Annotated Bibliography
The idea behind "Playing By Ear" is to create a video game for blind people. One that can be played completely by listening for audio cues. The author details ideas such as creating halls that emit sound or 3-D audio that gives you a sense of where something is in space. There are certainly challenges to creating a game like this, but in the end some of the features can make game play accessible for non-sighted people and improve game play for those with sight.
My Thoughts
This is an interesting idea, but it makes me wonder what conditions the game could be played in. It would seem to lend itself to a mobile device like an MP3 player, but since you have to be able to hear nuances in sound you wouldn't want the noise of traffic or a train interrupting the game. I wonder if this might lower the age range of gamers. Young children could play the game without having to read. Also, I know that a large majority of legally blind people have some sight or light sensitivity, which is why you often see blind people wearing sunglasses, but not enough that they are able to make out anything with details. I wonder if you could add a more basic sight aspect to the game, something with large blocks of black or white or something like that that gives visual cues. This is also a large concern with website design. Designing for accessibility may soon become a law for large corporate websites.
Sunday, October 25, 2009
Raymond Scott Article
Raymond Scott was the father of electronic music, whose ideas about how to create and compose using machines was far ahead of his time. His story is an important one to remember for interaction and education designers. Many people will try to think within the confines of technology, forgetting that it changes so rapidly that what might be no more than an idea today could be tomorrow's standard. It's important to remember not to limit yourself, because surely there is someone out there who can or is creating the perfect technology just waiting for your idea to help it break out. Sort of like a killer app. One of the best exhibits where I work is the markerless motion capture pods. Markerless motion capture is something that only barely existed when we started to design the exhibits but it's breaking out more and more into mainstream applications now. Raymond Scott is an excellent example of someone who didn't constrain his ideas with reality.
Monday, October 19, 2009
Panwapa Review
In Panwapa world a user encounters a home screen with various characters calling for you to come play their game. The site is geared for a wide age range of children from about 5-7 years old. The goal is to introduce children to knowledge about the world and different cultures.
Overall, the site is visually engaging with bright colors and characters, but lacks some depth. Many of the areas that I would expect to be able to click are not active on the home page and in the visitor area. For example, one of the sheep characters on the main screen speaks, but there is no active area near the character. The characters seem visually and personally engaging and the activities are also superficially engaging but it seems like their execution could be improved upon. Another thing the site does to its detriment, is require reading for navigation. So children who can’t read can’t navigate back to the “main” page. Even as an adult, “main” is not a typical Internet term. They could have put an arrow symbol that would have been more effective for children and the adults who might be using the program with them.
Two activities in Panwapa were the video activity and the hide and seek activity.
Video Activity Review
In the video activity, children view a short video on a particular topic and then they are asked to watch it again, this time looking out for places where something in particular happens. When this thing happens they are asked to press a button to identify the instance. For example one that I watched had Navajos bringing water to their farm and the bug asked you to click when you saw water, which is an example of gathering information and scanning for clues. The video itself seemed educational, they clearly presented the challenge of getting water to a farm in the desert. However the subsequent activities didn’t seem to support that learning. Interrupting the flow of the video to click a button and hear the bug say something seemed illogical. Especially when the child is just identifying water. That wasn’t the educational point of the video. I’m pretty sure kids are able to identify water pretty well by the time they are able to interact at this level. The questions afterward pertained to how people around the world get their water, and the user is asked to identify where the water they drink comes from AKA question posing. Afterwards they are presented with a bar graph that seems a little advanced if the user is just barely at the level of identifying water on sight. The learning level of the activities seems inconsistent.
