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Lien Tran - Humanitarian Games for International Social Impact: Guiding Principles for Collaboration and Design of Culturally-Competent Interactive Interventions

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Presenter: Lien Tran, Assistant Professor of Interactive Media, University of Miami

This talk will reference unique game collaborations with national government agencies: one for a social protection program in East Africa and another addressing the protection of children in Latin America. I will share first-hand experiences collaborating on interdisciplinary teams to create games that educate, create dialogue, and facilitate informed decision-making.

Published in: Government & Nonprofit
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Lien Tran - Humanitarian Games for International Social Impact: Guiding Principles for Collaboration and Design of Culturally-Competent Interactive Interventions

  1. 1. ' : '_ . "" ' . . ’T -0 '-‘''. '7T/ _‘_’ ht ii ', I, _. T 3:3 T , ‘ix 1 ‘‘ ‘ ‘ Q4 "“: _‘r‘* . “_fi 1.. ‘ '1 / , . '_‘ " / /I , — r’ ” I _ . . -v — "’ 2:5 I —/ -7 *7’ I‘ ‘, ' / ’ ~ 3"‘ "2 ‘ A : T 4 Humanitarian games for international social impact Guiding principles for collaboration and design of culturally-competent interactive interventions . 'i: ii ‘hi-. lull‘-"A »‘i: s:fl: i‘; =.InIi -"i~’i—'I'l= I-‘t~‘I~'Ii 1:’ I‘nIi(= I’. *=. i': ’T| u-. lvl’i= i~: |'l: .i . 'i: lnliIi ‘7.Ill. .lI‘ m | ilvI= li': iI; v -‘IT lviI‘i= .m| ' . .; ‘: =.lni@nnlI: lnI'l. :iv2,IIi
  2. 2. UNIVERSITY OF MIAMI SCHOOL OF COMMUNICATION cS: (5iIiT3iOii‘ii’ifcATioN DEPARTMENT of ll CINEMA & INTERACTIVE MEDIA MFA in Interactive Media Minor in Interactive Media h : in r i. mimi. UNIVERSITY OF‘ MIAMI CENTER for COMMUNICATION, CULTURE, and CHANGE [J Focused on communication for social and behavioral change through engaged scholarship and immersive experience and Interdisciplinary collaborations http: [[com. miamiedugenter-for-ccc
  3. 3. "—*, =-“ '/3; ' 2 ’, " I v 1 _$‘ 1. _ ‘ / / I’, Z’ . ’ ax ’ / { ! l / l I ‘ I W X R I ' .7‘ . " . ‘ K‘ I F1’ ‘ ‘ J ' 'V_; - ‘H ' Humanitarian games Address or advocate human welfare/ wellbeing { Uwezeshaji Kaya Kuhimili (World Bank/ TASAF)
  4. 4. Canadian Association A iii Dermatology canadienne de 0 A U N I O N S Association coA-Aco dermatologie N ST. P]’s CHILDREN’S CADRIM L'n1tL-d N; nt1<>iI> "‘ "“"““"“““"“‘*--0-‘vi-I---r-~~'~ InIcrn;1ri<>n; il Strategy fur I)i: lsICl’ Rcducriun University 0' Miamiys Immigrant Children's Affirmative Network (ICAN) program R E D C R o as P F D C R r so r N T +( 357's-"-3'c'°r§Far? v3'51=°"oe= c-arsocni-s as part of Wm” __ Immigrant Children Legal and C Ll M AT E C E N T R E mm +“': Services Partnership (ICLASP) America 6 Oxfam Working together to end poverty and injustice THE WORLD BANK
