a fully digital version. These analog prototypes showed players communicating a lot and helping each other actively. Furthermore there was a lot of suspense when the players got assigned their color. However there was also a lot of downtime, because we had to change the stickers each round. But this issue would be solved in the digital version, when we could change the colors with a push of the button. Furthermore there was not enough challenge for the higher groups. We had to come up with more challenging game variations to make the game interesting for all kinds of players.
The final user tests pointed out that the dominant playstyle while playing Bandjes was a very active one, with lots of running and shouting. Players helped each other actively and talked enthusiastically with each other. At times, they would also come up with their own rules and game variations. The core concept of our game was easy to understand for pupils in all levels, and players could start playing after a short explanation. In between rounds players could add new elements and try different variations, this way the game slowly became more complex and challenging. The game variations made the game scalable in terms of difficulty and physical challenge. This keeps the game interesting for higher levels and encourages them to continue playing. Most importantly though, user tests pointed out that players had a lot of fun during gameplay, while at the same time practicing skills like collaborating, communicating and being physically active. 5. Conclusion and discussion With our project we have found a way to develop a hybrid game that helps teenagers with intellectual disabilities in practicing skills like collaborating, communicating and being physically active. Through different design choices we have tried to stimulate these three skills. For example by not using a screen, the players used the physical space they play in actively. By placing the lights directly above their face, they made more easily contact with each other. And by making the players dependent of on one another, we encouraged collaboration. During testing we observed a lot of communication between players and they were actively helping each other during the game. The core concept was easy to understand and
could be expanded on with multiple game variations. These different game variations made the game suitable for all kinds of players and playstyles, like games that focus on communication or games aimed at physical exercise. The use of play worked really well to get the players to communicate, collaborate and be physically active. However we weren’t able to extensively test our prototype. The only testing we did was with 5 different groups on 5 testing days. To properly test this product we would have to enlarge our test group significantly, test it on more users and go to different schools. We also didn’t separate the different intellectual disabilities. The groups were separated into three levels, but in those levels the differences between the students were still quite large. Furthermore it would be interesting to also look at different age groups, see how small children or adults with intellectual disabilities react to the game. Lastly to test our design choices we could have made more prototypes. These prototypes could have taken one of these choices and enlarged it, to really see how the users react to it. An interesting idea for further research might be to look at how games can stimulate communication and collaboration between players of different levels. How can game design connect two players that are vastly different from each other, physically, intellectually or culturally. How can for example different roles in a game, encourage play between different generations of players? We saw that there was little communication between the different levels on the school where we did our user testing, it would be interesting to develop a game to change this.
6. References Bekker, Tilde, Janienke Sturm, and Berry Eggen. "Designing playful interactions for social interaction and
physical play." Personal and Ubiquitous Computing 14.5 (2010): 385396.
Bruckman, Amy. "Can educational be fun." Game developers conference. Vol. 99. 1999.
Deterding, Sebastian, et al. "From game design elements to gamefulness: defining gamification." Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media
Environments. ACM, 2011.
Habgood, M. P. J., S. E. Ainsworth, and Steve Benford. "Endogenous fantasy and learning in digital games." Simulation & Gaming 36.4 (2005): 483498.
Lieberman, J. Nina. Playfulness: Its relationship to imagination and creativity. Academic Press, 2014. Susi, Tarja, Mikael Johannesson, and Per Backlund. "Serious games: An overview." (2007). 7. Appendix
Bijlages
MediaLab, Amsterdam
+ Note!
De video-opnames van de tests bij Orion mogen in verband met privacyredenen niet openbaar gemaakt worden. Daarom zijn deze niet meegenomen in de bijlages. Mocht hier belangstelling voor zijn kan er contact opgenomen worden met Jill+Anne.
Bijlage 1
+ meetings, 16 februari met Frank @ Orion
wat is belangrijk?
BEWEGING spelen
SAMENWERKING vertrouwen
CREATIVITEIT plezier
25 februari, translate sessie met Menno @ Studio HvA
onderwerpen
ONDERZOEK + INZICHTEN gedrag van Boris in de klas
BORIS persona’s + verschillende skills
BODYSTORMS gespeelde spellen
BEST PRACTICES collectie van interessante spellen
highlights
DIGITALE GAMES
BORIS
VERGROOT BEST PRACTICES
welke objecten zijn leuk ?
is het een verrijking?
combineer alle niveau’s in spel
age invaders
welke bewegingen zijn leuk?
hoe?
BODYSTORMS
minefield spin the bottle
24 maart, peer pitch #1 @ Studio HvA
peer pitch feedback
COMMUNICEREN
METHODES
OPLOSSINGEN
BEST PRACTICES
leerdoelen
noem Boris tieners ipv kinderen
verklein doelgroep?
tileplay (Tamara)
literatuur & best practices
definieer gebruikte methodes
open ended play
pigs (Felipe)
benoem de inzichten
maak emoties deel van de observaties
creative play
design & readibility (presentatie)
Bijlage 2 + persona’s
persona’s gemaakt door een student van Orion
Bijlage 3 + Observation Form Instelling: Aantal deelnemers: Observeerder: 1. Spel Materiaal
Ruimte
Duur spel
Rollen
Doel van het spel
Beginsituatie
Verloop van het spel
Klas: Datum: Instructeur:
Gebruiksvriendelijkheid Duidelijkheid regels interface feedback verbale toelichting nodig?