Hide and Seek Activity Review
In the language/hide and seek activity one of the first things a child is asked to do is to select the language they want to play in. These are all written down with no visual or audio cues. They could easily have pronounced the language upon rollover to let children make independent choices here. I would have to do research on language acquisition, but on instinct I feel like the penguin character might have been a poor choice for language learning. I assume one of the ways people learn new words is by looking at someone’s face and watching how their tongue and lips move. Simply hearing a word in a totally unfamiliar language doesn’t give much structure or scaffolding. In this case it may have been helpful to write the word so that an adult who is assisting the child could have attempted to pronounce the word and help the child with pronunciation. Aside from language learning, the hide and seek game changed the active objects each time. This was slightly confusing since there was no reason why the penguin couldn’t be hiding behind the books one time and could be there in the next round. I would say that this involved the ability to explore or perhaps interpret data and select from multiple solutions, but really I doubt if many kids get that much out of this activity. I’d have to see someone interact.
Overall, the site is visually engaging with bright colors and characters, but lacks some depth. Many of the areas that I would expect to be able to click are not active on the home page and in the visitor area. For example, one of the sheep characters on the main screen speaks, but there is no active area near the character. The characters seem visually and personally engaging and the activities are also superficially engaging but it seems like their execution could be improved upon. Another thing the site does to its detriment, is require reading for navigation. So children who can’t read can’t navigate back to the “main” page. Even as an adult, “main” is not a typical Internet term. They could have put an arrow symbol that would have been more effective for children and the adults who might be using the program with them.
Two activities in Panwapa were the video activity and the hide and seek activity.
Video Activity Review
In the video activity, children view a short video on a particular topic and then they are asked to watch it again, this time looking out for places where something in particular happens. When this thing happens they are asked to press a button to identify the instance. For example one that I watched had Navajos bringing water to their farm and the bug asked you to click when you saw water, which is an example of gathering information and scanning for clues. The video itself seemed educational, they clearly presented the challenge of getting water to a farm in the desert. However the subsequent activities didn’t seem to support that learning. Interrupting the flow of the video to click a button and hear the bug say something seemed illogical. Especially when the child is just identifying water. That wasn’t the educational point of the video. I’m pretty sure kids are able to identify water pretty well by the time they are able to interact at this level. The questions afterward pertained to how people around the world get their water, and the user is asked to identify where the water they drink comes from AKA question posing. Afterwards they are presented with a bar graph that seems a little advanced if the user is just barely at the level of identifying water on sight. The learning level of the activities seems inconsistent.
Hide and Seek Activity Review
In the language/hide and seek activity one of the first things a child is asked to do is to select the language they want to play in. These are all written down with no visual or audio cues. They could easily have pronounced the language upon rollover to let children make independent choices here. I would have to do research on language acquisition, but on instinct I feel like the penguin character might have been a poor choice for language learning. I assume one of the ways people learn new words is by looking at someone’s face and watching how their tongue and lips move. Simply hearing a word in a totally unfamiliar language doesn’t give much structure or scaffolding. In this case it may have been helpful to write the word so that an adult who is assisting the child could have attempted to pronounce the word and help the child with pronunciation. Aside from language learning, the hide and seek game changed the active objects each time. This was slightly confusing since there was no reason why the penguin couldn’t be hiding behind the books one time and could be there in the next round. I would say that this involved the ability to explore or perhaps interpret data and select from multiple solutions, but really I doubt if many kids get that much out of this activity. I’d have to see someone interact.
Chapter 14 Multimedia Learning- Richard Mayer
Annotated Bibliography
In this chapter on the Guided Discovery Principle, De Jong and Mayer discuss the different situations where learners can gain knowledge from simulations. They find that in general, learners do better when discovery learning includes some guidance or direction from an instructor or program, but that the type of guidance and the amount shifts depending on how much prior knowledge a student has and their particular learning styles.
My Thoughts
It seems that everything I read about teaching students and cognition find that some things work for fairly specific groups of students and anything falling outside of that either doesn't allow for learning or even hinders the learning process. My ultimate dream is to create a sort of knowledge and learning management system that has subtle abilities to present information in the correct way depending upon the learner. This would be a unified program that teachers and students used throughout their school careers, so the system would be learning about what the student understands, the student's learning style etc. In order to present information in the optimal way. This wouldn't replace teachers, just allow for a more personalized education. I wonder if there's a risk in creating this type of thing though. When students go outside the system perhaps, to use a metaphor they'll have been favoring their right leg so much that their left leg would have atrophied. Their skills would have been strengthened but their weaknesses wouldn't have been enhanced so work in the real world might be extra difficult. The other possibility is that the system can now serve students that might have previously dropped out and that everyone is learning more deeply and better and they're better able to apply that knowledge to the real world.
