Lyderia is a MMOMMG (Massively Multiplayer Online Music Making Game) for 10-12 year-olds (5-7th graders) and their teachers. With Lyderia on their smartphone, tablet or desktop, children and youngsters can make hip-hop with Don Martin, remix famous songs, and create their own music. Lyderia allows the children to create, share and stay together about music experiences. The game gives teachers tools to control and measure activity in the class. Users can choose from many different missions on several levels. They can compose their own songs, break codes, watch inspirational videos, and solve tasks both online and physically. The game is free for the user, and Concerts Norway themselves create the content.

1. POWERED BY CREUNA’S MISSION CONTROL
THE ULTIMATE LEARNING ARENA

2. What if e-learning was irresistibly engaging? What if it could
actually be built around what – and how – students want to
learn, instead of a fixed educational plan?
Learning could be fun. Virtual learning arenas could actually
keep people’s attention, entertain as much as they teach,
continually improve themselves, and generate more learning
than even the best physical classrooms.
It’s possible – with the infinitely scalable digital
learning engine that powers Lyderia, the
successful Norwegian national music
education app.
Lyderia is an education platform
that provides a skilled content
team the opportunity to create
deep, meaningful and entertaining
learning for its users in a playful
and highly gamified environment.
DESCRIPTION OF LYDERIA
https://vimeo.com/153000954
WALKTHROUGH OF LYDERIA
https://vimeo.com/149351171

3. BEST WEB GAME
WEBBY AWARDS, 2016
GOLD, BRANDED TECHNOLOGY
GULLTAGGEN, 2016
HONOURED IN INTERACTIVE
CATEGORY
MERKET FOR GOD DESIGN, 2016
GOLD, MOBILE APPS
EUROPEAN DESIGN AWARDS, 2016
SILVER, BEST PRODUCT OR
SERVICE – SMALL BUSINESS
GULLTAGGEN, 2016
SITE OF THE DAY
FAVOURITE WEBSITE AWARDS,
31.01.2016
BETA LAUNCHED:
2016
CLIENT:
Rikskonsertene
CATEGORY:
Game/EdTech
LYDERIA RESULTS:
26,000
users have registered
profiles in the beta
version of Lyderia – and
the growth continues.
CREUNA
The leading customer
experience agency in the
Nordic region.
Creuna designs solutions to drive value
in an unpredictable world, by combin-
ing strategy, design, data and technol-
ogy. Our more than 350 consultants,
in Norway, Sweden, Denmark and
Finland, develop digital solutions that
create value for our clients and their
customers. Applying design thinking as
our key problem-solving approach, we
work together at the same table – cre-
atives, analysts, developers, strategists,
clients and their customers. We are:
FULL SERVICE: End-to-end skill set
spanning creative, business and
technology.
INTEGRATED: Working together closely
across competencies.
NORDIC: The largest Nordic digital
agency with 350 people in 4 countries.

4. INTERNET-BASED e-learning platforms
have taken a tremendous leap from a
few years ago. Now, knowledge is easily
available to anyone with a computing
device and internet access. But we
haven’t yet fulfilled the promise.
Most e-learning students drop out
of the courses. They aren’t motivated
or engaged. They don’t care that
much – and so, they don’t
learn.
SOMETHING’S MISSING.
Something that, if
solved, can produce
more satisfied
students and better
learning results.
E-LEARNING ISN’T
DELIVERING ON ITS
PROMISE
Most digital learning programs
fail to retain and educate
students.
THE BEST LEARNING IS PLAY
– NOT WORK
Play is the natural foundation of deep
learning, an insight that can radically
transform digital education.
Learning
through
play
When we sat down to conceptualise an e-learning
platform, we built it around several key insights into
learning, human nature and play in a digital context.
To get people to learn, we must set them free, with
access to expertly designed learning tools and toys,
in a virtual arena that they can play in, control – and
continually develop as they wish to. In such a uni-
verse, we enable the best and deepest learning.
PLAY IS THE FOUNDATION OF LEARNING. The ritual
of play is innate to all animals: an ancient learning
paradigm. In play, lies a cycle between action and
reaction that renders passive participation impossible.
All humans naturally understand that in play we are
free from normal, real-life constraints. So, we aim to
create what John Huizinga terms “the magic circle”:
a virtual playground.
USER CONTROL IS VITAL IN CREATING A
REALISTIC ­PLAYING ARENA. According
to Dietze and Kashin, control is what
separates play and work. Play consists
of processes and activities chosen by
the child, rather than a teacher or
guide. Work, on the other hand, has
«...the process of
creating content may
be more important to
learning than the act of
merely consuming it.»
Andrew J. Milne