  5. 5. IMMIGRANY CHILD AH’-IRMATNE NETWORK M umrucA<_0N . 1. 1 K g Q ‘ . ‘ v I / W- . . _ . , Y § . _ . @ V / or ex - . — , I I ~ » __ . . t v _ %< _/ { I ' I r-"ii . . , V . , , -_-_ , V‘ . .‘. . . . ‘. _. ‘ —-r , . -J . _ . . A . . A ‘s ,1 in . '. ' F. - ‘ ~ v . ‘ I . ‘ . ' , ; .~- »‘—-u~-rnqnruwpu. -.0--acne-1»-tr’. '— ' —»-ir '*-': ~'u', s. -am --e-as v-~. ';rv~ wnrmnx -«~. ~.- U’-VH5-'v’ an-~: ce*1--'sv—; ~u-pg‘; -yr-L-, -.1 -r. '-air-; u'-gar ’§I'wa<. p'ur-1'-; ' "er -paw .0 ww-y. -r; q Irv
  6. 6. 3-. :7 T: . «I ~‘ , / x — c r ‘x ‘ -"""‘ 5/: AR» ‘: _ / , < i. ‘ g _'. «<, | ‘i. 2 1'-< ‘v _. —- g V . — g [N I , ' _ 4 +4 . , . "* ‘ 4 ‘ I V r _ «X / _ , »' f I , / A i [ll ” ‘f ‘ . .<, '_. ‘D t ‘ ‘V 69 I 0 ‘ ' 0 http: //Iienbtran. com/ games/ cops-rubbers/ http: //www. opensocietyfoundations. org/ publications/ cops-rubbers
  7. 7. Humanitarian games A3 simulation ' - v- t-,1 ‘ _. ‘ . - - ,4‘ ‘ - ~ . . ,4 _ ' .310 _'. ‘. . , lg . - Simulation games as interactive, alternative to standard of care - Players as active learners engaged in parallel play - Opportunity to explore a real-world system, its objects (actors), and its relationships for enhanced problem-solving and informed decision-making
  8. 8. Humanitarian games for international social impact Guic: ’in_gprinciples For coliabc>2‘cztio2i (incl ci’<: xs'2'_gn of‘ cultura3l_j. .~*—Competent inte2‘czCtivc~ intorue/ itic>ns - overview of two humanitarian game partnerships - comparison of these partnerships and the game development process - lessons learned, considerations for future humanitarian game collaborations
  9. 9. Por Nuestras Calles (Through Our Streets) . .x H: ‘ ll. ‘ * :7 ‘ '2' .3 r "'1 mm. "/ Uwezeshaji Kaya Kuhi’. ili (Enabling Households to Withstand)
  10. 10. __ _ _ . Game Designers Uwezeshaji Kaya Kuhimili Lien Tran (Enabling Households to Withstand) Clay Ewing cnent partner Game Producers Pablo Suarez Janot Mendler de Suarez World Bank Rasmus Heltberg Cecilia Costella John Elder Tanzania Social Action Fund (TASAF) Barnabus Jachi Ali Mohamed Omari Malilo Sekela Mwakatumbula Mercy Mariki Social DeVel0prnent Patricia Matogo & Labor practice Amadeus Kamagenge
  11. 11. TASAF: Game objectives E To provide a safe space to explore the potential risks and benefits of a real-world economic development program E To role play as subsistence farmers living below the poverty line - measures that allow farmers to building resiliency to climate change and climate shocks, notably through the enrollment in PSSN - how farmers can increase income through climate change adaptation (through labor and building of community assets) and therefore curb harmful coping mechanisms such as selling assets, pulling children out of school, etc. e To make an informed decision whether it is beneficial to enroll in the PSSN
  12. 12. TASAF: Project phases 0: Establishing relationships (Spring 2011 - Fall 2011) 1: Formative research / / design brief (Fall 2011) 2: Design and playtest of initial prototype (January 2012) 3: Game session with TASAF / / client buy-in (April 2012) 4: Game adaptation with client, in-country (July 2012) 5: Preparations for facilitator training (August - October 2012) 6: Training of facilitators by project team, in-country (November 2012)