In this chapter on the Guided Discovery Principle, De Jong and Mayer discuss the different situations where learners can gain knowledge from simulations. They find that in general, learners do better when discovery learning includes some guidance or direction from an instructor or program, but that the type of guidance and the amount shifts depending on how much prior knowledge a student has and their particular learning styles.
My Thoughts
It seems that everything I read about teaching students and cognition find that some things work for fairly specific groups of students and anything falling outside of that either doesn't allow for learning or even hinders the learning process. My ultimate dream is to create a sort of knowledge and learning management system that has subtle abilities to present information in the correct way depending upon the learner. This would be a unified program that teachers and students used throughout their school careers, so the system would be learning about what the student understands, the student's learning style etc. In order to present information in the optimal way. This wouldn't replace teachers, just allow for a more personalized education. I wonder if there's a risk in creating this type of thing though. When students go outside the system perhaps, to use a metaphor they'll have been favoring their right leg so much that their left leg would have atrophied. Their skills would have been strengthened but their weaknesses wouldn't have been enhanced so work in the real world might be extra difficult. The other possibility is that the system can now serve students that might have previously dropped out and that everyone is learning more deeply and better and they're better able to apply that knowledge to the real world.
Dust or Magic
Annotated Bibliography
In Child Development for the Developers of Interactive Media, the authors outline the specific learning levels of children and the basic learning theories. He outlines behaviorism, constructivism social learning theory and social constructivism, giving examples of software models that draw upon each theory, such as linear scripted software with external rewards for the behaviorist perspective that assumes a basic stimuli and response framework. The article also specifies the abilities of children in each age range so that designers know what to expect children to be able to do. Finally the article provides an outline of aspects that can be used to evaluate software and it’s effectiveness for use with children.
My Thoughts
The article says that a designer should ensure “initial success within the first 10 to 20 seconds of play” do they mean just the ability to log-in or do something right? I would disagree with the idea of success coming too easily. Kids are well aware of false encouragement, so if success is to be rewarded, especially for older children, it should be a real accomplishment, otherwise it will seem fake or superficial.
They discuss young children using the mouse. It's certainly true that for children 3 and under, using the keyboard is much easier. I haven't seen any web navigation that uses the keyboard. But that could be a good thing to build in. I've seen games that use the keyboard and they're very effective for preschoolers.
In Child Development for the Developers of Interactive Media, the authors outline the specific learning levels of children and the basic learning theories. He outlines behaviorism, constructivism social learning theory and social constructivism, giving examples of software models that draw upon each theory, such as linear scripted software with external rewards for the behaviorist perspective that assumes a basic stimuli and response framework. The article also specifies the abilities of children in each age range so that designers know what to expect children to be able to do. Finally the article provides an outline of aspects that can be used to evaluate software and it’s effectiveness for use with children.
My Thoughts
The article says that a designer should ensure “initial success within the first 10 to 20 seconds of play” do they mean just the ability to log-in or do something right? I would disagree with the idea of success coming too easily. Kids are well aware of false encouragement, so if success is to be rewarded, especially for older children, it should be a real accomplishment, otherwise it will seem fake or superficial.
They discuss young children using the mouse. It's certainly true that for children 3 and under, using the keyboard is much easier. I haven't seen any web navigation that uses the keyboard. But that could be a good thing to build in. I've seen games that use the keyboard and they're very effective for preschoolers.
Monday, October 12, 2009
The Effect of Positive Emotions on Multimedia Learning
Annotated Bibliography
In this article, the impact of graphic design on emotion and the effect of emotion and design on learning was explored. The subjects were placed into groups where either positive or neutral emotion was induced and then they either viewed an instructional media piece about immunization presented in black and white with no extra aesthetic modifications, or they viewed a more graphically appealing colored version with anthropomorphized parts. They were then tested to see whether there was any impact on their affect depending on which version they saw and whether positive emotions promoted knowledge. The results indicated that the group with the more colorful, aesthetic design and anthropomorphized characters had an increased level of positive emotion. The transfer test showed marginally significant results for greater knowledge transfer in positive emotional states but no effect for the difference in graphic design.
