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Reactivision presentation

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  • 1. Novel Interactive Technology.CMT 3321. Presentation on the use of Reactivision and fiducial to create an interactive and tangible game for kids. (2-5 years).
    GROUP MEMBERS.
    Oworu Gbemisola
    Iroegbu Bertrand
    Buari
    Zarah Mohammed
    Zion Onabanjo
    LECTURER.
    Engie Bashir
  • 2. Bright Kids Edutainment Game.
    Building an interactive tangible interface where kids learn and play.
    Early age education comes through physical learning and with this approach HCI has been an option for helping kids grow in a vast learning environment.
  • 3. Learning Just Got fun
    Learn alphabets and identify colors with ease by playing around and learning at the same time. Catch fun and learn.
  • 4. Kids compete
    Show your friend you are better by winning him / her in a learning competition
  • 5. Goals
    • Pictures are hard to forget and are of great importance in learning and this is proved in the game by making the game a picture based.
    • 6. Making the child physically engaged with the game activities.
    • 7. Giving the child a lasting memory by taking him to the very start whenever there is an error.
  • GAMES INCLUDED
    Learn ABC
    • Colour Shape Matching
    • 8. Colour Mixing
  • Learn ABC
    About the game
    The game teaches a child all the Alphabets.. Helping a child learn easily and also gives a form of entertainment. Engaging kids with the combination of play and learning.
    It also allows a two player session where 2 kids can play alternatively and engage themselves with a challenge contest.
  • 9. How to play the game
    The child is provided with physical alphabet blocks (ALPHA BLOCKS)each representing a letter.
    Firstly the child selects the ALPHA GAME as a game to play.
    A graphical representation of a letter is displayed on the screen.
    The child must match the letter with the actual letter she has on the alpha blocks to the one displayed. With also in the correct position.
    For each correct answer she gets a point represented by building blocks. And the blocks reduces once she fails three times. She hears a voice confirming the action of play with words of encouragement.
  • 10. Screen Shot showing a sketch of game.
  • 11. Colour Shape Matching
    In this game the child gets to Learn colours through by matching the coloured shapes with the one shown on display.
  • 12. This is similar to the alphabet match only that in this game, it is colours that are matched and not alphabets.
  • 13. How to play this game
    The child is been provided with physical blocks (COLOR BLOCKS)each representing one of the Primary Colours.
    Firstly the child selects the COLOR SHAPE MATCH GAME as a game to play.
    A colour Shape comes into the scene. The child now selects a correct imitation of the shape she has and match it to the one on screen.
    For each correct answer she gets a point represented by building blocks. And the blocks reduces once she fails three times. She gets a voice confirming the action of play
  • 14. Screen Shot showing a sketch of game.
  • 15. Learn Colour RE-MIX
    Kids Get to learn how to mix colors and get entertaining graphical presentation
  • 16. How toplaythisgame
    In this part of the game, it is meant to be a medium of entertainment for kids. Bringing smiles of their faces while they interact with the computer.
    Colour blocks are used for the colour mixing. Which brings about an attractive animated presentation.
    It requires two blocks of colours in order to be an easy task for the kids.
    The child just shows the two colour block and it mixes and give a digital feedback presentation.
  • 17. Screen Shot showing a sketch of game.
  • 18. Rules.
    • The alphabets / shapes must match that on the screen. ; Two colour blocks are required for the colour mixing game.
    • 19. You have 3 tries per turn in the alphabet and colour identification game.
    • 20. Failure at any level makes you start again.
    • 21. Your blocks get increased for each point.
    • 22. The player with the first longest blocks wins the game.
    • 23. You have choice between alphabets and coloured shapes (colours) and also the colour mixer.
  • Level Stage Challenge
    Advance to the next stage level by sailing through.
  • 24. Challenge Format.
    The game is competitive in the sense that you play alongside your colleague by matching the alphabets and colours to the one on the screen.
    You miss your turn when you mismatch the alphabets or colours and you gain points when you match them correctly.
    The game comes to an end when you eventually reach the end of the alphabets or the last colour in the game.
    The winner is decided automatically by the points scored.