5. a predefined objective and set outcomes. So, we
let go. We allow users to drive the learning process,
tapping into their own deep fountain of motivation.
This drives better engagement and learning
­outcomes.
GAMES ARE IDEAL FOR PROBLEM-BASED LEARNING,
because they are about overcoming challenges.
Learning happens when the player is motivated to
look for a solution. Any problem is an “unknown”
that must be answered, in order to reach a goal or
satisfy a need. The “unknowns” must be linked to
things that the player values. This way, we stimulate
motivation, driving engagement and retention in the
learning process.
DIGITAL EXPERIENCES ARE AUTHENTIC. Properly done,
learning in virtual worlds happens in authentic
contexts that make the knowledge gained relevant,
useful and therefore more easily recalled. This
produces better learning outcomes. For example, you
can’t learn to play music only by reading notations
on a page. Music creation is a product of learning to
produce certain notes, alone or in combination, in
specific situations. So, the more complete our virtual
universe is, easier that students can learn.
FLOW IS CENTRAL TO THE USER EXPERIENCE.
A ­well-­designed game is perfectly balanced between
game complexity and player skills, creating the
optimal flow channel experience. The player gets
hints – never solutions – from the game universe.
As the game progresses and the player’s skills increase,
game complexity follows. As our game learns about
the player’s optimal learning style, it offers an increas-
ingly customized experience.
SUBJECTS &
RESOURCES
SYLLABUS
FUN!

6. Our music-creation universe that literally grows with
its users, has become a success in Norway, proving
that our learning concept works.
A playground where students control their own
learning
An instant hit
Built around our unique, scalable platform
LETTING CHILDREN LEARN WHEREVER THEY ARE.
Rikskonsertene – Concerts Norway – tours Norway’s
primary and secondary schools, presenting around
ten thousand concerts a year. However, each pupil
LYDERIA:
PLAY WITH SOUND
The hit Norwegian music-creation game
that has proved our learning concept
and platform
Introducing
Lyderia – the
Norwegian hit
UNIQUE NORWEGIAN
ASPECTS OF LYDERIA
A culture of learning as play
Universal education
Government support for
creative ideas

7. will only experience two of these live performances
annually. Rikskonsertene’s ambition was therefore
to extend its presence, by having something else
on offer for the remaining 363 days of the year.
This high-level need was the only requirement that
Rikskonsertene presented Creuna with, setting the
exciting cooperation off with a wide-open mandate.
The ambition soon materialized into creating a musi-
cal universe. One so fun to visit that the kids would
also spend time in it, even outside school hours. It
should be free of charge, of high quality and support
music teachers in reaching their educational goals.
A COMPREHENSIVE MUSIC GAME. The result is Lyderia,
a MMOMMG (Massively Multiplayer Online Music
Making Game) for 10-12-year-olds (5th to 7th
grade), and their teachers. All the content in Lyderia
is created by Rikskonsertene. With Lyderia on
smartphone, tablet or desktop, the children can make
hip-hop with local Norwegian star Don Martin,
remix popular hits and create their own original
music. Lyderia lets the children themselves create,
share and experience music together. The teachers
get a dashboard tool to manage and monitor activity
in their class. Students can choose from missions at
various levels. They can compose your own tunes,
unlock codes, watch inspirational videos and solve
missions both online and offline. The game is free
of charge for the user.
A STRENGTHENED POSITION. Lyderia has provided
Rikskonsertene with platform where it can utilize
its competence to deliver on its mandate. It also
strengthened the organisation, ahead of a major
reorganization. Students in Norway get a game that
works on their terms, and in tune with their digital
life. Music teachers get a high-quality digital tool that
they can customise to the needs of each student.
Broader possibilities
Lyderia is still in its early days.
Together with the users, we hope
to see it mature and grow into a
universe where children can get to
know this exciting art form and
experience the joy of learning and
mastering music.
Lyderia is the first step towards
what can become a comprehensive
“Culturia” in Norway, featuring
all art forms. This is just the
beginning.
DESCRIPTION OF LYDERIA
https://vimeo.com/153000954
WALKTHROUGH OF LYDERIA
https://vimeo.com/149351171

