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Faculty computer science & information technology
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Faculty computer science & information technology Presentation Transcript

  • 1. GROUP: 1LECTURER’S NAME: MADAM AZRINA BINTI KAMARUDDINMEMBERS:1. SHAFEKA BINTI TUKIMAN 1619402. NOR AMALINA BINTI MOHD YUNUS 163589 1
  • 2.  PC 2
  • 3.  HAND PHONE 3
  • 4.  interface design for snake game in hand phone is smaller than interface design in PC colour of design interface in PC is more attractive than colour of design interface in hand phone Play snake game in PC is more challenge than in hand phone but for hand phone is easier to carry compare to PC. 4
  • 5. PC PhonePros: - Develops fine wrist motor - Develops fine thumb motor skills. skills. - Readily available: Free. - Readily available. - Develops high achievers - - Develops high achievers- high high score based score based competition. competition. – Portable. - Easily understood and - Easily understood and recognizable. recognizable - Alleviates boredom. - Alleviates boredom. - Appeals to large - Appeals to large proportion of proportion of population, population, due to heavy due to heavy reliance on reliance on phones for computers for work & communication and time-filler. leisure. 5
  • 6. PC PhoneCons: - Could be considered anti- - Research has potential social. to lead to repetitive. - Potentially addictive (whether - Stress Injury (RSI) as this is a negative is debatable). well as eye strain. - Does not encourage exercise. - Could be considered - After prolonged use, can cause anti-social. eye and - Potentially addictive (whether this is a negative is debatable). - Does not encourage exercise. 6
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  • 8. How the game will be play: It requires a minimum of four players, two players control the movement of a virtual snake, two or more players simply hit a small ball around on the table surface. For standard play, the players how roll the ball will try to work in tandem with the snake- controllers to try to hit the snakes head. This represents the snake capturing its prey. The game ends when the snake hits its own tail.Redesigned: High score will be digitally displayed in large font either on game arena or bench of the game table, to visible from any angle. The table, similar to the Tangible interface design, is touch-sensitive, but necessarily more so. As the small ball rolls along the tables horizontal surface, the sensors must detect that slight pressure of the ball. The table also acts as a screen, showing the movement of the virtual snake, and so the graphics must be quite detailed and real-time. The handle-wheels on the edge of the table convert mechanical energy into electronic signals which then correspond to a left or right movement of the virtual snake. A key design point for these handles is providing variable resistance, acknowledging varying strength capacities of users. Also note that the 2 handles each only turn in one direction. The table needs to be able to compare the pressure coordinate point of the ball with the virtual coordinate point of the snakes head.User group being targeted: Elderly people. 8
  • 9. Affective of the game: Elderly would particularly enjoy this team-based game and would not mind that it is not as a high score focused. Customized difficulty for handle-wheel configuration provides continuous challenge. Fun way of practicing otherwise tedious physiotherapy/OT exercises. Develops/maintains elderly peoples manual dexterity & strength. Encourages team work & lends itself to meta-gaming. Safe.Hypothetical scenario: A small virtual snake starts to crawl around game arena, whose motion is controlled by 2 players. The other 2 or more players begin to roll the small ball across the screen; either competitively to avoid the snakes head, or working with the snake team to hit the snakes head. Once the snakes head is hit, its body gains a kink and further lengthens. Eventually, the snakes body takes up a large amount of the screen and it becomes more difficult to avoid a collision with tail or the arenas barrier. Thus, a collision occurs and the game ends, with high score being highlighted. 9
  • 10. Design issue: Affordance  The 2 handle-wheels each turn in only one direction. To make usage explicit, place a large arrow indicating direction around wheel.  Probably, the largest initial hurdle for elderly with poor eyesight is seeing the virtual snake on the game arena. One solution could be to design the table on a low level, with controls being a 0.5-1ft higher than the table. Additionally, depending on the quality of eyesight of users, the relative size of the snake to game arena could be manually modified by a control panel. Feedback  When game ends, it might be interesting for the elderly to view personalized statistics based on their contribution to the game. This would be particularly relevant for the players at the handle-wheels. As for the ball throwers, the game arena sensors would need to make estimations on players individual contributions, which may be hard to compile. 10