  13. 13. Simulation game for behavior change by stakeholders Game prototype commissioned by the World Bank with “goal of synthesizing knowledge on the role of social protection for managing climate-related risks and conveying it in a manner that is compelling and motivates behavior change by program officers and other stakeholders"
  14. 14. It . . - -. '.‘ so also ‘I’- January 2012 L /
  15. 15. April 2012
  16. 16. -V , I , V . u‘ A . _ . ',7." l; ;'“': _ 1- _i. v_H; ~'-7,; 5.: b. LT‘= w,-7‘ V'; '.-‘ hL. l1:A I-" l 3' " K-“", i:i. s‘{; - ‘II ~ I I 4 F —. ». '1 n 3»: iv "47'l. ;"' - _l, ,-' l: - , i L, .'. _-'? l.| 'x_"‘:7;. 'rV_l, _." ){u_. i_l, _:li}i _l v I, -' . _g j. ‘ n_ ; ,._. '_ ', -' L‘ 9:‘; ‘A I , _ _ 5 ‘ ‘hi 7 ‘- ‘ ‘J ‘ ‘ T- I " A ‘ ‘¢‘ IT : 1 . / ‘ , ’ ~ , ~ . . V : ’ g > I V 4 p _ ’ ‘ 1 . . ,1 - . ~ / - A I i Z ‘ / ""' ‘. A '4 0 Y 75 _ so ‘ , . K _— V T "7 & ' —_. :— _ _ r V ""~-r , ‘i / v 1. it _ ‘H *3 . “ . *. ~ . ' . 3‘ 4 V. . {X ' "The Government found that the game would be a useful tool to assist TASAF in rolling out the [national] PSSN Project, explain the objectives, and foster understanding and enthusiasm for the ways in which the PSSN can support resilience and graduation [from poverty]"
  17. 17. Game adaptation phase July 5-19, 2012 in Tanzania (testing system, content, aesthetics, logistics, facilitation, etc. ) —L Introduction to TASAF management and mission team Game session + workshop: TASAF mission team (6) + Tran (designer) Playtest #1: TASAF personnel, facilitated by Tran (12) Update game components; draft rules, facilitation guide Playtest #2: district council from 2 villages, facilitated by Tran (11) Iteration: simplified and made game system more relevant to TASAF Playtest #3: with villagers, facilitated by TASAF, debrief (12) Iteration: based on previous play test, status meeting with Bank personnel (DOJlO)(J'| -D-(A>f) Playtest #4: with villagers, facilitated by TASAF, debrief (18) _A 0 Updated facilitation and game components _L _L Trial training workshop facilitated by Tran with 10 district staff members _L l) Playtest #5: with villagers, facilitated by 2 members of district council (24) _L OD Iteration: reviewed play test feedback and made modification _L A Game session with TASAF management facilitated by Tran; presentation on mission
  18. 18. u_. ? 'm~ §_Im'i' l' D€OSON$ FARM & COMMUNITY SCHOOL ASSETS Perm. -d pianted, HA9‘ M 3 M E rorubol Add r~‘r-5 if in us» IIMTASAF, Choosetobuy pay a ‘mdv-dun’ use. forrnaxerlals ' CONSEQU ENG5 HARVEST l CONSUMPTION r‘ no drought, ' . , per seed planted "7 B “‘ 10 Then receive profits from assets t’ No droughL For each adult. sat: nav E 5 per adult . For each ch-Id. 4 per child I pay B __ Add 1 unit of 50; gm». d5.| ¢_ eduation pgy E _ I , f 4.. . - I .