8. Blocks Steps Challenges Missions
Sandbox
Save as templateInterface/ Api Save as template Save as template
MISSION CO
Game and
level editor Geo caching Moderation Reports
Use
a game editor that allows a content team to build
Monitoring usersTrigger missions from
coordinates
Build stories with blocks, in
steps in challenges and
missions
What works and where do
they drop out?
CONCEPT

9. Dashboard
Points and notes
Friends
Group sessions
Friends
My puls
ARENA
Friends puls
Points and notes
Userdata
Profile
My Published works
Find friends
Friends Guilds
Poenger og inntjening
Brukerdata
Mine verk
tidsline
Venner Laug
ONTROL
Authentication
er centric
Roles Teachers console
Global notifications
and feedback
d and publish missions, challenges and blocks
May be done with any ISP Assign different roles within
mission control
with a simple user interface
for making their own
arrangement of existing
missions in the game.
Communication with users
for the user with access to
friends, results, published
works, score and accumu-
lated applause
Handles info between the
user, the system and
friends
Archive – that is personal
and stores everything that
a user creates
Assymetrical awardssys-
tem. Points drive progress
and Notes are an extra
crediting score that could
be used as a virtual
currency

10. A basic challenge in the project was to build a
platform that accommodates game-like mechanisms,
as well as Rikskonsertene’s wish to be in charge of
content production. A game is a rigid structure with
rules and game mechanics. Assembling concept,
technology and mechanics, in order to provide
multiple content options, while creating a consistent
and unified experience, was a major challenge.
THE MAJOR COMPONENTS OF THE PLATFORM INCLUDE:
The game board with an infinite number of levels,
where you solve missions and challenges to open
new tiles and advance to new levels.
Blocks, which are components where the
challenges are solved. Some are advanced, like
recording studio or sound machine, while other
are simpler. The blocks are presented step by step,
allowing for good didactics.
Profile, where users administer their personal
information and stay updated on friends, what
they do and have done in Lyderia. This is also
where users find special missions.
Storage, where all you create is collected.
Arena, where you can showcase what you have
created and see how your friends have solved a
mission.
The Teacher Room where the teacher can
­administer missions to be solved and monitor
how the pupils progress.
THE PLATFORM
System
+ story
= experience.

11. THE DIGITAL
LEARNING ENGINE
Underneath Lyderia is a structured,
scalable system that supports unlimited
e-learning possibilities.
At the heart of Lyderia is a mission control “engine”,
an infinitely scalable and flexible universal e-learning
platform. By combining a structured, scalable system
and storytelling possibilities, we allow content experts
to create the ultimate learning arenas.
In this CMS, content experts, such as Rikskonsert-
ene’s music teachers, themselves develop missions and
challenges. Here, they can experiment by assembling
the basic components of the missions – called
blocks – in different ways, creating many different
types of missions. “Mission Control” also manages
Moderation, the Teacher Room and a tool that
reports how popular the different missions are among
the pupils and how difficult they are. The user pages
in Lyderia are built for common web browsers, in
html and JavaScript, pushing the limits for what is
technologically possible.
The mission control creates immense future possibili-
ties, as it can be used to develop learning experiences
for any type of content or subject area.

12. The system is realized as a Single Page Application
(SPA) written in JavaScript. Backing the SPA is a
Web API on the .Net-platform.
The Android and iOS apps are created using a frame-
work called Phonegap, which provides a JavaScript
API for native functions in the phones. This allows
us to reuse the same code for the web and in the
apps, with few changes.
The API and SPA communicate using the device
and platform independent format JSON.
SPA (SINGLE PAGE APPLICATION) The SPA is written
in JavaScript, using the framework KnockoutJS.
This enables us to write component-based and highly
modular code.
The component based design approach has a number
of benefits for new development and the ongoing
maintenance of the system. The components work
mostly in isolation, with the only communication
between them going through well-defined bounda-
ries. This makes it easy to isolate and fix bugs or per-
form changes without affecting the overall stability
of the system. Adding new functionality is also made
simpler, as the new functionality can be scoped to a
component, which is then included where
it is needed.
API (MISSION CONTROL) If the SPA is the heart and
soul of the system, the API is the engine. All business
logic resides in the API, structured in a way that
makes the SPA just one potential consumer of the
system. Other consumers could theoretically connect
to, and use, the data and logic provided.
The rationale behind this model is similar to the
Open Data initiatives of various governments like
data.gov or data.norge.no. We would be able to pro-
vide the content to a larger base of users and a variety
of implementations. A hardening of the APIs would
be necessary to arrive at this goal, but it is hardly out
of reach.
Behind the API is an architecture based on the
­patterns Command Query Responsibility Segregation
(CQRS) and Event Sourcing (ES).
CQRS separates read actions from write actions.
This streamlines the structure of the system and
makes it much easier to reason about.
Event Sourcing is a technique which, unlike tradi-
tional database storage techniques, does not store
state. Instead, events of everything happening in the
system is stored and by replaying the events we can
reconstruct the state at a given point in time.
THIS GIVES US SEVERAL POSSIBILITIES:
1. We can retroactively collect usage statistics and
other data, meaning we don’t need to know which
data will be relevant at design time, but can decide
at a point in the future, maybe when certain usage
patterns we want to study emerges.
TECHNOLOGICAL
OVERVIEW
A web-based game
generation system

