The exhibit got off to a smooth start unexpectedly. We had time at the beginning to share amongst our team any thoughts we might have and the order in which we will present for a natural flow of presentations. This worked in our favour I believe because it shows multiple perspectives of creative learning domain.

Visitors to our exhibit were able to understand what we were talking about, and the domain within which we designed. It was also evident that though we had individual concepts, they were all guided by collective findings from cultural probes and literature reviews.

Individual Pitch

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During my individual presentations I find that it got easier to pitch my concept as the evening progressed. I sort of improved on the rehearsed dialogue of stating what the concept is about to a more open, relaxed, and concise description of the interactive colour mixing carpet. The feedback received commented on the collaborative aspects being a good implementation as well as the repetitive action of colour mixing to collect coins is a way of solidifying colour theory for young children. I realised I got more comfortable in presenting the concept by the third time pitching it and was also more readily open to hear what visitors think may improve on it.

The portfolio website seemed to have been informative and clearly presented to visitors. This is based on the positive feedback received about the concept as a result of reading about it on the website. The website itself had a few spelling errors, and required changes to make it even more informative. I will go in and edit this prior to its final submission.

Personally, I am pleased with how the portfolio website turned out. I tried to reflect a bit of the overall domain and that is to be creative and imaginative in learning. I included timed animations, some features were a first for me to implement. The final portfolio will benefit from further editing in the Reflection section as well as going over any spelling errors and additional information in the Background section as well.

I’ve also receive positive feedback from the video on the website and was pleased to know it clearly communicated the concept as well.

I was able to briefly move around and visit one other group while the exhibit was still going on. It was interesting having a physical exhibit online. It didn’t have as much interaction as it would if visitors were participating in person but it was well enough to adequately demonstrate each prototype and detail its intended purpose. The online interaction was a weird sort of exciting. In the middle of pitching/ presenting and someone pops in to our group. It all made for an interesting interaction and very meaningful professional composure.

For future exhibits I can see the online group setting being replaced with a physical booth. Maybe the use of refreshments to attract visitors to stop by. Use brochures/ flyers to give a synopsis of the concept, and a business card attached (in the event a visitor to the exhibit will want to work together in the future).

Overall this was a meaningful experience and took a lot of preparation in the form of prototype development to get there. “Labor omnia vincit” Hard work overcomes all difficulties!

Video Editing

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* Blender Editing

* Phone Recordings

Over the weekend I had a little visitor come by. One of the participants of my field work visited me to test the final prototype along with her mom and sister. The participant is aged 4 (within the intended age range of users this concept is being designed for) and her sister is age 8. I already had the Interactive Colour Mixing Carpet out and ready to go for when they arrived. When participant and her family came in she expressed excitement and jumped on the carpet. I briefly explained the instructions for using the carpet:

1. The character wants to collect coins
2. He needs your help to change his colour so that he can collect the coins
3. Use the paintballs or gloves provided to change his colour.

I then played the role of teacher/ instructor guiding the activity. She would tell me which coin she wants to collect and I will move the character accordingly. Then she proceeds to colour in. Her actions and flow of using the carpet says that the interaction is pretty intuitive even for this young target audience. She noticed the coin counter going up each time she collected a coin. Surprisingly afterwards she initiated conversation with her older sister as she explained the colours she had mixed to get another and therefore able to collect coins. This is surprising as this is specifically one of the measures outlined in the prototype document to indicate the success of this project. To see whether the child opens up a conversation about colour theory, mixing colours, and being able to predict the colour outcome of mixing two colours.

Playful Interaction

There are other features of the game that she interacted with as well. The birds were flying in the background and she played with them by trying to catch them, jump behind them as moved, and ran from them.

This engaged the child with even more physical movement while using the concept. Again, physical movement is one of the key factors identified in literature reviews to boost creativity and innovation. Physical Movement along with Interaction with Colours are the main components of this concept to encourage creativity in children ages 4-6 years old.

Open CV

I implemented Open CV hand detection using the following resources: https://github.com/NydanTheReal/OFW . It was a bit choppy in its implementation to be honest and did not interact fluently with game objects such as the birds. Also to use this feature the child had to stand infant of my laptop and not over the actual mat. I could observe that this feature (or maybe how it was implemented) does not readily appeal to my target audience. This is because instead of standing infront my laptop and cautiously moving her hand, the participant kept running over to to carpet, jumping on it and trying to interact with game objects there instead of standing up and moving her hands infront of my laptop.

Forms of Physical Interaction

The choice of keeping the glove interaction proved two this also. That is, it did encourage collaboration as the participant and her sister worked together in one round of testing. This was all up to them, without adult suggestion or input, as they decided to work together to collect coins. It made for a fascinating interaction I must say.

The interactions and testing were recorded and edited for the final prototype demonstration that will be on the Portfolio website for this concept.

Annotated Portfolio (Website)

* Interactive Website HTML, CSS, JavaScript

* https://www.youtube.com/watch?v=l4o2ZU7gO8U

Faced with a number of challenges here as files are just disappearing from my projects and also from my website. After days of troubleshooting with Ben’s help we eventually realized the files are being uploaded to iCloud in the middle of my work and each time it did this, I had to download the file and try working on it. Even though we figured out the problem it didn’t follow with a solution. Each time I really had to work on my unity project as though I hadn’t completed before. The same for editing prototype video and working on my website. The temporary fix was to edit it online, incredibly tricky I might add.

Either way, I was able to get things running temporarily and most importantly for the exhibit to come. I have tested OBS with my phone as an additional camera and that works perfectly. Still nervous for the exhibit, especially with my devices but I am hoping for the best, I’m really excited, and I think it will be okay.

This week I also completed my section (summary) for the team report. Collectively we shared our approach to the problem space and possible contributions made. It would actually be really cool to see all four parts of our concept come together to form one big project. That would be interesting. Overall Reflection is that I am proud of the work we did to get us to this point in the course and to see the journey of developing our concepts.

Physical form of interaction:

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* Gloves to colour in the carpet

* Decide on a change of interaction

* Connect colours to keyboard

I needed to decide firmly on a physical interaction except gloves that would mimic the act of finger painting but without the need to remove the gloves when colour mixing. Essentially, the project is now at a stage where it is established that, the glove form of interacting can be a point of frustration for the young target audience. This is because each glove only represents one colour. There are three primary colours in total that will be used in colour mixing. As there are three colours to mix but the child/ participant can only actively use two gloves at a time (because they only have two hands) therefore this poses a problem to the use of the concept and may negatively impact the overall experience of participants. With the gloves they can use two at a time but may need to constantly switch between three gloves to facilitate colour mixing depending on the colour outcome they are trying to achieve.