Complexiteit score in mate van complexiteit aangeven
Zelfstandigheid
Risico’s
Meerdere rollen tijdens activiteit Grote afhankelijkheid van elkaar Spel Veel regels In teamverband
JA / NEE JA / NEE JA / NEE JA / NEE JA / NEE
2. Gedrag Beweging Beweginsintensiteit Motor skills & hand-oog coördinatie Creativiteit (open ended play)
Worden regels gebroken? Hoeveel spelobservarties zie je? Hoeveel manieren om doel te behalen zie je? Emoties Welke emoties zie je op welke momenten? Samenwerking Speelstijlen
Communicatie
Alleen Parallel Samen competatief collaboratief
3. Evaluatie Suggesties?
Bijlage 4
+ observaties, scheepsvaartmuseum 19 februari
Beweging springen bij enthousiasme en rennen in het museum
Praten op laag niveau, maar erg veel
Veel lachen om eigen grappen
Grappen onderling en tegen leraren, moeilijk te stoppen
Samen spelen waarbij ze elkaar veel aanraken
gymles, 19 februari
Verschil groot verschil tussen niveau’s en in groepen zelf
Moeilijk verschilt per student in: - snelheid - vangen van objecten
Digitaal
Communicatie
wii en kinect slaan erg aan wat betreft interesse
verschilt per niveau van: - grappen en roepen tegen elkaar - tot geen communicatie in het geheel
Beste instructie is het voordoen van wat er gespeeld gaat worden
spellen, 19 februari
IENE MIENE MUTTE
Geen competitie
DOP
Maken eigen, nergens op slaande, regels en iedereen vond het wel goed Competitief Spelen het in het museum Heel erg veel plezier tijdens spelen
Luid praten en lachen Elkaar slaan als overwinning Spelers: 3 jongens ± 15 jaar
Bijlage 5 + best practices
Bijlage 6
+ Games for People, 2014, Pat Ashe & George Buckenham
Bijlage 7
+ bodystorms, 7 februari
TIKKERTJE
ANNEMARIA KOEKOEK
LANDJE PIK
makkelijke regels
neemt veel tijd in beslag:
makkelijk te begrijpen
om de regels te begrijpen
aanpasbare intensiteit van spelen
om te spelen
18 februari
STAND IN DE MAND makkelijk te begrijpen veel enthousiasme tijdens het spelen: lachen spanning
tijdsverlies wanneer de bal wegrolt intensieve fysieke beweging: korte speelduur
snel reageren op het spel maakt het leuk hou het simpel
20 februari Games for people
FIVES alleen gebruik van handen spel wordt snel saai
DANISH THIGH SLAPPING GAME veel lachen hoe langer je speelt, hoe moeilijker hoge motorische eis
23 februari
SWINX REN JE ROT
SWINX CIRCLE
Aanpasbaar:
spanning tijdens wachten tot de muziek stopt
teams, extra taken, complexiteit...
hoog entertain gehalte, klein feestje
het benadrukt de verliezer in het spel
25 februari
FOUR SQUARE makkelijk om regels bij te voegen spel verliep vloeiender nadat regels waren aangepast: de bal moet eerst een keer stuiteren in je eigen vak hoge motoriek nodig voor het spelen
26 februari
STOOL
SPIN THE BOTTLE
=
SPIN THE STOOL
draaien
leuke, korte low key spellen
hoge snelheid
groepsspel geen vloeiend spel mini games zijn voor een keer leuk
26 februari
SWINX HIDE YOUR XS (STRAP) spannend: je XS verstoppen om de anderen XS te gaan zoeken de swinxs is een toegevoegde fun factor wanneer je de straps afbliept
2 maart
SWINX CIRCLE AANGEPAST spanning tijdens wachten tot de muziek stopt toevoeging om een nieuwe game te bedenken met de laatste move maakt het erg leuk een nieuwe game bestond uit tikkertje met de laatst uitgevoerde beweging
2 maart
TIKKERTJE ACHTERUIT
BUSKRUIT
achteruit lopen is leuk
spannend omdat:
gaat tegen je natuurlijke gevoel in
laatste speler kan je redden
meer tikkers maken het spannend
het is leuk om te verstoppen
met meerderen kun je, je aanval plannen
3 maart
PAALTJES VOETBAL
WATER PISTOOL AANVAL suprise element onverwachte reacties slappe lach de mensen die werden aangevallen vonden het niet zo leuk..
4 maart
MAKEY MAKEY BUBBLE TROUBLE een karakter met meerder spelers: verschillende rollen samenwerken hoge motoriek miscommunicatie zorgt voor frustraties in elkaar
6 maart
Er is een speler die zich verstopt. De rest van de spelers gaan die persoon zoeken. Wanneer ze de speler vinden voegen ze zich bij de verstopplek tot dat de laatste speler iedereen heeft gevonden.