My Thoughts
I wonder if perhaps the positive emotions that were induced by the good graphic design had to do with just the anthropomorphizing of some of the items in the instruction. It seems that seeing something cute or entertaining could be the cause of positive emotional response. Then again, there is probably a reason people like good design, in general, I’m sure it makes them feel good. Positive emotions connection to learning still seems tenuous at best, though I don’t doubt that emotions have an impact on learning in general, but since they’re so complex it doesn’t seem like things can really be reduced to saying people who are happy learn more easily, though if it works in practice and isn’t necessarily how it functions, people will still use it as a principle.
In this article, the impact of graphic design on emotion and the effect of emotion and design on learning was explored. The subjects were placed into groups where either positive or neutral emotion was induced and then they either viewed an instructional media piece about immunization presented in black and white with no extra aesthetic modifications, or they viewed a more graphically appealing colored version with anthropomorphized parts. They were then tested to see whether there was any impact on their affect depending on which version they saw and whether positive emotions promoted knowledge. The results indicated that the group with the more colorful, aesthetic design and anthropomorphized characters had an increased level of positive emotion. The transfer test showed marginally significant results for greater knowledge transfer in positive emotional states but no effect for the difference in graphic design.
My Thoughts
I wonder if perhaps the positive emotions that were induced by the good graphic design had to do with just the anthropomorphizing of some of the items in the instruction. It seems that seeing something cute or entertaining could be the cause of positive emotional response. Then again, there is probably a reason people like good design, in general, I’m sure it makes them feel good. Positive emotions connection to learning still seems tenuous at best, though I don’t doubt that emotions have an impact on learning in general, but since they’re so complex it doesn’t seem like things can really be reduced to saying people who are happy learn more easily, though if it works in practice and isn’t necessarily how it functions, people will still use it as a principle.
Educational Games Don't Have to Stink - Ernest Adams
Annotated Bibliography
In this article the author talks about the difference between his experiences learning in a classroom and learning via computer. He believes that "the idea that you can teach using computer games is based on a flawed analogy between gameplay and learning." He argues that using gaming encourages users to forget what they've learned once they've accomplished the goals of the game, while learning should be about retaining information. He also argues that games teach too linearly to allow quality learning to take place.
My Thoughts
While the authors arguments are valid based on the arguments he presents, he doesn't seem to consider the possibility of creating games that aren't linear or that require you to retain knowledge and use it again and apply it multiple times to reinforce the learning. Basically I believe that games for learning can be created that use the positive motivational aspects of gaming along with well known strategies for education so that a student enjoys what they are doing and is able to apply what they've enjoyed learning in the world.
In this article the author talks about the difference between his experiences learning in a classroom and learning via computer. He believes that "the idea that you can teach using computer games is based on a flawed analogy between gameplay and learning." He argues that using gaming encourages users to forget what they've learned once they've accomplished the goals of the game, while learning should be about retaining information. He also argues that games teach too linearly to allow quality learning to take place.
My Thoughts
While the authors arguments are valid based on the arguments he presents, he doesn't seem to consider the possibility of creating games that aren't linear or that require you to retain knowledge and use it again and apply it multiple times to reinforce the learning. Basically I believe that games for learning can be created that use the positive motivational aspects of gaming along with well known strategies for education so that a student enjoys what they are doing and is able to apply what they've enjoyed learning in the world.
Fun Motivation
I like the idea of motivating people to do things by making them fun. This is a pretty brilliant advertising campaign by VW www.thefuntheory.com . Looks like it's mostly been deployed in Europe, they get all the creative adds. I would love to do something like the piano in one of the really long stairways in the subway in NYC. I also read something recently about how simple signs can motivate people to take the stairs. Something about posting signs at the "point of decision" directing people towards the stairs and talking about the benefits. I wonder if a similar program could be created for a computer, something that motivates students to study or do homework instead of going onto facebook. I'd use that! Some sort of reward for the length of time you manage to stay away from your vice sites. I know there are programs that will lock you out of certain sites, but this way would be more fun.