  19. 19. July 2012
  20. 20. MKUU WA KAVA I 2 3 4 5 6 7 ~; :.: ::: ::: ::- ‘ : ::: ;:a: ~:: ::, lull! “ MK WA KAYA ~ W MWANAFUNZI I ’ ‘ x. ,. . .., o um. MTQTO K17. ityo um. -u up ruyo k. m|u hr: #10 huh wn _ _ _ Nvangc us» mpanlo vu YASAF no--1° ‘ASH % "‘l>"'t° *0 “W “'7' "V" "‘““‘ “"' “'V‘ '‘‘V‘‘ "‘“"‘ 0 9 Cr “”‘3s"s? :““ Pokea 3 I Pokea 3: (elimu 4 aha) Pain: 1 ¢ um Rita I - GNU Lazima kutekeieli Lipa 1 up kwa ajili miradi ya kuilnusuru ya vifaa Kumilila shule Kumaliz: shule Pokea . + 3 C Hivyo poke: Pokea _ no.1‘ Aw; ., I. 7. "I. . poke; 7 NW. ‘. .I. .. i Kumaliza shule Pokea § Adobe Illustrator (July 2012) MS PowerPoint (November 2012)
  21. 21. Ii Kaya ilyo katika wa mpango TASAF Kaya ndogo fl I: as I: Kaya ndogo Kaya isiyo katika mpango wa TASAF II ii 232: III Kaya kati 232:2: IIII Kaya kubwa Kaya kati 2i 2:2: III Kaya kubwa 232:2: IIII 2!
  22. 22. fimrairzsrrary ' ~ I *i~”«« Jill/ ‘ <1? l I J / ‘ I . 15-‘ ll «*1: <5,’ ' I I « . ~ -x‘ r J» . :4 ‘ “)4 _ N l 4 f » | .'_ I - . , . / 1 - ‘ A / ‘ “= . | ‘~. ‘/ ’ ‘l , / ' / / ‘ Sfi -— ‘:1 I l 1.. —~- “. ':'? ~ - Q7: ‘ , ' > L: ' K‘: - ‘W 3 P ‘ - . ”‘--"“}'7 ~ - . '- J' l _ , / ) 11*: -'7 . “' ~ . / -.7 L: ~/ ,5 V v _ ‘_~55_ ‘ / 9 .45 - ‘''. $.‘, ( I. ,7 ~ 4- u -5 J, - i / I 1 - '9: . , , r
  23. 23. M KU u WA KAYA MTOTO “Y3 "Y0 kafika W3 ‘ K3Y3 l5iV° kafika Kaya ilyo kanka wa Kaya ISIVO kanka mpango TASAF mpango wa TASAF mpango TASAF mpango we TASAF -. 1. Household Investment Pokea31 (Uwekezaji katika kaya) (elimu + afya) 1 I_, I-. ,«. ‘-l. r-: :ni -. .‘| I'll. .‘l l‘J'Cl 2. Community Assets (mali ya jamii 3. Climate Change (Mabadiliko ya hali ya hewa) Kumaliza shule Pokea Pokea 4. Harvest (mavuno) Lazima kutekeleza miradi ya kujinusuru 5. Consumption (matumizi) Pokea + 3 3
  24. 24. B/ |SE<LL| N’GOMBE SHAIvI: B.-A " l (x SHAIVI: B.'A Kaya kubwa : - SHAlV| :B-‘A BAISKELI SHAMBA Nunua 50 , Uza 40 i , :1 El C”)-”é) l: l l: l
  25. 25. Sltltnui. -i: --n Ill’. ,l7~; r‘7; I‘! -[. 7 A1»: ' -I, iii-.1;-<Il’l. - - ts‘! Th’ T‘ ‘ I T ‘ 1 I , 9 u‘; '.. -1L. ..vI. ?itwin-. ;ml. .i. G l. *". >4- --Ii. 'l«; m.. _i. |‘¢'. *'-3" « 7 _‘ . 2 '5 1 ""‘-' "IV: R, “ '«i. _u», , 4 iv. ‘ ’ i ll ". ‘J‘, z= , ,.. _,‘TV ‘, _ . ,4 ‘ l ’ ' l T _ i « » - _. <. . , . ,. ~ - . ' -' ‘I in. 3 A '_4~i--9ivt~ ""‘s. "'. «T"§i-: v.i _« '. .i, , l 1 V '7 _~I ‘ . .4 V : «.-i. .._; '.'-. <*; ‘ . -in-Rx ll'3‘'. <'~‘$'? -" . --~ . " 5', 4 l J l . I 1 . "-'-- ‘ o s( m! " V) T ‘ ' ’ l 1 Q; 1 - A‘ . 1. "'1. =7 , I ~ . ‘:‘i. ' Good facilitation is essential in / ll I. l< ‘if "i - ‘ Relating in-game events to intervention goals lg ‘J T in I IV l A ame co— . . g facilitator assistant l facilitator : play observe . 61 U’
  26. 26. A _-l/ Facilitating to player concerns Risk and risk mitigation T w - 7 4 ‘»~