OMGEKEERD VERSTOPPERTJE het is een bekend spel, maar aangepast spanning tijdens het zoeken niet erg competitief je kan de andere spelers volgen, zo vind je de rest
15 maart
BOOBYTRAP HOTEL obstakels nodigen uit muziek voegt toe aan ervaring: dansen geen regels, je bent vrij in je spelgedrag begin- en eindpunt
18 maart
NINJA spannend als de ninja naast je staat ninja bewegingen zijn leuk om te doen: ze zijn gek ze zijn cool wachten totdat iemand een beweging maakt kan soms lang duren wanneer je af bent is het niet meer leuk
23 maart
HAND TAP GAME simpel snel, makkelijke regels je moet goed opletten wordt erg snel saai duurt soms lang voordat je weer aan de beurt bent
Bijlage 8
+ bodystorm game catalogus Annemaria koekoek
Swinxs: swinxs circle
Speler 1 gaat met de rug naar de andere spelers staan en roept: Annemaria Koekoek! In de tussentijd rent de rest naar deze persoon toe. Wanneer speler 1 dit gezegd heeft, draait hij om. De rest van de spelers moeten zo stil mogelijk staan. De speler die het eerst bij speler 1 is, heeft gewonnen.
Dit spel wordt hetzelfde gespeeld als de stoelendans. Er klinkt muziek en wanneer deze stopt moet iedere speler zo snel mogelijk zijn xs strap afbliepen aan het apparaat.
Stand in de mand Een speler gooit een bal omhoog en roept: Stand in de mand en de bal is voor ‘speler 1’. Die speler moet de bal vangen terwijl de andere spelers wegrennen. Wanneer speler 1 de balt vangt roept hij: stop! Dan stopt de rest met rennen en mag speler 1 proberen iemand af te gooien met de bal.
Swinxs: ren je rot De swinxs dient hier als een eindpunt waar de spelers heen moeten rennen. Wanneer je de xs strap bliept aan de swinxs heb je gewonnen. Het spel is flexibel in regels en je kunt zelf makkelijk regels of obstakels toevoegen.
Four square Er zijn 4 spelers en iedere speler heeft een vierkant vak. Deze 4 vakken zijn samen weer een groot vierkant. Tijdens het spel wordt er met een bal overgeslagen. Je speelt een soort van tennis is een vierkant.
Spin the stool Speler zit op een kruk en de andere spelers staan hier omheen. Er is een lijst met minigames opgesteld. De kruk wordt gedraaid en wanneer deze stopt wijst speler 1 iemand aan. Die speler kiest zijn tegenstander en speler 1 bepaalt welke game er gespeeld wordt. Degene die wint, mag op de kruk zitten.
Swinxs: hide your strap
Bubble trouble
Iedere speler verstopt zijn swinxs xs strap in een ruimte. Hierna gaat iedereen zoeken en wanneer er een bandje wordt gevonden wordt deze afgebliept. De speler van wie het bandje als laatste overblijft heeft gewonnen.
Dit is een online spel waarbij je een game character speelt die stuiterende ballen kapot moet schieten. Aan de hand van de pijltjes toetsen loop je, en met de spatiebar schiet je.
Swinxs circle aangepast Wanneer iemand als eerste zijn xs strap bliept, en dus wint, moet die speler zijn laatste dansmove voordoen. Deze dansmove is de input voor een nieuw spel. Iedereen moet zo snel mogelijk een nieuw spel bedenken aan de hand van deze beweging.
Tikkertje achteruit
Ninja Je staat met een groep spelers in het midden. Dan roep je NINJA en springt iedereen met een nija beweging uiteen. Speler 1 mag beginnen. Bij elke beurt mag hij een been verplaatsen en een armbeweging maken. Met deze armbeweging moet de speler een andere speler tikken of aanraken. De speler die hierbij wordt aangevallen mag ook een ontwijkbeweging maken. Wanneer degene toch wordt geraakt is hij af.
In plaats van vooruit te rennen, ren je achteruit.
Handtap game Buskruit Speler 1 moet de andere spelers zoeken. Voorafgaand wordt er eerst een bal weggeschopt die speler 1 moet halen zodat de andere spelers verstoppen. De bal dient hier als de ‘buut’ en hier zijn de regels hetzelfde als verstoppertje. Maar wanneer een speler de bal weer wegschopt zonder dat hij gepakt wordt door speler 1, is iedereen weer vrij en begint het opnieuw.
Je zit met een groep spelers aan tafel. Iedere speler legt zijn armen gekruist over elkaar op de tafel. Speler 1 begint. Hij tikt met zijn hand op tafel en zo gaat dit verder met de klok mee. Je moet goed opletten wanneer jijzelf aan de beurt bent en ook dat je met de goede hand tikt. Wanneer er iemand dubbel tikt, gaat het verder tegen de klok in.
Bijlage 9 + swinxs ideeën
REKENSPEL
OPEN PLAY
Rekenen door middel van het gooien bal in ringen met bepaalde nummers.Als de spelers de goede cijfers hadden opgeteld, mogen ze hun XS afbliepen.
Hoe? De spelers krijgen verschillende attributen tot hun beschikking. De bedoeling is dat de spelers zo hun eigen spelregels gaan verzinnen en hun eigen spellen creëren. Waarom? Om het natuurlijke spelgedrag te observeren.