I first looked at using cubes to represent the colours and to be used as colour in device in the concept however, this definitely didn’t not give a similar effect as painting with hands. Then I decided on claws, like Mr. Crabs from the cartoon Spongebob but this also showed that only two can be worn at a time. To alleviate the frustration that can come from wearing and switching between colour coded gloves/ claws, the object used to colour in should simply not be wearable but instead a simple pick up and put down to easily interchange colour choices.

With this new development in mind I have decided to represent the colour in objects using styrofoam ball. Each ball will be painted to identify they colour it represents. Then by pressing down on the ball on the character on the carpet, the child will be able to colour it in. The paintball interaction will be implemented as well as I will keep the initial glove interaction. Why? Because the game is intended to also encourage collaboration amongst peers. With a collaborative approach in mind, wearing only two gloves is sufficient where a third colour is required the participants can work together to colour in the character.

Arduino Leonardo as a keyboard

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I have already connected the colours to the keyboard. To facilitate an interaction that incorporates physical movement on the carpet, I have extended keyboard input using the Arduino Leonardo. This also made it easy for me to incorporate other modes of interaction because It was just a matter of adding pins to keyboard each time. With that said each keyboard key representing a colour (this was coded in the coin pick up C# script) was extended to a pin on the Arduino Leonardo. This was repeated for each colour input used in the game. The pictures below shows the setup using Arduino Uno however, it was replaced with the Arduino Leonardo for better keyboard functionalities.

!

Physical Position Detection

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* Install Kinect drivers on Window

* Upload a web Based Version on Concept to drive

* Access prototype on PC

* Connect Kinect

* Program Kinect position react to animation on carpet (big concern at the moment)

At this point I am wondering the significance of physical position detection in this concept. Initially, it was intended to enhance physical movement required to play the game. However, after implementing the main functionalities, the carpet does seem to be doing pretty good in terms of reaching the goals originally identified in the prototype documentation. I will spend sometime over the weekend to download the Kinect Drivers on my PC. The tutorials for this aspect are mainly on three dimensional spaces and this could be a problem as well. As a back-up plan I will also look into the option of implementing Open CV using my laptop’s webcam instead of the Kinect.

Implementing this phase was a big concern coming into this week but provided the actual functionality required of the concept is already integrated into the final delivery, I will approach this step of physical position detection cautiously.

Interactive Colour Mixing Carpet

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A carpet that facilitates a playful interaction with colour-mixing for children ages 4-6 years old.

* Define the character animation

* Character moves to the nearest coin (C#script)

* Character stays at coin for 20 seconds to be coloured in (C#script)

* Character idle animation at coin is jumping (C#script)

In terms of these tasks listed last week, this week I did the fine tuning of the character development. I first created the individual sprites for the character and this will be changed during game play as the participant uses gloves/ other forms of interaction provided to colour in the character. By now I thought “lets give the character a name”, but I guess not. Leaving it open for the children to decide each time they play seems fun.

I have had to deal with some storage issues that causes the application not to work properly as well as assets within the game would just disappear. I’m not certain why this is happening with this concept and my other Unity3D project at the moment but I have backups uploaded to Google Drive as a result.

I have gone ahead and define the scripts for character game interaction. The images below represent this work done.

I adjusted the coin collection script because I added tags to to the coin and tags the sprites in Unity3D. This way the coin collection script detects that both character tag and coin tag are the same to facilitate a successful coin pick up. I have implemented the character control and the colour in feature with C# Script. This allows the participant to move the character in the game scene. This function is however meant to be for the teacher, instructor, or parent who is directing or guiding the learning process. This is supported by the literature review conducted earlier on in this project.

The initial intention was to have the character roam about the game scene freely but stopping at the nearest coin awaiting user interaction where the child would colour it in so that the character can collect the coin. This required no interaction from the person guiding the activity. Instead, I have incorporated as another collaborative aspect that allows the guidance of a teacher (or person in similar position) to actively engage in the process.

Physical Carpet

1. Plane white display
2. Projection

I have acquired the above items in Week 6 and therefore already procured for the remainder of prototype development through to exhibition.

First things first, I have downloaded, installed, and tested out OBS for Discord Exhibition. Testing wasn’t successful at this time because it requires that the phone I am using for secondary camera to have an IP camera app. There was a challenge to source and download an application that supports that on my phone. I got that done but still, OBS is not detecting the IP camera that is on the same network so I will have a look at that again.

A second problem that is persisting at the moment regarding the exhibit is my inability to successfully share screens during testing sessions with my team mates. I will also need to revisit this.

Following testing the set up for exhibit, I have outlined a plan for the completion of the prototype and course as well. It is much more detail/ specific than previous plans, reminds me of my initial plan in the teams proposal document where I outlined how I intended to carry out the project. The image below shows the first plan I made in the project proposal.

The plan below however I think definitely reflects a more informed approach to the completion. By this time I had carried out more fieldwork, conducted more literature reviews, accessed technical development resources such as Arduino, Unity3D, Kinect, and tutorials to guide the development. Below is the “Guide to completion” as I call it. How I intend to finish the race called PhysComp 2020!

Plan to complete PhysComp

• Professional Journal Entries (until Jun 22, 2020 23:00)

* Upload Weeks 10 and 11 Entires (May 22, 2020 23:00)

* Upload Week 12 entries (May 29, 2020 23:00)

* Upload Week 12 entries (June 5, 2020 23:00)

* Upload Week 12 entries (Jun 12, 2020 23:00)

* Upload Week 12 entries (Jun 19, 2020 23:00)

• Final Delivery - Individual (12 Jun 20 17:00 )

* Define the character animation

* Character moves to the nearest coin (C#script)

* Character stays at coin for 20 seconds to be coloured in (C#script)

* Character idle animation at coin is jumping (C#script)

* Speak with Lorna about deploying the web version for exhibit participants participation

* Physical Carpet

* Plane white display

* Projection

* Gloves to colour in the carpet

* Decide on a change of interaction

* Connect colours to keyboard

* Grounded glove

* Arduino Leonardo as a keyboard

* Physical Position Detection

* Install Kinect drivers on Window

* Upload a web Based Version on Concept to drive

* Access prototype on PC

* Connect Kinect

* Program Kinect position react to animation on carpet (big concern at the moment)

* Video Editing

* Blender Editing

* Phone Recordings

* Annotated Portfolio (Website)

* Interactive Website HTML, CSS, JavaScript

* https://www.youtube.com/watch?v=l4o2ZU7gO8U

• Final Delivery Report - Team (12 Jun 20 17:00 )
• Critical Reflection - Individual (22 Jun 20 17:00 )

Literally as I look over the above outline, it has made the work ahead very clear for me. I have a clear idea of what is to be done and the order in which to do them to optimise efficiency.