  27. 27. z 1 _ ' o L I . k' r i T, ‘ "9 ‘ T. _ « fl 3. L“Tf$i‘ ‘ ‘~ . *‘ 2 xx? » 5‘, l 2 , , ‘ T, . ‘;T T l. A‘ . ‘ i ‘ , -- ’ it ' : ”T - e, &;; f2r& - / / " ‘ Lessons learned Invest in children Save money Invest in environmentalprotection Run a good farm with crop and livestock Make good investment decisions 7 i 1 , ,, ,. ;_. . I L P . i la _V_ E, 4- L ,7‘ i/ l I i >- L / I/ y _ . /3 i. ‘. ll § . 1.. 5 ‘T '4
  28. 28. Alianzas que generan cambio social I-‘Ill J nallsmd : amnmucatson In partnership with the Directorate of Protection and Special Services (DIPRO) of the National Police of Colombia under the leadership of Brigadier General William Rene Salamanca Protection of: — Persons and facilities - Children and adolescents — Environment and natural resources — Tourism and national heritage
  29. 29. Por Nuestras Calles (Through Our Streets) Client partner and funder Research Team Lien Tran, Assistant Professor Jessica Wendorf, PhD Student UNIVERSITY OF MIAMI SCHOOL of COMMUNICATION T ' , U MIAMI Maria Elena Villar, Associate Professor FOR LAHNAMERI " I 46.x‘ . ” 5.. . Journalism & Mass Communication ti‘ -‘G l'. 'l'IIR3lT'LI' MIAMI on» can canrrm rm uwm AMr. iuciN tfl'UDlES LI
  30. 30. Child victims in Colombia ‘ Presently, child prostitution represents a significant global problem, with an estimated 1 million children forced into prostitution each year, contributing to an industry that generates over US$20 billion or more yearly. (Willis & Levy, 2002) Of the 18 millionlehildren in Colombia at least 35000 are linked to sexual exp| o'it'atio’n. .(lCBl-2, ‘2014)’ ‘ lnstituto Colombiano de Bienestar Familiar (Colombian Institute of Family Welfare)
  31. 31. -V t , "' . I v . ' "x )1 C. I": .l"' "'. ' - “I V‘ ' i -I 31' ‘ -*‘. "~'-“. ' i V T37 . wA‘7,. -"S ‘I gilif A‘: t_, .-‘-’= _i. §". '_ -~r , i.i. .p", I;K‘. ,-. "’'_7,»"-', ,i, ,.-‘ , .-H13,‘ «"1»: . .-. .. To provide a safe space to discuss a serious, risky issue To allow players to gain understanding of a social issue from differing viewpoints through role-play To enable conversation about possible solutions from the viewpoint of the assigned role (not the individual preferences) Increase potential of players to recognize signs, stop the facilitation of CSEC, and report suspicious acts '- . /' V , I,/ .,
  32. 32. Por Nuestras Calles: Considerations - Appeal to Colombia's collectivist culture and their concern to care for those must vulnerable in effort to de-stigmatize and address CSEC - Game (including narrative) as a simulation of Colombian children and youth's reality, therefore based on interviews and data collected in the field - Game scenarios must be considered authentic by a general Colombian public (regardless of demographics, economic status, or region) - Simple gameplay and visual/ written language that could be understood by a general Colombian public (dialect, literacy, etc. ) - Based on communication theories that can be evaluated