MIJNENVELD Elke speler moet een doolhof / parcour geblinddoekt afleggen. Andere spelers moeten hem hierbij helpen. De speler die als eerste zijn bandje bij de Swinxs computer afbliept, wint. Waarom? Observeren hoe de spelers omgaan met vertrouwen in elkaar.
SWINXS CIRCLE Hoe? Dit spel wordt hetzelfde gespeeld als de stoelendans. Er klinkt muziek en wanneer deze stopt, moet iedere speler zo snel mogelijk zijn xs strap afbliepen aan het apparaat. Waarom? Om de motoriek en algemene lichamelijke beweging te observeren.
HOT POTATOE Hot Potatoe is een spel waarbij de kinderen een bal naar elkaar overgooien. Ondertussen wordt er een timer (Swinxs) gezet en wanneer deze afgaat is de speler die de bal nog vast heeft af. Er wordt gestreefd naar een snel reactievermogen en beweging. Waarom? Om te zien of er ander speelgedrag te zien is met/zonder de Swinxs.
VOSSENJACHT
ANIMAL QUIZ Swinxs stelt een vraag en de spelers hebben iedere keer maar een paar seconden om te antwoorden. Ben je sneller dan je tegenstanders, dan zijn de bonuspunten voor jou.
Elk Swinxs bandje zit vast aan een lint. Deze lintjes worden aan de broeken van spelers vastgemaakt, en de spelers moeten elkaars lintje zien te pakken, om deze vervolgens af te bliepen op de Swinxs computer.
WANNEER VOLGEN ZE REGELS EN WANNEER SPELEN ZE VALS? SPELGEDRAG • Naar elkaar • Fysieke beweging in groepen.
HOE SPELEN ZE MET DE SWINXS XS BANDJES? • Hoe snel begrijpen de groepen de de bandjes? • Vinden ze het leuk?
PLEZIER MAKEN • Voor hoe lang vinden ze het spel leuk? • Wanneer raken ze verveeld?
WELKE BEWEGINGEN MAKEN ZE NORMAAL GESPROKEN TIJDENS HET SPELEN?
HOE GAAN ZE OM MET WINNEN EN VERLIEZEN? SAMENWERKEN - INDIVIDUEEL SPELEN • Wanneer spelen ze samen, en wanneer niet? HOE PRESTEREN ZE ONDER DRUK?
Bijlage 10
+ observaties swinxs, 5 maart
Swinxs circle
STRUCTUUR
MIDDENBOUW
BOVENBOUW
+ heel erg enthousiast + zelfs enthousiast wanneer ze het spel verliezen - kan er ruig aan toe gaan - worden erg snel moe - jammer wanneer je wint en het spel moet verlaten
+ heel erg enthousiast + doen actief mee + na de eerste ronde begreep iedereen de regels / je moet de spelregels voordoen, audio van swinx alleen is niet genoeg - dezelfde winnaars en verliezers elk spel - degene die het spel verliest is niet voldaan
+ + + + +
+ -
-
enthousiast en spannend erg actief vinden de muziek leuk veel plezier en gekke dansjes iedereen danste in de circel in plaats van erbuiten, pas na de instructies snapte iedereen het spelen het spel geheel zelfstandig afgeleid tijdens instructies speelde erg ruig (ook ruige omgang met swinxs) wanneer je het spel moest verlaten omdat je had gewonnen werd slecht ontvangen wachten tot je weer mee mag doen is erg saai
Hot potatoe
STRUCTUUR
MIDDENBOUW
BOVENBOUW
- de bal gooien en vangen is erg moeilijk
+ ze vinden het spel leuk - onduidelijk wie verliest - de bal gooien is soms te moeilijk
+ spannend + muziek + zo snel mogelijk je bandje afbliepen wordt gezien als spelelement + studenten verzinnen eigen regels + het spel wordt ruig gespeeld + iedereen doet mee + verspreiden zich beter dan andere groepen door de zaal / regels worden snel gebroken - de eerste verliezer voelt zich slecht - raken de bal regelmatig kwijt - onduidelijk wie er uiteindelijk wint of verliest
Minefield
MIDDENBOUW
BOVENBOUW
- niet iedereen wil samenwerken / luisteren niet aandachtig naar de instructies / spieken / groot niveauverschil / sommige studenten gebruiken hun handen in plaats van hun stem
+ sommige studenten kwamen met eigen variaties / verschil tussen links en rechts is moeilijk - niet veel vertrouwen - blinddoek is eng - instructies zijn te moeilijk
Bijlage 11 + game reviews
Dit is een selectie van de reviews, op www.medialab.hva.nl/playfullearning staan alle reviews
Bijlage 12
+ fast prototyping, makey makey This week Jill and I made a first prototype with Makey Makey. First, we made the game Snake using Flash, but we figured that this game would be way too hard to play with the Makey Makey as a tool. We decided it would be the most fun and useful for our project when we would use the Makey Makey as a tool for players to work and achieve certain goals together, as a team. The game we chose to prototype with was “Bubble Trouble“. We made a right and left step (to walk) and two gloves (to shoot) using cardboard and tinfoil. Our plan was that one person was the shooter, and the other person was the walker and these two had to work together to shoot the balls and accomplish levels. We tested our prototype with Nick, Alexander and Dennis. Conclusion: team work is hard work but at least it was fun.