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  • 12. How the game will be play: Child moves snake toy around a designated mat area, to reach shapes on the mat which have lit up. An audible jingle sound is played when child reaches shape with the snake. If the child reaches the shape without the snake, then a different outcome occurs. This version of the game, then, is not really competitive but exportable in nature. There is no winner. The goal is to explore and have fun.Redesigned: The toy snake could have magnets in it which are detected by sensors in the mat, to ensure toy has been brought to shape. The mat itself will need to be pressure sensitive for when the child presses the shapes. Further development: have various settings which can be selected by teacher (e.g. Color of lights, different sounds).User group being targeted: Estimated 4 years. 12
  • 13. Affective of the game: Provides maximum sensory feedback, with babies being able to touch, taste, smell, listen & see interactive surface. Fun world for child to learn. Differing textures on mat for child to explore. Stress-free environment to learn; not competitive or fast-paced. Provides appealing sounds, colors and shape representations for child to experiment with exploration-based, thus child may not perform proper actions (pulling snake to alighted shape) yet still have a meaningful, enjoyable experience.Design issue: Affordance:  Will the child realize that the snake needs to be dragged along to each shape to progress to the next shape? Not necessarily. So one way of giving a hint to the child that this is desirable is to make a snake pattern linking each shape to each other. The child will then ideally move the snake along the pattern. For further development, small LEDs could be placed along the snake patterns which light up, leading to the target shape from the current one. (cf. wearable & shareable design issues) User frustration would also be a factor in this design if, for example, nothing happened if the correct action of moving the snake to the shape was not performed. Instead, this is avoided by redesigning the interface so that a different outcome occurs when shapes are touched without the snake (e.g. shapes could flash colors rather than play sound.) Consistency:  Critical: ensuring it is obvious to child that the flashing shape is the area to touch. 13
  • 14. Hypothetical scenario: The corresponding sounds to similar shapes being touched are in a family of related sounds (e.g. Drum beat piano tune, guitar; rather than very different sounds (e.g. Cars engine, piano tune, school alarm) 1. The lower age boundary young child of about 6-9months is at an age of developing basic motor skills and understanding cause-and-effect (Smith, 1993; Shaffer, 1999). Around this age, children typically begin to crawl, which makes this a perfect target age group for a mat touch interface. 2. Also, this corresponds with an enormous growth in intermodal perception, phonemes recognition, understanding kinetic cues as well as development of steropsis (Shaffer, 1999). Through the use of appealing visual and audio feedback, the child is encouraged to explore the play area and improve motor skills. 3. Also potentially relevant is the sequence of cognition (Wheeler, 2006). The principle if simple: humans recognise shape, then colour, then language content in logos & designs (in that order). This could be considered if for this user group the mat could also be used to teach spelling of the shapes. 14
  • 15. Tangible ShareablePros: - User is more engaged - Encourages group interaction (Up to 5 senses) - Able to be modified so - Excellent for kinaesthetic interactive table can be used learners for smart board, etc. - Good for developing basic (?) - Develops/maintains elderly motor skills peoples manual dexterity & - Encourages exploration and strength exercise - Encourages team work - Teaches young kids cause-and- - Has potential to be also be effect concept played competitively - Most natural interface for Safe developing a childs intermodal - Appeals more to elderly users perception due to social component - Modifiable for multiple babies to use simultaneously - Reasonably transportable safe 15
  • 16. Tangible ShareableCons: - Reasonably expensive - Possibly prohibitively - Not readily available expensive - Possibly low commercial - May be difficult for elderly demand to see clearly what is happening, since snake is 2D. 16
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