    Age bracket is 2-5 years.
    2 players compete against each other at once but players take turn to play.
  • 25. Xteristics and effects on designing.
    Our game focuses on the very young at heart.
    Simplest language was used based on the age group considered.
    The game needs little supervision and this is just to start the game which is common for every game that is not paper based.
    Ages
    2
    to
    5
  • 26. Feedbacks (Audio and Visual)
    ( VISUAL)
    There are rectangular blocks that increase as the child progresses to make him see he is progressing that keeps the fighting spirit in him.
    When colours are matched, the name of the colour is displayed.
    When the child mixes colours, the name of the resulting colour is displayed.
    (AUDIO)
    A clapping sound is triggered each time a correct match is made.
    An encouraging voice is triggered for wrong match.
    A bell sound is heard whenever a child misses his 3 turns.
  • 27. Entertainment Design.
    The game brings about entertainment because you are playing and catching fun and this is edutainment.
    It s entertaining due to the chances of being at the same level for a long time and suddenly rising up/
    It is not text based. You are actually watching the game and seeing what you are holding and a screen confirming it so that you don’t get bored with the normal pencil and paper based learning.
    E
    N
    T
    E
    R
    T
    A
    I
    N
    M
    E
    N
    T
  • 28. Educative Design.
    The game is structured in such a way that you actually know what you are learning looks like and also the arrangement of the alphabets.
    For the colour aspect, it is meant to teach the children the primary colours and what their combination brings about.
    This game is designed also bearing in mind the users involved and the learning stage they are in.
  • 29. Learning Theories.
    It is based on the concept of kids education and introductory knowledge and the slow pace of learning is considered in this game thereby resulting in the three attempts per turn allowed in the game.
    The necessity of ABC is considered here and the game is actually aimed at helping the child learn the ABC in a step by step manner.
    Colours are a necessity and something that has to be known.
    Tangible environments and shared interactive surfaces offer new ways for children to interact with information and with one another.
    Physical objects coupled with digital effects offer greater representational power and allow access to more or different information than is normally available in the immediate physical environment.
    This highlights the need to understand the effect of different design mappings and choices on children’s interaction and interpretation within the learning domain.
  • 30. Interactivity and Tangibility.
    INTERACTIVITY.
    The interactivity aspect of the game involves the allowing of users(children) get involved interactively with the computer without the old advent of mouse click or the keyboard.
    This helps in quick learning based on the HCI method of learning (Human and Computer Interaction).
    TANGIBILITY.
    To obtain this approach, fiducial markers are implemented using processing as the programming environment and Reactivision which it’s job is to interprete the fiducial symbol markers to the program and gives an output to the user.
  • 31. Journal Read by Bertrand.
    Designing for physical-digital correspondence in tangible learning environments.
    Tangible environments and shared interactive surfaces offer new ways for children to interact with information and with one another. Physical objects coupled with digital effects offer greater representational power and allow access to more or different information than is normally available in the immediate physical environment. At the same time the number and complexity of design decisions increases. This highlights the need to understand the effect of different design mappings and choices on children’s interaction and interpretation within the learning domain.
    Available here
    By Sara Price
    London Knowledge Lab – Institute of Education
    23 – 29 Emerald Street
    WC1N 3QS, London UK
    +44(0)2077632175
    s.price@ioe.ac.uk
    And
    Taciana Pontual Falcão
    London Knowledge Lab – Institute of Education
    23 – 29 Emerald Street
    WC1N 3QS
    +44(0)2077632199
    t.pontual@ioe.ac.uk
  • 32. Journal Read by Buari.
    Computer Education for kids.
    http://brightkids.wordpress.com/2007/09/10/computer-education-for-kids/
    Copyright Nicole Munoz.  Used with permission from http://EzineArticles.com. All rights reserved.
  • 33. Journal Read by Oworu Gbemisola.
    “Out of the box”- Exploring the Richness of Children’s use.
    By Rune Nielsen, Jonas Fritsch, Kim Halskov and Martin Brynskov. All of Center for digital Urban living and CAVI Aarhus University.
    Copyright respected and reserved.