Bijlage 13 + ideeën Hybrid Play
Drie muren met objecten met verschillende kleuren en vormen
Scherm met kleur en vorm combinatie
Door middel van aanraking van de objecten en elkaar een “slinger” maken die de juiste combinatie maken
Feedback in de vorm van geluiden
Platform
Tekenen
dat verbonden is aan een andere taak, bijvoorbeeld: springen, draaien, klappen etc.
zoals het bestaande spel: etch-a-sketch
Muziek wanneer elke taak wordt uitgevoerd
Waar? buiten op de speelplaats
Samenwerken om een pad te creëren
Bewegen door zelf roterende bewegingen te maken, wat normaal die knop zou doen
Klimrek dient als besturing van het spel
Scherm waarin mini games worden afgespeeld
Spelers een speler die op het rek de game bestuurt + een speler die het scherm bekijkt en instructies geeft
Variatie op
Grote mat
http://donottouch.org
dient als ‘scherm’, hier worden tennisballen tegenaan gegooid
Beweging door naar het scherm te kijken en instructie op te volgen
Waar? buiten op de speelplaats
Projectie op de mat die visualiseert waar de tennisballen de mat raken
Hoepels ballen in hoepels gooien
Output muziek of kleur op een scherm
Klimmen
Helm
dient als besturing voor het spel
dient als game console
Scherm
Spellen
waar mini games worden afgespeeld
- balans houden - parcours afleggen - joust (http://www.jsjoust.com)
Spelers een speler die in de touwen de game bestuurt + een speler die het scherm bekijkt en instructies geeft
Bijlage 14
+ visuele speelstijl, moodboard
visuele speelstijl Hybrid Play etch-a-sketch
Bijlage 15
+ visuele speelstijl #2, moodboard
visuele speelstijl #2 Hybrid Play etch-a-sketch
Bijlage 16
+ Hybrid Play test, 12 maart Op het scherm beweegt een gekleurde lijn. Er verschijnt een zwarte bol waar je heen moet navigeren. Dit doe je doormiddel van de evenwichtsbalk naar links of rechts te navigeren en de Hybrid Play te schudden voor omhoog of omlaag. Wanneer een zwarte bal is geraakt verandert de lijn van kleur en komt er een extra beat bij de muziek feedback.
structuur groep Afgeleid en lage concentratie span
“Het ziet er te moeilijk uit, dus ik probeer het niet” Of meedoen met het spel of niks doen
Geen link
scherm Evenwichtsbalk was oké, soms moeite met evenwicht ‘Tekenen’ op het scherm is het leukste!
Leer curve Ze hebben reminders nodig! Communicatie
niet overduidelijk
Gefocust tijdens het spelen Parallel Play
Geen valsspelers
suggesties Minder abstracte vormgeving: dieren gebruik van storytelling Visuele feedback & awards Hoe blijven ze gefocust voor een langere tijd? Een controller is moeilijk genoeg Feedback
audio duidelijke instructies visual and interaction design
middenbouw Beste reactie op het spel
Staan op de evenwichtsbalk
Uitdagend genoeg, alleen het eind is onduidelijk
“Drie spelers is te veel”
“En nu?”
geen extra speler nodig om de Hybrid Play te schudden
Geen succesmomenten
speler 3 was minder betrokken
Hebben positieve feedback nodig
Meer samenwerking
Goede non-verbale communicatie
Er is altijd een dominante speler
Aanwijzingen door middel van wijzen De gekleurde lijn stopte tegen de zijkanten van het scherm
Hoe zwaarder Boris is, hoe meer invloed dit op het spel heeft nadeel vanuit fysiek aspect
aan, nadat dit ‘open’ was gemaakt verliep het spel vloeiender
Muziek voegde niet erg veel toe aan de totale game
suggesties Rollen bedenken voor studenten die niet van fysieke spellen houden
Fysieke bewegingen moeten het gevoel geven dat je iets toevoegt aan het spel
bovenbouw “Het is te makkelijk” snelst door alle levels probeerde het moeilijker te maken door op de evenwichtsbalk te gaan staan Opscheppen met vaardigheden Goede communicatie Regelbrekers Combineren van controllers Schudden met Hybrid Play + staan op evenwichtsbalk Bijna geen instructies nodig
Spelgedrag was wat we hoopte: Creativiteit in spel Zelf moeilijker maken Veel fysieke beweging Communicatie
suggesties Meer levels Betere visuals Grotere vrijheid creeëren in spel studenten uitnodigen voor een sessie voor het design proces
Bijlage 17 + game interactie
Bijlage 18 + opzet proposal Murcia april 15-28
• oproep voor projecten • dinsdag deadline • coaching • gepresenteerd @ Media Art Futures conferentie • 500,- productiebudget • 1 persoon: vlucht • accommodatie voor hele team • 4-5 pers. per team • exhibition @ contemporary museum • zie format e-mail Diego
KINDEREN & BEPERKINGEN BORIS
INTERACTIVOS?15 FUTURES OF PLAY STORYTELLING
TECHNOLOGY
TOEKOMST VAN EDUCATIE
PLAYFUL FUTURE BEWEGING / LICHAMELIJKE OPVOEDING
CREATIVITEIT
SAMENWERKING / VERTROUWEN
VOORBEREIDEN OP TOEKOMST Interactivos?15 • uitleggen wat jullie er gaan doen • interactief systeem voor kinderen met beperkingen • experimentele videogames & interfaces & fysieke controllers • benodigdheden zoals arduinos, sensors etc. • foto’s van werk bijvoegen!