Recap

Interactive Colour Mixing Carpet (ICMC)

One sentence: An animated interactive carpet that introduces colour mixing to PreK children.

Whew! Okay I can feel the adrenaline and anxiety for getting this done but it shouldn’t be too difficult, I suppose.

ICMC is intended to be a colour mixing carpet that introduces colour theory to Year 1 students. It will do so by having an animated character going around the scene collecting coins. The motivation for the little ones to engage in colour mixing is that they cannot collect the coins until they make the character match the coin they want to collect. How will they make the character match the coin? By using interactive gloves (still being revised), cubes (also being revised) that tare colour coded to colour in the character. By using just one colour (primary colour), they can colour in the character with said colour. However, if they need to collect a coin that has a secondary colour then they will need to combine colours to colour in the character. It sounds complicated at the moment but it is actually really simple.

For the next few weeks I have the following tasks on my list to improve the prototype.

1. Reserve more time for video editing
2. Soldering and Kinect Connection this Friday
3. Spend time first getting things done I need help with (like connecting and coding Arduino)

Worked on multiplayer feature using Photon Networking

On a side note use the same feature for a VR project I am working on as well

Will try adopting player to move independently of each other

I reached out to Finland Education Experts and invited them to the exhibit that will happen on June 14. It was quite interesting and nerve racking for some reason but, I actually had the experience of pitching the concept professionally. I don’t know how to describe this experience really except it was productive, effective, and meaningful. It reminds me of the marketplace of a Makerspace environment. Really cool stuff. I am looking forward to the exhibit and excited about my family being able to see some of the work I have done as well as industry professionals.

At this point I am curious about how the exhibit will be online like, will we be able to record it, how will we showcase/ demonstrate our work? Also, will it be individual or simultaneously presented? I guess I am just concerned about the the natural flow of things, how the group will be presented, how will visitors participate in the exhibit. I guess I have a lot of questions surrounding this but it will be up to our team to iron this out together. I am confident that we will.

In terms of how I will setup for the online exhibit, I already have a layout in mind of how the concept will be projected, and presented. I would like to enhance the presentation a little and I am going with the suggestion of one of our tutors, Clay, to use OBS for video transition and dual camera display. I will set this up next week and see how it works.

I have a great appreciate the support we get pretty much around the clock regarding course content. Last week I spent most of the time working on Seminar presentation for thesis project. After this week I will be able to focus more on PhysComp submissions, and more specifically identify the prototype deadlines. Essentially, assess where the prototype is and where it needs to be for the upcoming exhibit.

Remember to site all sources: audio, code, inspiration, sources for video, literature contribution. I had to make a note of this because this has been a big project. A lot of tutorials have informed how I’ve coded some aspects of the ICMC and this will be pretty big to put together. It’s not necessarily difficult but it has been quite a lot resources used to inform the concept so I will organize how I document this information.

Neopixels to be included: changing lights in the box/cubes

https://learn.adafruit.com/adafruit-neopixel-uberguide/the-magic-of-neopixels

Format, singles powered by Arduino

At this stage the major concern for the project is the form of the physical interaction. That is, what physical objects will be used to interact with the carpet interface. This has posed a problem as a result of the feedback received from the video prototype appraisals. The challenge pointed out was that the glove form of interaction can be a point of frustration for the young target audience. As a result of pointing this out I am revising the form at this stage of the project.

There is a justification attached to the form of interaction being gloves. An activity common with being creative for children ages 3-5 is that they enjoy finger painting activities. They enjoy using their hands, getting their hands messy while playing with paint. It presents multiple dimensions of this activity and its contribution to the direction of the Interactive Colour-Mixing Carpet(ICMC). Finger painting not only uses hands for interaction but it also introduces playful interaction with colours and colour mixing.

The whole interaction and concept of finger painting informed the decision to use gloves as a form of interaction for the ICMC. However, based on feedback received I am revising this form. The major challenge here is to revise the form of interaction while maintaining the “essence” of finger painting interaction. That is, the use of hands to playfully interact with colours and colour mixing.

In an effort to maintain this playfulness I started by investigating colour coded cubes instead of the gloves for interacting with the carpet. I adapted this more of interaction from one of the concepts inspiring the ICMC and that is called “Connecting Train Block”. The interaction is depicted in the video below.

The new intention here is, I will use blocks representing its colour with neo-pixel lights (in a sense the light will be in the box and therefore a light box/ light cube).

Going over the appraisals and further comments received there are two main considerations going forward to improve the concept as well as the overall user experience with Interactive Colour-Mixing Carpet (ICMC). The first to consider is the primary colour code standard being used by this concept and secondly, the nature and impact of the glove interaction.

The concept is being developed with Unity3D and Arduino. I have adopted the standard additive primary colours of using light red, green blue, (more frequently referred to as RGB). Initially this would be an easier way of implementing the prototype of ICMC because the Virtual Colour Mixer component that is apart of the Arduino IDE package uses this standard. Also, it was much easier to find tutorials that uses RGB averaging to mix colours in Unity3D. However I feel this was a major oversight on my part. I started focusing on what resources a re available to develop the prototype when instead I should have maintained considerations for the users and the findings from initial research.

Some of the initial findings indicated that children felt more creative and engaged their imagination when playing with colours more specifically, colouring and painting. This was informed from the initial round of cultural probes to inform the collective group effort and approach to creative learning. The individual direction of ICMC is introducing colour theory to Year 1 students (or children ages 4-6) in a playful an open-ended interaction sort of way. It pulls from the finger painting activity that is popular among that age group.

That said, let me bring this mistake I made full circle. The RGB are standard additive colour of light. It is still colour-mixing but really, as informed by interviews, observations, literature reviews and cultural probes responses, this standard of colour mixing does not appeal to this young target audience. Parents mentioned in the interviews their children like interacting with bright colours, and that they like painting. The primary colours I should be focusing on are Red, Yellow, and Blue. As determined by the image below.

https://sciencing.com/color-theory-kids-terms-5366742.html

The feedback in appraisals of the ICMC concept pointed this out thankfully. It was pretty easy I guess to have started focusing on the build of the prototype. That shift my focus on what resources were available but this significantly impacted the concept achieving its goal of introducing colour theory to Year 1 students. Now, however, I am able to refocus on my target audience in a meaningful and effective way. Had this aspect of determining which standard of primary colours to use gone unnoticed, I can see the possibilities of significantly impacting the learning outcomes of the ICMC in a negative way.

Video Structure

I wrote out the entire script which helped me define a structure and content for the video. It was really challenging trying to figure out the order of things and also to learn to Blender software for editing. It was overall helpful though to see the final product.

