2. INTRODUCTION
A gaming company would like to make a fantasy roleplaying game for users
from the age range of 16 plus. The company would like to create a main
character using the ideas from future players. They would like to give a
written prompt of the hero, letting the user create a character based on the
prompt. After the exercise they plan to use the common theme or ideas the
users shared to make the final version of the hero for their game.
The intention of this toolkit is to see how the audience reacts to certain
character traits and how they will react to creating a character with that said
information. Also, it can compare and contrast the different versions of the
same character and combine them into one, a character that the majority can
agree on.
3. PROFILE
Participants
Immersing participants into current experience
Participants that my research team are looking for are people who are over 16 years old, and
currently had played our company’s game. The purpose of this co-creation toolkit is allowing
the group to understand the relationship between prompt and the design of the character
while experiencing creating the character by making prototypes in the design process.
We would begin by breaking down their minds, releasing all tension from their body. When
broken, we will rebuild with the mind aspects of story telling, and let the participant become a
creator- a writer. Once they reach this point they will be allowed to create the character from
the prompt. The only limitation is their building ability, but if they can’t build, they can always
explain.
4. SESSION SCRIPT
-STEP ONE
Take one of the blank sheets of paper and spend 2 minutes drawing anything or everything.
This if for you to clear your mind, so the drawings don’t have to be good.
Note: Try not to stop drawing during that 2 minutes, if you run out of things to draw, draw
circles, or anything. Just keep you hand moving.
-STEP TWO-
Pull out another sheet of paper from the toolkit. Now looking at the 2 minute doodle you have
just done, put the drawings into words- make sense to the drawings.
For example: If you drew a snake and a horse, tell a short story of why the two are in the same
page; perhaps they are friend hanging out, or they hate each others guts.
Write about a mini paragraph length, or just until you have nothing else to say.
Toolkit Instruction
5. -STEP THREE-
Once you are done that, in the toolkit you will find an envelope. In this envelope is the prompt
to this project. Please re-over the prompt as many times as you need, and try to visualize the
character.
-STEP FOUR-
After reading the prompt, pull out another sheet of paper, and use it to put down notes of
what you saw. For example: red hair, black eyes, etc.
-STEP FIVE-
Now you have reached the final stages of this toolkit. Now you are ready to create your
character.
In the toolkit you will find:
+ Two figures
+ Air dry clay
+ Wool/string –markers
+ Felt
+ Toothpicks
+ Hot glue gun
+ Clay sculpting tools !
Using those items please create you saw when reading the prompt.
Once you are done, you can now present the character to the supervisors at the front. Please be
ready to explain why you saw the character for what you did, or if you are uncomfortable to
speak please write it down and hand your character to the supervisor with the toolkit packed
up.
6. The rough outline of the timing, and purpose of each element of the workshop.
CO-CREATION OUTLINE
TIME ACTION CHECKLIST
2 minutes Doodling session Loosening and freeing
participant’s mind.
2 minutes Writing Session Connecting the image and
the story using imagination.
2 minutes Reading Session Understanding and
absorbing the information.
2 minutes Describing Session Organizing thoughts and
depicting their imagination.
One day (Take home) Bring Characters to Life Creating the character using
provided tools.
7. Toolkit Activity 1
2 MINUTE DOODLE SESSION
“Draw anything you want, can’t stop your pen/pencil from moving or
lifting from the page”
The participant would just have to draw anything they want, whether it being
lines or an actual drawing. This is done to help them loosen their mind and
help them become more relaxed.
8. Toolkit Activity 2
WRITING SESSION
So in this part, looking at their story, they would have to make up any
story to try to explain their drawings. This is done to reach the creative
aspect of their minds.
Create a mini paragraph/ mini story of your drawing- connecting the doodles together
9. Toolkit Activity 3
READING SESSION
“The hero has fought for most of their life. They have been sold to
slavers, fought in arenas, and battled in wars. From each experience in
their life they took something away from it, whether scars, lost fingers,
or lives. The hero doesn’t fit in with the majority; people look at them
different- they are different. The hero had no name, just stories that
follow them from town to town. The hero has no one to call their family.
The hero is forever alone.”
Let the participants read the prompt and give them time to think and imagine
the character in their mind for few minutes.
Provide the prompt
10. Toolkit Activity 4
DESCRIBING SESSION
• -write/ describe how you saw this character
• -All the details
• -point form
11. Toolkit Activity 5
BRING CHARACTERS TO LIFE
We are going to provide raw collections of scrap materials to the group
for embellishing rough prototypes and constructing the character.
Use the tools in the kit to bring your character to life
12. QUESTIONAIRE
1. For this gaming company, how important is it as participants in the game, for this
company to have visual aesthetics of characters in the game?
2. From the prompt provided, what gender did it remind and why?
3. I would love to play the game with the character I designed. (Yes or No)
4. What kind of character I expect from this game company when I am playing their
game is: (Fill in the blank)
5. The most amount time I am willing to spend time playing this company’s game is:
(Circle one of the options below)
30 minutes 1 hour 2 hours 3 hours 4 hours 5 hours
6. The experience of this toolkit was positive/negative, and why?: (Fill in the Blank)