proposal
Name (of applicant): Anne Surname: de Bode Comments: this application represents a larger project team. We are open to discussing how they could be involved in the events. Phone nr: +31649983724 Email address:
[email protected] Project title: Playful Learning: Preparing special needs teens for the(ir) future(s) Abstract: Teens with reduced capabilities such as intellectual impairments, reduced physical capabilities and motor skills need more support from others in their daily activities than regular teens. The moment they leave the school system, they face an environment where they can no longer always rely on teachers, mentors and peers to provide them with the necessary assistance to get through the day to day. The primary goal special education schools is for the teenagers (ages 12-20) to prepare them for their future: one in which they can be somewhat self reliant, and able to take basic care of themselves and carry out daily activities, perhaps maybe even to get access to special support jobs. Ideally these youngsters are instilled with some healthy lifestyle habits, as obesity has become a big problem within this group of young people. The two key factors in achieving this are for the teenagers 1) to trust in their own capabilities and resourcefulness 2) to be able to trust others The Playful Learning project aims to support this learning process through play and physical exercise, focused on creativity & collaboration in open play. This will be done by developing tangible, playful interfaces using sports equipment and sensor systems in order to design experimental games and playful interactive installations.
Project summary (for publication on web): The Playful Learning Project is a collaboration between MediaLAB Amsterdam, the lectorate Games & Play at the Amsterdam University of Applied Sciences, and Orion: Amsterdam’s provider of public special needs primary and secondary education. The project has attracted an interdisciplinary team of final year students from various fields including: communication and multimedia design, game design and health & lifestyle. They work in close collaboration with dr. Menno Deen, games researcher & designer at Lectorate Games & Play and Frank Honkoop, an experienced Physical Education teacher at one of Orion’s high schools. The project team visits the school on a weekly basis to observe, prototype and playtest on location and with the end users, resulting in a deep understanding of the needs of the target group, and an ongoing conversation about the iterative design process. Observations, conversations and playtests conducted so far have pointed out that: There is no unified target group, differences even within the 3 school levels (based on EQ and age) are big in terms of motor skills, cognitive skills and communication. the teenagers find it difficult to collaborate; some teens avoid new things because they have a fear of not being able to do it; their attention span is very short, they need to be reminded often; they love playing games, joking and laughing; many games developed for kids their age are too complex for them to play. This group is so small from an education perspective, that few to no special materials are developed for them; the groups in the higher level tend to play more freely, making up their own rules, modifying exercises and games. Whereas the less advanced levels seem to find enough challenge in following existing ‘rules’. groups are small (12 students on average) because many students require a lot of attention from their teachers;
finding exercises that work for all students requires differentiation in materials, roles and tasks: not everybody can do the same exercise most of the time; the school represent a supportive, relatively safe environment in great contrast to the world they experience outside: the teens find it very hard to build relationships with peers outside of school. The goal of the project is to enable open play focusing on creativity & collaboration in the context of physical exercise. Such playful learning helps special needs teens learn to trust their own capabilities and to trust in others. These ingredients can strongly support the larger aims to give these teens the life skills they need in their future lives. In this project we will develop tangible, playful interfaces using sports equipment and sensor systems and design experimental games/playful interactive installations in a series of iterations. The project started in February 2015, which allows us to present past iterations and research as input during the workshop week at Interactivos? that can result in a new iteration of an existing prototype, or a new prototype altogether. Project description: How can hybrid games & physical exercise help special needs students in the ages of 12-20 years old collaborate better and build more trust in themselves and others to become more independent? In this project we will develop tangible, playful interfaces using sports equipment and sensor systems and design experimental games/playful interactive installations. Playful Learning is a project by MediaLAB Amsterdam in collaboration with Amsterdam’ special needs education provider Orion, and Lectorate Games & Play, Amsterdam University of Applied Sciences. http://medialab.hva.nl/playfullearning/ www.medialabamsterdam.com http://www.orion.nl/ bit.ly/gamesandplay
Technical Requirements: Physical computing prototyping tools: 2x Arduino Uno or similar bluetooth modules or radio transmitter modules 2x breadboards soldering iron & solder roll of wire sensors: eg. infrared sensor/receiver, bend sensor, LDR, sound trigger sensor, motion trigger, shock sensor. basic electronics components: resistors, jumper wires, LEDs, transistors, DC motors, mosfet transistors. Projector & white screen or large (movable screen) Speakers Other materials: bubblewrap ducttape, glue tie wraps scissors, stanley knives cardboard & paper markers 3D printer could be nice, but there’s other ways soft balls for playing textile (long strips for ribbons) For playtesting: camera on a tripod Profile of collaborators needed: this application represents a larger interdisciplinary project team. We are open to discussing how they could be involved in the events. We would be interested in collaborating with designers with expertise on open play. Documentation: add link to slideshow with results so far Visual documentation: 3 pics of work with kids Event you want to register to: all
Motivations and expectations: Sharing the project results with other professionals and researchers in the field, as well as having discussions and design sessions will help us deepen our understanding and improve our concepts and prototypes and bring the project to a higher level. If playtesting locally is possible that would be a highly recommendable addition and it would be interesting for us to see how other teens in the target group respond to it.. We expect to develop an improved iteration of an existing prototype, or develop a new idea into a prototype. Will you need accommodation: YES How did you hear about this: Via Diego Diaz
Bijlage 19
+ brainstorm concepten, 18 maart Bomberman Muziek speelt af en iedereen danst door de gymzaal. Elke speler heeft een aantal hoepels vast. Wanneer de muziek stopt plaatst elke speler een hoepel op de plaats waar hij stilstaat. Deze hoepel is nu een bom en tijdens de volgende ronde mag je hier niet instaan.