  33. 33. Pillars of Understanding about CSEC Identification Through gameplay, players: ° will increase awareness of CSEC as a national issue ° will learn to recognize signs of CSEC in their environment ° will remind them of their responsibility as Colombians to protect the most vulnerable Prevention Through gameplay, players: ° will understand their role in enabling, facilitating or preventing CSEC ° will gain knowledge of the resources available to protect children and adolescents at risk Reporting Through gameplay, players: 0 know how to report a case of CSEC to the appropriate party (parties) 0 know how to seek help for children and adolescents who are being exploited
  34. 34. Por Nuestras Calles: Project phases 0: Establishing relationships and project concept (Fall 2013 — Spring 2014) 1: Formative research, funding secured * (March 2014 - October 2014) 2: Community partner[s] buy-in, in-country (November 2014) 3: In-country interviews (January 2015) 4: Prototyping (February 2015) 5: Playtesting, in-country (March 2015) 6: Game iteration (April 2015) 7: Playtesting, in-country (May 2015) 8: Playtesting, in-country (May 2015 - June 2015) * Funded June 2014 - May 2015
  35. 35. ‘Samurai: CUNDINAMARCA . ;7;l'c~-em-’_ November: Partner Buy-In 5""‘”'= "°’°""' Cartagena, Barranquilla, Bogota F L‘ W” iwm sooou‘ ' i _c______ . _J_‘: ;,, .,. _,_ -: .._. .,_, _, January: Data collection < - niunu’1.: mu" . , . o E . ' 6'‘ MW _E-~“_, ,,_ _: ‘_‘s‘, v__, _ Eje cafetera Bogota, Melgar, Girardot, 9 j v. ... ., _, ,,, ,,, ,,, . , ;—A'. =-ru. -gang: Honda, Armenia, Pereira, Medellin VALLE DEL CAIIIA ‘ mm“ “Wu 7 p. ..» " February: Design + Test . ... ... .». ,. UM undergrad games class; "“""3‘g“ Colombians living in Miami / %° . ”edUDd'/ Mi! fEl(§ZilIbO Came‘ —*"<-W 0 , / . , Barqwslmm L 0,’ March: Playtests + Live Data Analysis Cahiwias o ‘1‘ ‘I 3 , ,tf. ’.. :,. ... Va“-new lbague, Bogota, Medellin, Santa Marta, SI’1C_9l€)O Viilélfi G _ MW"; ‘ Wage’: Calago; Barranquilla, Cartagena (11 playtests) K .1 I, ‘ ‘.4P(f)l(lH U _ Beiinas Cucu'a LA X RESPUESTA r ' (1 Oszin C'I’: l0bfil BUC-lla’l'lfil‘f_]. ‘| 0 Ven “V“ o , ,_, .—/ . lun, a V 9 ‘ . ‘ M. i-ii1.ilc: ; - - ofiereiia " - ‘. I‘: ''“"'” new . - I BIENESTAR Ll i: .i«, » _ . L * . ° FAMILIAR BI. l€l": :‘JEl’llkll(! ~.v C I_ 3' Colombia Neiva o l’oPfJ*yan H‘ 9, _, F ‘on uunf . r.: C I / E5 -5?? -:'T" ,
  36. 36. Nescalar . “adieueaa‘l“n‘o%. ':““‘°“‘? ,;-; alcanzar la cima solo“ Ymzing IIIIIIIIIlliiii/ iiimiimm.
  37. 37. Colombian Natiolial Police for Tourism 5 Bogota’ (National Hgadquarters) ‘§
  38. 38. Te Protejo Medellin Ministry of Tourism Medellin
  39. 39. ~43,‘ / >* I ‘E W / O‘-, / , _ is ‘--Botero Plaza ‘ ’ ' '/ ledellin
  40. 40. .st! z.'_). i l I l 1 I i E I ’ an v , ‘ ‘ ‘. rl. Iio . _ . , . -» . .ERG -. _ I :94’ _w . |_ . ‘ ‘.3 ~ I ' l 5. I _i . —- ~ ‘ «A. .-I — P ‘F-‘. .”" '_'- - ta A . _ K. I‘ ‘. i W . j / I ‘I ‘ ‘ ‘_ r‘ , / J N , I l I/ / 1- .4 ti l . 1' 4 i ” I’. Mayor’s Office. * Medellin '
  41. 41. Police, Tourism, ICBE ‘| Santa Marta police . ''A I 71..