Scipt

• Intro
• Introduce myself, the technologies I will be working with, and the overall setup

ICMC- Interactive Colour-Mixing Carpet

• This carpet focuses on introducing the concept of colour theory to young children. It uses vibrant colours as can be seen in the background, to grab the attention of such a young audience. It uses simple animation, movement displayed on the carpet that allowed children to both watch and interact with. This is to facilitate playful physical movement when interacting with carpet. It would be interesting to see if they would pretend the bird is chasing them, or trying to Cath the bird themselves. It is to encourage an open ended interaction through physical movement albeit they can lay flat on the carpet pretending to get all coins with their hands if they want to. The third function or purpose of this concept is to share practical ways of interacting with colours and sharing in discovery of deriving a new colour from the combination of two primary colours. The ICMC, interactive colour mixing carpet is a collaborative tool and aims to allow up six or more children to explore colours, play, and discover together. For those with a competitive spirit they get to score high for colouring a lot of coins.

Before User Interaction

• Lets say Miss Groober is a Pre-K teacher who just loves exploring with her students. She knows her students very well and know thath the know and love to play with colours very much. She learned found out about the ICMC online and decided to install it in her classroom. She calls it the Fun With Colours section. In the morning after morning tea she tells her students “ Okay Pre-K, we will have fun doing colour-mixing today. Come over to the fun with colours corner and I will give you some gloves so you can play.”

During Usage

• Each child gets three gloves, Red, Green, and Blue. Then Miss Groober says “Some coins will appear on the screen but you must use your gloves to colour our little friend beside the coin to collect it. If you don’t have a glove that looks like the coin then try using two gloves together and then tell me what happens ok? Ready? The carpet comes on with animation, light and colours. The children are sitting, standing, and walking on the carpet. There were amazed and started playing with they birds. Some Students got right into collecting coins. For each coin collected, the coin counter at the top increased so everyone was collectively picking up coins. They would put their hand on the animated little friend next to the coin. It stops moving long enough to get a new colour. They had fun and laughter with this activity.

After Use

• After using the interactive colour-mixing carpet everyone shared how many coins they had. Some students shared stories they made up about the treasure chest, some shared about the birds. Miss Groober was really happy to see her students talk about the activity, colours, and imaginative stories they came up with.

That represents the full objective and planned actions for this concept. However, the carpet interface is the main implementation so far for this prototype testing. Here is a quick run through of interaction from the Unity3D platform. The current controls are still implemented at the keyboard. The final delivery is intended to use gloves however I have a few questions in that regard after this video demonstration through Unity platform.

Regarding the final delivery, to facilitate a playful hand interaction, the concept is intended to use gloves as colour input. During the testing so far I found that the gloves are a challenge to remove and replace on my hand. By the time the animated character go to a new coin it was hard to remove and replace the glove in realtime. I’m an adult, and I have pre-existing knowledge of colour theory and therefore imply it would be an even great challenge for young children still developing proprioceptively. With that in mind I think paintbrush replicas with pressure sensors would be a much more helpful tool for this audience. They can quickly mix colours or replace colours as simple as pushing on a paint brush. I welcome suggestions on what type of hand instrument may be helpful for children ages 4-6. One finding was the use of colour coded building blocks but that appeals to an audience under 4years.

Video Reflection

After watching back the video I find it could use more cutting and cropping especially when I watch videos on YouTube. For the next video submission I will definitely consider the video as a part of the prototype itself, because I find how it’s presented, or how it looks also affects how the prototype is received.

Character troubles

I had some trouble last week with getting my character to change colours. It was a really simple problem but it took me a while to resolve. The character was imported from a Unity Asset package and originally came in a pink colour. When I tried to sprite colour in Unity it would change to any colour selected except white. I needed the character to be white or without colour so each time the player/ child does colour mixing they do it on an empty canvas so-to-speak. So eventually I asked a tutor why this character takes any colour but won’t be clear, empty, or without colour. It was kind of funny. The reason is because the character sprite is pink and using the colour option for the asset only changes the tint in unity but now the over-all colour of the asset. So, I had to download the original file and edit the character in Adobe Illustrator and changed the colour there to white. The image on the left shows the problem and the one on the right is after the Adobe Illustrator edit.

That solved the colour problem however, a new challenge arose. I was unable to edit animation features to the character. I am still trying to figure this out. One option I have explored so far is adding bones to the arms on the character for a more playful feel/ experience. That was successfully done but now I am unable to add a mesh render to improve the animation. That I hope to get done by the end of week 11. The images below represent this process.

Last minute tasks for the video is background character animations and finding the right place for projecting to represent the carpet. The wall isn’t a good representation but, I might have to use that. For now I will project on the bed (because that’s the most space I have for downward projection at the moment) and the wall. I will record those for my video prototype.

Ideal Finished Concept

The ideal finished product will overall be a playful opened interaction. The story board below also included in the interaction plan of this prototype documentation best describes this. I will explain afterwards how it works, the form it will take, the content, and the contributions I hope this concept will bring.

It will not require previous knowledge of colours, nor will it require instructions to use the mat. It is free open ended interaction. If the child does not wish to mix colours they can play with the birds animated, or try to obstruct the animated character by physical position detect by Kinect.

The Mat should ideally be able to facilitate up to 12 little children colouring in at the same time. It should have lots of coins coloured red, green blue, cyan, magenta, and yellow. It should have birds flying around in the scene and interacting with flowers in the scene also. The game should have physical objects (not necessarily gloves) that are colour coordinated. But mainly coloured with primary additive colours (RGB). In the storyboard above the object is represented by gloves. The white carpet will generate/ display the colour in scene. The only thing in the scene that requires colour-in however, is the character that goes around and collects coins. To collect a coin the character will first have to be coloured in to match the coin. Who both the coin and character matches, the coin is collected, and the coin counter is increased to reflect and record number of coins collected. Ideally there will be a counter for each colour. This is to indicate how many coins collected are from successfully combining colours, and how many are from using a primary colour.

The story board has a white carpet however it does not show what the carpet is expected to display. The image below represents the content of the carpet.

After repeated interaction with this concept, it would be a success if children open shared and initiated conversations about colour mixing. Knowing which colours when combined produces another colour. The concept would also be a success if children took advantage of animated interactions with the birds in the scene. It might be good to consider changing or generating new background to maintain some sort of challenge and intrigue for children to interact with new background characters. I will make a note of this in considerations going forward.

For week 8, I developed the scene or the background for interaction in Unity. Instead of going the free draw route from the initial idea, the information gathered from both the interviews and observations showed that children express prefer to interact with are from an existing interesting like colouring in a cartoon character or something they are previously familiar with and like. So the concept I have adapted it to be like colouring in an animated colouring book. It will have existing drawing to be coloured in. In addition, I will include other animated objets in the background for free/ open ended play. Where the children are not required to colour in but interpret and play with as they choose. This is also to encourage the physical movement aspect of this project.