Sunday, October 4, 2009
The Interview - 55 word story
He smiled, remembering the tingle of her lips on his skin the night before. Gave a slight shake to focus himself. “Hello sir! Yes I’m definitely qualified.” Surprised - “You don’t think I’m the man for the job?” Dejectedly walking past a mirror he sees the bright red hickey that must have greeted his interviewer.
Affective Aspects-Sharp (From "Interaction Design- beyond human-computer interaction)
This chapter discusses the affective or emotional aspects of design. It discusses the various places users encounter messages that can be designed in ways to minimize user unhappiness or frustration. One of the examples mentioned is the use of the 'men at work' sign for websites under construction. The author says the use of this is gimmicky and increases user frustration. I have never experienced that feeling in relation to that particular message. To me it's just an icon, communicating to me that the website is not yet complete. The author also talks about error messages, and how good error messages provide a clear solution or next step to the problem. One good affective error message in common use is the "Fail Whale" on Twitter. It pops up when too many users are on the system and it can't function. The picture is of a whale with birds trying to lift it. Some people almost enjoy getting a "fail whale" as long as it doesn't happen too often. It is cutesy, but I've never heard any complaints about it. In fact it makes things more anticipated and exciting because usually when the system is overburdened like that, it means there is something going on in the twitter community and you get excited to hear the news. There is also the "Blue Screen of Death" that every computer user fears. Definitely an affective response.
The author says that anthropomorphism in design contributes to affect and discusses Norman's theories of emotional design. According to Norman's model people are more likely to be creative and overlook faulty details when they're happy. They are more likely to nitpick if they are unhappy. Does this mean that when you want people to pay attention to details, such as in a classroom or work setting they should be made unhappy? That doesn't seem quite right.
The author claims that creating software with an adaptive approach to people's emotions is impossible since they shift so rapidly. I disagree, actually that is one of my recent interaction ideas. To create a program that responds to people's emotions and changes based on that input. The science of facial expression and heart rate monitoring could certainly be combined to detect at least strong emotions and an interface could respond accordingly. For example, a music player could provide up tempo or soft music depending on the user's mood.
Norman's emotional model includes visceral behavioral and reflective levels of emotional design. The author disagrees with Norman's quote "things intended to be used under stressful situations require a lot more care, with much more attention to detail." The author says that equally good design should be provided for pleasurable tasks. I agree with this, however I don't believe the author properly understood Norman. I believe Norman was saying something like more details should be provided for designs where the user will be under stress. More, clear feedback is important in emergency situations. In contrast people don't care as much about the details when they're just having fun, so they don't need to have as much provided. Everything should still be clear and well designed. I can't imagine that Norman would mean what the author interprets.
When discussing the model put forth by Patrick Jordan i. physio-pleasure ii. socio-pleasure iii. psycho-pleasure and iv. ideo-pleasure (cognitive) the author says that it might be appropriate to take all of these into account when designing for one group, such as cell phones for teens, and take only some when into account for others, such as landline phones for operators. It seems like this is the same thing Norman said earlier about paying more or less attention to certain details, but now the author is contradicting their earlier statement. Why shouldn't call center people have well designed and positive affect built into something an operator might have to use every day. Perhaps it would increase productivity and help a company's bottom line.
I use a back of house reservation system at work, called "Vista" this reservation system is unattractive and redundant. Very poorly designed. I know that completing reservations is something everyone in the office dreads being tasked with. I believe if the system were more user friendly the job wouldn't be avoided by so many people.
Good design is important everywhere and good affect can always be helpful, unless it is true that people pay less attention to detail if they're happy. I would like to see some scientific proof of this first.