  42. 42. EMPIEZA AQUl T Sallxo dc mi casa hacia (-l I polidi-porlivo para alquilar In L 1-‘, i: anch. 'i. ‘L’ PASO1 W. Mudirijo hacia la casa do mi . l 3;; ‘ amigo dond-> cstrin uspi-rnndo. l 3 It 1' I = ; J-l. l ; . >7 S1: PASO 2 5. = . 2.‘ §. 9-‘ Mrdivijo hacia I-lr: »st.1uranti>. q"‘ll ‘ n 77- , ; TERMINA AQUl E‘ ‘:1 .7], I Ml’ dirijo hiicia mi casa.
  43. 43. ifestyle Housing Transi Commerce Public Space L . .v1.1.1 ll. l,. u< 1_. .i«. «..44m. A.. .i. ..i. ..n. ._ . L. ... .:. v/. ... .r . ..r x . . l l . . , -:2-T'JT‘; H'; "I—"r. “_‘ "
  44. 44. Interdisciplinary challenges Lack of common literacy Breadth of information vs. F“"de"5 simple gameplay Unfamiliarity with other disciplines Designers Audience Evaluation highly valued Ownership and roles Researchers Subject Matter Hierarchy Experts/ Partners Logistical challenges (workflow, accrediting, etc. )
  45. 45. Research team challenges - Different areas of expertise - Designing for evaluation - (Un)fami| iarity with games and design process vs. research - Project management - Communication and documentation - Merging of research and design phases - Team dynamics
  46. 46. Client challenges - Unfamiliarity with scope of possibility of games - Unfamiliarity with design process - Communication (both language and through use of technology) - Difference in cultural norms and/ or professional etiquette - Solution driven vs. problem driven - need to use designer listening (questioning) skills - need to understand what client cares about and how they think - Level of ownership
  47. 47. Teamwork Maintain the love for the game (or audience) through transparent team communication based on: ' oblectlvity Lens #707: The Lens of the Team - cla 't H y To make sure your team is operating like a well-oiled machine, ask yourself _ these uestions: - persistence q 0 Is this the right team for this project? Why? ' comfort 0 Is the team communicating objectively? . res ect 0 Is the team communicating clearly? p 0 Is the team comfortable with each other? . trust 0 Is there an air of trust and respect among the team? 0 Is the team ultimately able to unify around decisions? - honesty - privacy - unity Jesse Schell, Art of Game Design, Chapter 25: "The Designer Usually Works with a Team"
  48. 48. Team communication - Need for clearly identified and agreed upon roles and expectation - Relies on strong project management and transparency - Regular meetings as a team and with the client (like SCRUM) - Respect for each other’s expertise and perspectives - Speak up when something is not clear, it will save time and/ or headache in long-run ' Document objectives, expectations, timeline, project status, tasks, etc. - Employ methods of communication that optimize transparency and organization - Partnership communications are in a language understood by all team members or that measures are taken to mitigate language barriers - Sensitivity to cultural norms and awareness of cultural differences
  49. 49. Game design considerations 1. Designers need to help educate researchers in games and design process 2. Use as many game design lenses as possible (team, audience, client, problem statement. ..) 3. Use mental models to reduce learning curve and confusion - Design based on what is familiar to players - Use smart visual design to reduce mental load required of players 4. Flow is audience-specific 5. Dominate strategies aren't necessarily bad 6. Competitive vs. goal-oriented gameplay 7. Playtest often, with subject matter experts to members of your audience. ex. mechanics, aesthetics, number of players (total, sets)
  50. 50. L Game status
  51. 51. Thank you Lien Tran L. Tran@miami. edu lienbtran. com interactive. miami. edu UNIVERSITY OF MIAMI J SCHFIOI. OF (‘0.I. ll'. 'l('. 'I'I0.'

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