LED vloer Dit wordt gespeeld in twee teams. Ieder team heeft een eigen kleur en moet ervoor zorgen dat de LED vloer in de meerderheid is van hun eigen kleur.
Trilbal Alle spelers gaan in een cirkel staan. Iedere speler heeft een armband om. Wanneer deze armband trilt moet de desbetreffende speler om de bal vragen.
Synchroon dansen
Domino
De spelers die deelnemen aan het spel moeten synchroon dansen. Wanneer dit lukt verschijnt er een groot licht. Als je een tijd niet synchroon danst krijg je feedback door middel van een vibrerende armband.
Spelers staan op een rij verdeeld door de gymzaal. Iedereen maakt om de beurt een beweging. Hoe sneller dit domino effect gaat, hoe sneller het licht in de gymzaal knippert en veranderd van kleur.
Infrarood partners Na-aper Er is een speler die een beweging maakt. De rest van de groep doet deze beweging na. Hoe meer spelers deze beweging nadoen, hoe luider de muziek klinkt.
Door middel van een helm met infrarood moet je connected blijven met je partner. Tegelijkertijd moet je door de gymzaal een parcours aflopen. Zorg dus dat je verbonden blijft.
Robot sensor spel Scratch my back Elke speler heeft een knop op zijn rug. Het doel van het spel is om de knop van de andere spelers in te drukken maar je eigen knop te bewaken.
Een robot verplaatst zich door de gymzaal. Deze robot kan alleen maar vooruit navigeren. Je moet dus muren bouwen met elkaar om de robot van A naar B te verplaatsen.
brainstorm concepten, 19 maart
Spring spel
Kleurendetector
Wanneer je armband groen is: begin met springen! Wanneer hij rood is stop je.
Iemand noemt een kleur. Jij en je digitale handschoen moeten deze kleur in de ruimte zien te vinden.
Skippybal Wanneer je tegen een andere skippybal bouncet, komt er licht. Wanneer de tijd om is en jouw skippybal nog licht geeft, ben je game over.
Na-aper Er is een speler die een beweging maakt. De rest van de groep doet deze beweging na. Hoe meer spelers deze beweging nadoen, hoe luider de muziek klinkt.
Grondspel Minigames op de vloer: • kleurenmixer • rekenen • vormen
Hartslag Probeer je hartslag te synchroniseren door te dansen, rennen, springen, lopen, etc.
3D Bril Één speler heeft een blauwe bril, en één speler heeft een rode bril. Samen moeten ze een patroon op een interactieve vloer volgen en elkaar helpen voort te bewegen.
Verdedigen
Interactief kussengevecht
Dansvloer
Door een mobiel apparaat in de kussens weet je welke persoon je met je kussen moet slaan.
Er is een patroon op de vloer die spelers moeten volgen. Deze patronen vormen samen een dans.
Je moet jouw plek op de interactieve vloer verdedigen. Er zijn vliegende obstakels die je moet vangen.
Bijlage 20
+ The Colors Game test, 26 maart Iedere speler heeft een hoofdband met daarop een licht in een van de kleuren: rood, blauw, geel of groen. Verspreid door de gymzaal liggen matten in deze zelfde kleuren. Iedere speler moet naar de juiste kleur mat lopen maar kan zijn eigen licht niet zien, hier is samenwerking voor nodig.
gespeelde variaties Welke kleur ben ik? met 4 verschillende kleuren met 3 verschillende kleuren (structuurgroep) met sommige kleuren dubbel
Noem geen kleuren namen!
Kapitein alleen 1 speler mag praten
Malek’s (student) versie Malek kwam met een eigen idee maar kon dit communicatief niet goed overbrengen dus begon hij het zelf te spelen. Ook al was het niet verstaanbaar, hij had erg veel plezier!
structuurgroep Veel giechelen wanneer er iets mis gaat “Je mag nu geen kleurnamen meer zeggen” “Blauw!” Moeilijk wanneer ze de kleur niet mogen zeggen Houden handen voor hun ogen wanneer de post-its op de petten worden geplakt Communicatie
veel wijzen
Lopen soms naar een mat toe wanneer ze nog geen idee hebben welke kleur ze zijn Erg behulpzaam naar elkaar toe “Was het leuk?” “Ja leuk!” “Was het moeilijk?” “Nee makkelijk!”