One big challenge so far is not finding a Unity animated 2D asset that matches an exisiting children’s cartoon character like Bob the Builder. As specific as that is I tried to make it much broader but still no such character. I’ve decided use an alternative character that looks like (but not really) like a minion from Despicable Me. For week I didn’t make significant progress. The image below is the background scene being created for the colouring in carpet.

One key thing that I would want to have figured out for my prototype is have objects in the game that require colour mixing interaction and having character in the scene that moves about but needs colouring in. The idea here is that the character will be in motion in the scene but will be interactive with touch input from the user. At the touch input it will stop moving and wait to be coloured in based on which glove they are using to touch the animated character. The character takes the colour of the glove it is touched with. If two gloves are used at a time, then the character is coloured with the output of those two colours combined. That is, Red glove and green glove are used the character is coloured in yellow.

Having some technical difficulties (internet and laptop going blue screen) and might need to go in to UQ to be able to work on my concept but hopefully that's not the case.

The Magic Carpet

• My concept is within the the team domain of creative learning for children by focusing on introducing colour theory. It is a large carpet placed on the floor where children can do free hand drawing and colouring using specially designed gloves. The carpet is designed to be used in a Pre-Kindergarten classroom setting for children 4 and 5 years old. It will require minimum input from the teacher except where they are guiding the students. It is open ended to the extent where drawing and colouring is free hand, no existing shapes will be on the carpet.

Expected Interaction

It is a collaborative tool allowing multiple users to participate in drawing and colouring at a time. The gloves will not only be used for drawing, and colouring but also will be used for colour mixing. The gloves will be white, black, red, green, and blue. The white gloves can be used to erased a drawing or parts of it, the black glove can be used to draw virtually anything they imagine and can draw. The Red, Green, Blue gloves are primary additive gloves and serve as a colour in tool. If they want their drawing to be coloured in green they would use the green glove for example. However the coloured gloves RGB, are also used for colour mixing. They are the standard additive primary colours and when combined produce Yellow, Cyan, and Magenta. To mix colours the child would have to first be wearing both gloves at the same time. Secondly they would have to put the glove down on the drawing at the same time to produce a new colour.

Collaboration & Individual interaction

It works both collaboratively and individually. If a child uses one red glove and one green glove the colour output would be yellow. If children are working together, one child wears a pair of green gloves and the other wears a pair or red gloves, together they output the colour yellow on the mat. The Sketches below represent the current interaction intended with this concept.

The ideal journal concept however I am still putting together. Hopefully I will finish defining it by next week.

The Concept Update:

• My individual concept is an interactive carpet used for colour mixing and open ended interaction with colours and animated objects. It has animated characters to be coloured in using pressure sensor gloves that are colour coded. It will incorporate physical movement activity by walking around on the carpet with a Kinect to detect and input the child’s physical position. The physical position data will be used to obstruct the animated character’s movement.

Over the break

• I worked on PhysComp Prototype documentation and Thesis work. For PhysComp I created the prototype documentation plan to serve as a guide as I started to develop the physical form of the prototype. The concept overview and background/ related work were more refined. Using the critique from my Individual section, it said I needed more specific related work to support my work and the direction I have decided to take on the group project. In my last entry I included previous concepts developed for children using colours. One concept used building blocks as colour indicators to guide a train movement/ animation. The blocks a representational of using gloves in my concept. I thought gloves would be a novel way of using hands and mimicking the action of finger painting.

• Interaction Plan was where I had the most challenge defining because I could map together the interaction between glove and screen. At the moment the concept just appears to be a large tough screen mat, not novel enough or specific enough to the type of interaction I am striving for. I just want the interaction to be purposeful, meaningful, helpful for a specific group of people. Little children. It is not seeming interactive enough. I drew this skeletal/ mind map to guide the details of the interaction plan.

• Interviews
• Over the break I did three interviews over Zoom. It was conducted a little different because of the target audience. I interviewed parents with children 4-6 (participants children were ages 4 and 5) to get there experience of their child being creative as well as their perspective on creativity in children and what that looks like for them. Because of the constraints of having to be home, working from home, and having their children home during the pandemic, it was tricky to schedule a full time to conduct interviews as I normally would in a physical setting. To alleviate some of the time spent on a call for the interview, I sent the questions ahead to participants to brief them on the direction of the interview. Calls were kept to a maximum of 10 mins again to consider the busyness of each household. From the interviews I found there was pretty much a general consensus that creativity refers to making or coming up with something that is unique and original. Each parent also spoke directly about art work in reference to their child’s creativity mostly painting and colouring in activities.
• Observations
• I was also able to conduct observations three observations of children. The observation was done over Zoom platform. Each child was presented with two options; a blank paper to create their own drawing or colouring, and a paper with an exisiting art work on it like a cartoon character they are familiar with from Starwars, My Little Pony, and LOL dolls. These options were presented to observe if there is a preference of the child, whether they would like to create or come up with their own or do they have more fun working from an existing idea to create and express their own interpretations through colours. It was unanimous, all children chose to colour in from an existing artwork. To peer this finding with interview responses, parents did also indicate that their child plays longer with colouring because they had an existing interest in the drawing on the paper. One parent said her son would colour in for up to 30mins uninterrupted when he is colouring Starwars characters because he watches that cartoon version on television all the time.

Review of Activities and how they align with concept direction

• A big part of expressing themselves creatively is freedom to express their interpretation of an image, or story according to the research conducted in literature reviews. I found that even though the main idea of the concept I am working on is introducing colour theory to young children, a big part of allowing creative freedom is facilitate place and space for physical movement as it is said to boost creativity. In the observations I observed 2/3 children got up from colouring and started to pretend to be the characters they were colouring in. One child went and put on an entire Hulk costume then went back to complete colouring in. On another occasion he went and put Darth Vader. It was really fun to have this observation and see the playfulness of the child in this unstructured open-ended interaction. In my design I will now try to find a way include other aspects besides colouring in for them to be playful and interactive.

Main task for the next week:

* Develop the Unity Scene. More specifically, create a vibrant colourful scene similar to what can be scene in a colouring book. I will focus on building the main character and background characters that will be interactive in the scene.

* I want to configure a program to incorporate the use gloves in the scene. I will get those and the corresponding dyes from target.

• Concerns about completing:

* Finding specific assets in the Unity Asset store. For example I would like to base the interaction off the bob the builder cartoon character in the scene. It would be good to get that or something like it to make the interaction more interesting for children.

* I am also concerned about sourcing or representing a large screen as a carpet but, I have an alternative in mind for this.