The author says that anthropomorphism in design contributes to affect and discusses Norman's theories of emotional design. According to Norman's model people are more likely to be creative and overlook faulty details when they're happy. They are more likely to nitpick if they are unhappy. Does this mean that when you want people to pay attention to details, such as in a classroom or work setting they should be made unhappy? That doesn't seem quite right.
The author claims that creating software with an adaptive approach to people's emotions is impossible since they shift so rapidly. I disagree, actually that is one of my recent interaction ideas. To create a program that responds to people's emotions and changes based on that input. The science of facial expression and heart rate monitoring could certainly be combined to detect at least strong emotions and an interface could respond accordingly. For example, a music player could provide up tempo or soft music depending on the user's mood.
Norman's emotional model includes visceral behavioral and reflective levels of emotional design. The author disagrees with Norman's quote "things intended to be used under stressful situations require a lot more care, with much more attention to detail." The author says that equally good design should be provided for pleasurable tasks. I agree with this, however I don't believe the author properly understood Norman. I believe Norman was saying something like more details should be provided for designs where the user will be under stress. More, clear feedback is important in emergency situations. In contrast people don't care as much about the details when they're just having fun, so they don't need to have as much provided. Everything should still be clear and well designed. I can't imagine that Norman would mean what the author interprets.
When discussing the model put forth by Patrick Jordan i. physio-pleasure ii. socio-pleasure iii. psycho-pleasure and iv. ideo-pleasure (cognitive) the author says that it might be appropriate to take all of these into account when designing for one group, such as cell phones for teens, and take only some when into account for others, such as landline phones for operators. It seems like this is the same thing Norman said earlier about paying more or less attention to certain details, but now the author is contradicting their earlier statement. Why shouldn't call center people have well designed and positive affect built into something an operator might have to use every day. Perhaps it would increase productivity and help a company's bottom line.
I use a back of house reservation system at work, called "Vista" this reservation system is unattractive and redundant. Very poorly designed. I know that completing reservations is something everyone in the office dreads being tasked with. I believe if the system were more user friendly the job wouldn't be avoided by so many people.
Good design is important everywhere and good affect can always be helpful, unless it is true that people pay less attention to detail if they're happy. I would like to see some scientific proof of this first.
Saturday, October 3, 2009
The Importance of Being Playful - Elena Bodrova and Deborah J. Leong
Annotated Bibliography
In the article "The Importance of Being Playful" Bodrova and Leong argue that allowing and encouraging children to engage in mature play enhances their ability to perform well in the classroom, academically in subjects such as literacy, but also in social engagement and classroom behavior.
My Thoughts
The idea that encouraging mature play happens when children interact with older peers is interesting. There are classrooms that include a mix of 2 or 3 grade levels. I wonder if studies have found results in those classrooms mimic the findings of classrooms where teachers provide support for mature play.
Regarding interaction design, the article supports the notion that providing young children with structured materials or games with rules inhibits learning and growth that could come from mature play. This implies that educational materials created for young children shouldn't have rules, but should be more free form and imaginative. This is something that is not always the easiest to program, so I believe there are more programs that involve rules than not. What would a less structured design look like? Something like a paint program? It seems the real world is much more suited to this type of play since it's easier to manipulate real world objects in novel ways.
In the article "The Importance of Being Playful" Bodrova and Leong argue that allowing and encouraging children to engage in mature play enhances their ability to perform well in the classroom, academically in subjects such as literacy, but also in social engagement and classroom behavior.
My Thoughts
The idea that encouraging mature play happens when children interact with older peers is interesting. There are classrooms that include a mix of 2 or 3 grade levels. I wonder if studies have found results in those classrooms mimic the findings of classrooms where teachers provide support for mature play.
Regarding interaction design, the article supports the notion that providing young children with structured materials or games with rules inhibits learning and growth that could come from mature play. This implies that educational materials created for young children shouldn't have rules, but should be more free form and imaginative. This is something that is not always the easiest to program, so I believe there are more programs that involve rules than not. What would a less structured design look like? Something like a paint program? It seems the real world is much more suited to this type of play since it's easier to manipulate real world objects in novel ways.
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