13. 2. New functionality dependent on historical data
is very easy to implement, as we have everything
stored. Example: An achievement system could
be implemented, and earned achievements could
be retroactively awarded to active users.
3. Auditing is built into the system. This is efficient
for e.g. bug tracking, as we can reset the system
to a specific state and replay the faulty incident
on a separate server, effectively debugging the
production server in “real time”.
On top of these two patterns is a strong Domain
model, built using principles from Domain Driven
Design (DDD).
BUILDING BLOCKS The system in its simplest form
could be (inaccurately) called a quiz machine, as it
shares some of the superficial properties. We provide
a set of building blocks to create challenges, and
challenges can be chained together into missions.
The building blocks are a collection of everything
from simple components, e.g. text input boxes, to
very advanced components, like a mini-garage band
in your browser.
These can be put together in meaningful ways to
create interesting and educational challenges.
The block-system is designed to be extended. Right
now, we have a lot of blocks pertaining to music and
composing.
If we needed to make the Lyderia work with a very
different domain, the only changes needed would
be to create a set of supporting blocks and create
additional content. The base system is flexible
enough to not care specifically about our chosen
domain and would need no code changes.
WEB APP
Javascript
API
.Net
COMMANDS
.Net
EVENT STORE
Azure Table Storage
PHONE APP
Cordova/Phonegap
QUERIES
.Net
CDN
Static media files
VIEW DB
SQL Server – Denormalized
Architecture

14. INFINITE E-LEARNING
POSSIBILITIES
The next step is to scale up Lyderia, then
use the engine to power other e-learning
content areas.
Virtually anything is possible, by
building on the learning principles
and e-learning platform we have
demonstrated in Lyderia.
INITIAL DEVELOPMENT
We believe that that two approaches
make the most sense, initially:
The sequel: Lyderia goes global
Same plot in a new setting:
e-learning in new subject
content areas
FUTURE POSSIBILITIES
Lyderia’s engine can power
e-learning experiences of all types,
beyond music and culture. It can
be used to make a safe space for
gamified learning, social entrepre-
neurship and co-creation.

15. THE ROAD
AHEAD
SCALING UP THE SMART WAY We believe Lyderia’s
expanded possibilities can be best realised by clearly
defining initial concepts, value propositions, prior-
ities and targets, before beginning each continual
development process.
SPARKING MOVEMENTS Whether commercial in nature
or not, it will be important to build meaningful
concepts, through both consistent customer relation-
ships and carefully designed “magical moments” that
inspire users and turn them into brand champions.
EXPERIENCES, NOT JUST APPLICATIONS OR APPS The
aim should be to support the creation of friction-free
user experiences and services that are consistent
across all touchpoints.
CUSTOMISATION THAT DRIVES GROWTH To succeed,
e-learning must deliver value that is highly relevant
to each user’s’ personal context. So, our development
process is by nature, co-creative. We emphasise
acquiring real-time user learnings, feedback and data.
LEAN, ITERATIVE PROCESS Each launch should a mini-
mum viable product to begin with, continually create
prototypes and/or full services, learn from them in
small teams and scale up. The result will be better
user-oriented services and a small, agile organization
for each concept, built from the ground up around
a digital engine.

16. Creuna AS
Drammensveien 130, Inngang B12
0277, Oslo, Norway
Office: +47 22 92 66 66
Stein Sørlie
Creative Director & Lyderia Project Manager
stein.sorlie@creuna.no
Mobile: +47 922 23 090
© CREUNA 2017