Initial Defined Concept

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I worked on the prototype documentation first just to have a guide of what to include in the prototype build, a sort of most viable product defined. As I got to the interaction section however I found that in response to the brief it is playful but the interaction could improve in novelty. The images below represent the current plan that is being modified in terms of interactions to be improved.

Continued Research

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With this concept I am hoping to design for an experience that is collaborative, playful/ fun, creative through exploring colours, and somewhat immersive. As the images above really didn’t depict this intention I set out to conduct interviews and observations. In these times it was quite interesting how it was done but I was able to gain really insightful and surprising data. Where the research did say children should have room to freely create or express through creating this was limited in reflection from observations done (conducted over zoom).

For observations I asked three parents to present their child with a blank paper, a paper with an image to colour in, and lots of colours (could have been crayons or markers or both). Of the three observations conducted all the children preferred having an image to colour in than blank paper. This also coincides with interview responses where parents expressed their child prefers to colour in something they interest in for example favourite cartoon characters. This indicated that they had creative freedom to colour in how they choose or according to their imagination but it is somewhat guided by an existing interest of the child. This information I will now use to guide the contents of what is to be coloured in but I was still missing aspects of defining the interaction paradigm that this concept would follow.

Was particularly intrigued by this train concept. It is colourful, collaborative and helped children explore colours. Not particularly physical interaction beyond moving around building blocks but it was enough to inspire changes to the initial concept.

Connecting Train Block

http://projection-mapping.org/connecting/

Other concepts also inspired other forms on interaction to be incorporated as well. The images below best illustrate this.

Interactive funky forest

https://lrbizarrebazaar.wordpress.com/2012/03/27/1679/amp/

Wisdom well

http://www.tuvie.com/wisdom-well-interactive-floor-offers-a-fun-way-to-learn/

Grafitti Nature

https://www.theguardian.com/artanddesign/2017/dec/14/magic-touch-when-museums-get-family-exhibitions-right#img-1

For next week I will look at technologies to be used in the physical build of the concept.

This week I worked some more on the related work section of team project and defined aspects of individual project direction.

Related Work (group project):

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I specifically created this is a key for identifying subtopics within the overall topic. It was actually interesting to learn of the recognition and significance now of integrating creative learning to improve learning outcomes of schools. It is not just for our young target audience but for older students as well. Research work has found that it makes a child more confident with subject area being explored and this is derived from a freedom to express their own understandings. It is also found to encourage children to direct their own growth as far as academic explorations outside the classroom. There were a few aspects that were outstanding in exploring the creative learning domain: every child is creative, teachers nurturing children’s creativity, problem solving and critical thinking skills being homed, a fun environment boosts creativity.

There was particularly an interactive installation by TeamLab in Japan. There children would colour in (a fish for example) then it would be scanned and they can watch it (their coloured-in creation) swimming in the large aquarium with other fishes in the ocean. The image below represents this information.

Individual Section idea

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Work/ Focus on the unstructured creativity elements.

A big part of creative learning is freedom to express own understanding of something. I want my concept to allow users to freely create form their own imagination. Sort of like a blank canvas and they can put anything they want on; draw, paint, colour. All virtual/ augmented of course, but still open enough to unleash their imagination. The concept should foster collaboration as well as individual work where the users have the agency of the type of experience they choose to have. The interaction will be with a large display carpet. It will initially be presented as a blank canvas in the form of display similar to a touch screen. The children can sit, walk, stand, or lay on it while it is being used. To interact with the display surface they will need interactive and colour representational gloves. The gloves will be in accordance with the standard additive primary colours red, green, and blue (RGB) and will have touch capacity to interact with the surface. By using the red glove only on the surface then only red will be drawn/ coloured unto the screen to reflect the movement of the child. However, if the child collaborates with someone wearing a pair of green gloves then together they produce yellow colour on the canvas. If the child wants to colour alone, they can still mix colour by using one red glove and one green on separate hands to produce a yellow colour or drawing in.

The images below represent the above explanation.

Initial thoughts on how to create this concept is:

• Epoxy resin solution for carpet writing surface
• Ways to project ultra short throw images from behind for structured learning
• Ways to project an interactive/ responsive writing surface on the carpet/ resin solution
• Ways to detect difference in pressure applied to write on the carpet for example if someone is writing on the surface with their hands or feet versus walking on the carpet.

* walking would be represented by footprints moving around but disappears once the student stops walking

* or further disappears when a different input is detected such as drawing/writing with their hands.

* It detects walking pressure and removes it once walking stops

* It detects drawing input and needs an eraser glove to remove it

I am still researching possible ways to build the physical installation for testing but so far this is how it is looking.

Presentations and feedback using zoom, slack and watch together

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Some really interesting ideas were presented and I could see how some have developed from some Pitch inspirations done in Week 2.

Two concepts did stick out to me namely, Botherhood Technology and Team Hedgehog Speakers.

• “Botherhood Technology’s Cushion. Set to help users curb long sitting habits, motivate them to get up and be active. It is good use of audio feedback to get the user’s attention to what they are being encouraged to do. I can see how this responds to the brief by incorporating physical type of interaction.” I can also really see this being a concept that annoys the user who would really not want to get up and walk around or get some exercise in. Either way, it is on a good path to helping person change to a healthy habit by not remaining seated for too long.
• “Team Hedgehog Speakers really designed specifically for the visually impaired audience. It would be real interesting if the audio was moving instead of static sound at each speaker. To help the user determine depth of distance. Like the sound of walking or running in a direction towards or away from the player. That could possibly enhance user experience.” In response to the brief I could see how this is being designed with a playful interactive experience in mind. Interesting to see this kind of play for a visually impaired audience and to be honest even those who aren’t high find it intriguing and challenging.

Team Twisted Feedback

Our team’s concept critique was insightful as well. We gained insights on how to make the concept appeal to a specific audience such as those who are colour blind. Some critiques also pointed to being more playful and unstructured creativity. The main considerations pointed out were:

• Collaborative or Individual user modes.

• Colours in correspondence with emotional triggers (a sort emotional intelligence to be incorporated in learning about colour mixing).

• Movement of the alien being camouflaged (instead of a fixed position on screen.

• Realign curriculum research to coincide with specific target audience in Australia

• Include different types of interactions not just applying pressure to the mat to get and mix colours (interactions like sliding, jumping, etc.).

• “Make it a memory/word-learning game” (this one could be overwhelming for young target audience being introduced to colour theory and learning other concepts as well).

• Use standard primary colours to first create new colour and store them to a colour library. 

• Include sounds and vibration effects when playing the game for enhanced user experience.