middenbouw Regels zijn duidelijk, worden alleen niet altijd nagestreefd
“Warm, warm, warmer! Nee, koud, kouder!” wanneer ze de kleuren niet mogen zeggen
Extra regels zijn moeilijk
Veel raden
Als spelers dezelfde kleuren hebben
Groot verschil tussen niveaus
wordt het moeilijker Communicatie = LAAG (beter bij hogere niveaus) Bewegen meer wanneer tikkertje in het spel wordt verwerkt Rennen niet naar de matten toe Blije reacties wanneer ze op de goede mat staan Spelen graag individueel
Basis spel is spannend hoe blijft het spannend? Hebben continue instructies nodig Veel vertrouwen niemand hield elkaar voor de gek
Bijlage 21
+ play behavior
Minder > bewegen > praten
MOTOR SKILLS
Houding > armen langs lijf > armen gesloten Besluiteloos rondlopen > om communicatie te ontwijken > “veilig” gevoel
CONCENTRATION SPAN
CONVERSATION SKILLS
Enthousiast gedrag > klappen > lachen > grapjes maken MOTOR SKILLS
Behulpzaam gedrag + non verbale communicatie +- verbale communicatie CONCENTRATION SPAN
Besluiteloos rondlopen
CONVERSATION SKILLS
Handen in zakken > “niet geïnteresseerd” Stoer gedrag > “niet geïnteresseerd” > spellen zijn te simpel
MOTOR SKILLS
Vals spelen > pet laten vallen > stiekem spieken CONCENTRATION SPAN
Actieve momenten > springen door de ruimte > met armen slingeren
CONVERSATION SKILLS
Bijlage 22 + Interactivos?15 proces
Bijlage 23
+ Interactivos?15 usertest Ceutí, 23 april
Behulpzaam publiek helpt mee: “Ja, nee!”
Veel wijzen Valsspelen houuden hand voor het licht, kleur schijnt op hun hand > omdraaien van hoofdband
Moeilijk verschil tussen groen en geel
“Niemand mag praten” iedereen gaat fluisteren
Bijlage 24
+ Interview n.a.v. usertest Ceutí, 23 april
Wat vond de groep van het spel?
Het is leuk om ze in een dynamische en vermakelijke manier te laten spelen.
Wat ik belangrijk vind is de rol van één leider binnen het spel.
Wat is het natuurlijke speelgedrag van de groep?
Ze spelen uit zichzelf in groepen, die zijn gebaseerd op vriendschappen.
Wat zijn belangrijke dingen om rekening mee te houden wanneer er instructies gegeven worden?
Maak het spel zo simpel mogelijk en gebruik verschillende fases.
De eerste fase is het kijken naar de kleur, hierna zoeken ze een leider die de kleuren kan beschrijven.
Bijlage 25
+ uitleg ontwerp voor The Colors Game
AUDIO
+
-
muziek is leuk
Swinxs effect
VIDEO
+
-
makkelijk nadoen
scherm kan afleidend zijn
abstracte vormgeving dieren storytelling
VISUEEL
+ gebruik iconen snelste manier om te laten zien
Bijlage 26
+ paper prototype met pionnen
Bijlage 27
+ app test, middenbouw 4 juni =tijdens test=
=interview met juf=
-Hebben het spel snel door
-Communicatie zelf is het moeilijkste gedeelte
-Aanraken van goede kleuren gaat in een snel ritme
-Paper prototyping werkte beter bij de test -Het spel spreekt eigenlijk voor zich
“Heb je vanmorgen het spel gespeeld? Nee, gekeken.
kan dus snel uitgelegd worden
Vond je het spel leuk? Ja, heel leuk!
variaties misschien in een overzicht?
Dan mag jij het de volgende keer spelen? Ja!”
“Kun je het spel nu uitleggen aan ons? Nee, te moeilijk”
“Makkelijk.” *Loopt weg*
Bijlage 28
+ handleiding instructeur
Bijlage 29 + ontwerpkeuzes
Swinxs + Muziek is leuk - Audio instructies werken niet ze luisteren niet te langdradig
Hybrid Play -
Scherm weghalen afleiding van samenspel geen link tussen zichzelf + feedback op het scherm Schudpaal weglaten 3e speler is niet betrokken in het samenspel
The Colors Game #1 + +
LED lamp op hoofd om communicatie te stimuleren je moet iemand aanspreken om achter je kleur te komen Fysieke matten om beweging te stimuleren
The Colors Game #2 + Spelvariaties om hogere niveaus te betrekken fysiek meer uitdaging + BTTN = knop om gameflow te creëren om game instructeur te vervangen suspense creëren
The Colors Game #3 + App om game instructies uit te leggen + App 2.0 om de basis van het spel uit te leggen + Handleiding voor game instructeur om alle spellen uit te leggen aan de instructeur
Bijlage 30
+ Lijst interessante gamefestivals en instellingen Playful Arts Festival (http://playfulartsfestival.com) W00T IndieCade Tokyo Indie Fest (http://tokyoindiefest.com/indexglobal.html) TonTon Club XL (http://www.tontonclub.nl) Games for Change Festival (http://www.gamesforchange.org) Fun&Serious Game Festival (http://www.funandseriousgamefestival.com/loqueteesperaen2015/) A MAZE (http://www.a-maze.net/events/) (https://www.facebook.com/amaze.festival)