• Accessibility considerations like physical/vision impairment

• Showing HSL/RGB at the same time for persons who are colour blind


Of the feedback received peered with exisiting work in the Creative Learning domain, I have decided to focus my individual project direction on unstructured movement activity still wishing the team concept of introducing Pre-Primary and Year 1 Primary students to colour theory. The related work has indicated that a big part of creative learning stems from first having a guided/structured movement activity exercise followed by one that is unstructured where children are free to express their own interpretation of an image, story, or concept. I have taken into considerations forms of interaction in addition to applying pressure to the mat to produce colour mixing. It is still not quite clear what interaction paradigm or the forms of interaction and the content that target audience will be interacting with for this concept. The project however remains in the team domain of exploring creative learning through introducing colour theory concept to children ages 4-6.

For the following weeks I will look at exisiting solutions or designs that are similar to the direction I am taking for inspiration and some design guidelines as well.

I did some research work around creative learning from the perspective of educators and found the following to be key elements :

• Critical thinking
• Problem Solving
• Collaboration
• Communication
• Reliving the adventure after it has happened
• Student-centred classroom

https://www.youtube.com/watch?v=UCFg9bcW7Bk

Based on our team discussion I drew up a concept to see if our understanding was all at the same place. The image below represents this initial drawing.

From further discussion another idea was put forward for the team instead.

From the new idea proposed I researched the problem area and then formulated an understanding of creative learning for our context. In this research I created a mind map to further explore key elements of creative learning such as collaboration. The images below represent the mind map and the mind map’s outline for clearer visual/ detail that informed our concept.

Carrying over from Week 2's Journal

We did World Cafe exercise where I learned more about each theme identified from the previous week as well as more about my classmates and their topics of interest. The best part about this activity outside of learning and building on concepts was the music in between discussions. That made it really fun. The images below represent some of the discussions had.

Following the identifying themes from Individual Pitch Presentations, as a collective effort we went around on whiteboards writing what sub topics of over arching themes and concepts that would fit in each. There were some concepts being in more than one category. The images below represent this class activity.

With Bash:

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• Get to know recruiters
• Form professional relationships with ppl in the industry
• Be aware that the recruiter is already 50% over the workload
• When meeting with recruiters or potential employer consider 50% resume and 50% they like your personality

In class activity

My name is Chuike Lee

I am a VR Developer for Creative Learning

I am unique because I am and stay committed to find new ways of making learning fun for children. I am unique because my experiences are shaped by both adversity and abundance attributing to characteristics suitable for success in any work environment.

My name is Chuike Lee

I am a VR Developer for Creative Learning

I am unique because my experiences are shaped adversity and abundance attributing to characteristics suitable for success in any work environment.

I am Chuike Lee, a VR Developer for Creative Learning. My experiences are shaped by adversity and abundance for success in any work environment.

Chuike Lee, VR Developer for Creative Learning for success in any work environment.

Chuike Lee, success.

Chuike

• What does Chuike mean to me. There are many developers, designers, lots of characteristics. There is one one me and the value attached to that is who I am.

Portfolio:

Document the work of what you have been doing this whole entire time.

Think of Portfolio as “Telling a story”

Figure out how much you cost Including rent, go card, living expenses, saving (as an expense). Then go in and tell them what you want.

It was an interesting talk with Bash, and very insightful into how we should approach the job market as well as market our brand which is ourselves.

After BREAK

After the break we got to know our team mates by answering the questions below:

What is your biggest pet peeve in general

Tell about the worst haircut

I work best when

My favourite time of day is

I find it hard to work in a team when

I get the best results when

From then we developed a project charter and discussed the below Audience and Environment for prospective project concepts.

Audience: Primary school Children

Environment: Classroom

Presentations were interesting and afterwards it was also helpful to group ideas pitched into certain themes. The activity of identifying themes and grouping pitched ideas of the day sort of brought home the idea of collective work. It was still individual but some how reminds me of business meetings where potential investors inspect an idea and make notes of what they think about it. That aside, based on the ideas pitched some main themes such as fitness, creative learning, music, and bothersome technology were outstanding.

The images below represent this detail.

Peer critique was also helpful because they gave feedback on what works and what could be improved on if the concept were to further be developed. They were also helpful to point out how the concept responds to the task brief. At the end of presentation on each day we group wrote down themes on sticky notes. This was helpful to identify topics that were outstanding as well as to kind of group concepts.

Images below are of the critiques given.

This week I was also able to get the soldering induction done. It was a breeze and really fun. Images below of this activity.

7HCI Grand Challenges

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First a few words and terms that stuck out to me from the beginning of the lecture were:

Inadvertent algorithmic cruelty (Facebook post for dad’s daughter’s death example)

Automating Inequality (Virginia Eubanks) Algorithm that decides whether a child was at risk or not seems like it would be a good read.

• symbiotic- a sort of mutually beneficial relationship
• eudaemonia (a holistic view about our health)

I was apart of group 2 and explored the challenges such as privacy, research issues, interaction in public spaces, implicit interactions, novel and escalated interactions, interactions in virtual and augmented reality.

By looking at these challenges and how they may impact the human-centred approach to designing. Currently interactions with technologies may be subconscious and unintentional as well as the technology itself may be either visible or invisible. One thing for certain is the ubiquity of technology in today’s society but not without its challenges, some namely in the section above.

From the reading the overall challenge here is that with the increased and diverse integration of technologies and diversified interactions, it brings into question “what interactive affordances can be made?” and “what are the right approaches to getting there?”.

Interpretation of the Challenge

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Are there differences in how the challenge is interpreted

Why do you consider this challenge for the future

Our individual interpretations of this challenge looked at :

• The VR and AR interactions - the challenge here is making these platforms experience more realistic
• Implicit interactions - the main challenge here is privacy concerns
• Interactions in public spaces - the challenge here is how does technology attract passers by and motivate them to engage with it
• Novel and Escalated Interactions - the challenge here is to consider new opportunities for combinations of technologies to be used together.

Short description of challenge capturing key elements/ considerations of the challenge.

Challenge 2 addresses the interactivity between human and technological/ smart environment, giving consideration to how interactivity with technology is perceived.

The images below represent the group discussion around this challenge.

Round 1

Group Activity

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Initially this activity was a tad bit confusing just because I didn’t understand the instructions. Essentially we used cards to randomly select words that would then form a sentence. We use this sentence as an inspiration/ guide to come up with an idea. I found this a healthy way to generate ideas especially in a group where you are just being introduced to others. It gave everyone the opportunity to effectively participate and a great way to spur on ideation through collaboration. The photos below illustrates progress through this activity.

Round 2

Individual

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Design to Obscure/Obscuring in the Kitchen using Point interaction that is Tribal

What would I want to obscure in the kitchen?

Garbage

Seasoning Rack

• A season rack that hides its contents when it detects no movement but comes clear when user opens recipe app in their phone and points it to the rack
• A garbage can that opens when the user points their foot at it
• The kitchen drawers that shut by pointing foot at it
• The kitchen cabinet that opens when its content is pointed at it example the wine glass cabinet.

Design for Debate/ Debating in a Shopping Centre using Whisper/ Speak interaction that is Unobstructed

• A crystal/ globe. A ball that is clear but becomes opaque when it is whispered to.
• A mannequin in the shopping store that reflects face expressions when it is whispered to something about its attire. For example when give a compliment about its outfit it smiles or nods in agreement. If someone disagrees it frowns.

Design for Debate/ Debating in a Shopping Centre using Whisper/ Speak interaction that is Disgust

• A chair in the nail polish store that knows foreign languages, It listens in to the conversation between other chairs activated and the nail artist. When the person in the chair doesn’t know how to respond in the artist’s language the chair whispers the witty response for the client to say.
• When there is a heated debate at the cash register in a store the machine whispers “its time to listen to each other or call the store manager”
• When the bins at the shopping centre are full passers-by can speak to it to alert the caretaker that it is full

Round 3

Multi

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Design for Train/Training in a Kitchen using sound that is Forever

Changed to : Design for Train/Training in a Kitchen using sound that is Playful

We shared ideas with different sound effects to make it more playful like “a throw up sound when compost waste is thrown in”

If the bin tracks the user’s usage and then when it is full it says the user’s name who deposited in it the most that day to empty it

A technology where the knife talks to you. If it is being used to cut something it responds with verbal to comment on how well or wrong it is being used.

To summarize this was a fun way of generation new ideas from random topics presented or guided by the cards.

7HCI Grand Challenges

---

First a few words and terms that stuck out to me from the beginning of the lecture were:

Inadvertent algorithmic cruelty (Facebook post for dad’s daughter’s death example)

Automating Inequality (Virginia Eubanks) Algorithm that decides whether a child was at risk or not seems like it would be a good read.

• symbiotic- a sort of mutually beneficial relationship
• eudaemonia (a holistic view about our health)

I was apart of group 2 and explored the challenges such as privacy, research issues, interaction in public spaces, implicit interactions, novel and escalated interactions, interactions in virtual and augmented reality.

By looking at these challenges and how they may impact the human-centred approach to designing. Currently interactions with technologies may be subconscious and unintentional as well as the technology itself may be either visible or invisible. One thing for certain is the ubiquity of technology in today’s society but not without its challenges, some namely in the section above.

From the reading the overall challenge here is that with the increased and diverse integration of technologies and diversified interactions, it brings into question “what interactive affordances can be made?” and “what are the right approaches to getting there?”.

Interpretation of the Challenge

---

Are there differences in how the challenge is interpreted

Why do you consider this challenge for the future

Our individual interpretations of this challenge looked at :

• The VR and AR interactions - the challenge here is making these platforms experience more realistic
• Implicit interactions - the main challenge here is privacy concerns
• Interactions in public spaces - the challenge here is how does technology attract passers by and motivate them to engage with it
• Novel and Escalated Interactions - the challenge here is to consider new opportunities for combinations of technologies to be used together.

Short description of challenge capturing key elements/ considerations of the challenge.

Challenge 2 addresses the interactivity between human and technological/ smart environment, giving consideration to how interactivity with technology is perceived.

The images below represent the group discussion around this challenge.

Round 1

Group Activity

---

Initially this activity was a tad bit confusing just because I didn’t understand the instructions. Essentially we used cards to randomly select words that would then form a sentence. We use this sentence as an inspiration/ guide to come up with an idea. I found this a healthy way to generate ideas especially in a group where you are just being introduced to others. It gave everyone the opportunity to effectively participate and a great way to spur on ideation through collaboration. The photos below illustrates progress through this activity.

Round 2

Individual

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Design to Obscure/Obscuring in the Kitchen using Point interaction that is Tribal

What would I want to obscure in the kitchen?

Garbage

Seasoning Rack

• A season rack that hides its contents when it detects no movement but comes clear when user opens recipe app in their phone and points it to the rack
• A garbage can that opens when the user points their foot at it
• The kitchen drawers that shut by pointing foot at it
• The kitchen cabinet that opens when its content is pointed at it example the wine glass cabinet.

Design for Debate/ Debating in a Shopping Centre using Whisper/ Speak interaction that is Unobstructed

• A crystal/ globe. A ball that is clear but becomes opaque when it is whispered to.
• A mannequin in the shopping store that reflects face expressions when it is whispered to something about its attire. For example when give a compliment about its outfit it smiles or nods in agreement. If someone disagrees it frowns.

Design for Debate/ Debating in a Shopping Centre using Whisper/ Speak interaction that is Disgust

• A chair in the nail polish store that knows foreign languages, It listens in to the conversation between other chairs activated and the nail artist. When the person in the chair doesn’t know how to respond in the artist’s language the chair whispers the witty response for the client to say.
• When there is a heated debate at the cash register in a store the machine whispers “its time to listen to each other or call the store manager”
• When the bins at the shopping centre are full passers-by can speak to it to alert the caretaker that it is full

Round 3

Multi

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Design for Train/Training in a Kitchen using sound that is Forever

Changed to : Design for Train/Training in a Kitchen using sound that is Playful

We shared ideas with different sound effects to make it more playful like “a throw up sound when compost waste is thrown in”

If the bin tracks the user’s usage and then when it is full it says the user’s name who deposited in it the most that day to empty it

A technology where the knife talks to you. If it is being used to cut something it responds with verbal to comment on how well or wrong it is being used.

To summarize this was a fun way of generation new ideas from random topics presented or guided by the cards.

Title of Concept: P.T. -8

Description

We have heard of smart homes, the description of intelligent environment includes Smart Technologies for home, school, and pretty big also autonomous vehicle developments. A big part of everyday life includes being healthy; health and wellness. How transforming the gym as we know it to Smart Environment with P.T.Bot

P.T. Bot is a mini personal trainer robot. A gym companion that helps you stay on track to achieve your physical or “body goals” when exercising in the gym. Usually a Personal Trainer is fixed to the GYM or gym membership associated with it. What about when you are traveling and would still like the support of an established P.T.Program or scheduling workouts outside the times a P.T. is unavailable? With P.T. Bot you can always have the encouragement of a gym pal to guide you through workouts and develop a personalized interaction over time from the frequency of using the device. It is a little bit bigger than the size of Hockey Puck and is easily packed into a gym bag or the pockets of a sweat pants. Rolling around on discreet wheels, the device follows its user from gym equipment to gym equipment suggesting exercise activity based on the user’s goals.

Inspiration

BB-8 from Star Wars The Force Awakens

Smart Gym at Home

Positive affirmations to motivate the user

NB. positive affirmation starts after the first 30 seconds.

This one is from a childhood game.