A new amazing route learning game we have been working on with the amazing Electra. The game is specifically designed for students with intellectual disability and the ultimate goal is to motivate them in route and map learning. I can;t wait to use the demo in the classroom!
New Year’s Oculus Rift Parteh! Dragon Flying + Planet wandering + general hacking + laughs + warm wine + friendly nausea + moar Oculus
Last Friday, along with partner in crime Eleni Kolovou, we orginised a digital storytelling and game design session at a High School in Geraka, Attika. Our main goal was to assist teachers and facilitators of Involen Project, an innovative project promoting intergenerational learning through game-based learning, targeting nature conservation volunteers in 5 European countries, while running location based game design sessions.
We had only 45 minutes (!!!) to help and inspire young students in their effort to design location based games, based in stories they heard about the nature, history and myths of a specific area of Attika. The only thing I could think of was a Speed Game Jam. And this was exactly what we did. I made sure to break the teams and mix students in different teams in order to put team and cooperation first, without natural leaders and comfortable dynamics. We proposed a specific myth as an initial background and we had three super short sessions, one for an initial location game/playful idea, a second one to create a scenario and add interactive mechanisms and a third one to create the storyboard.
Results were more than great, since the three teams not only produced amazing ideas but they actually came up with mature and completely different storytelling and playful ideas. An adventure game, an interactive augmented reality guide and a funny politically correct action game. and boy, did they create powerful narratives full of emotions, surprise, game mechanics, humour as well as social and political hints. What’s more, the students were eager to start developing them as a homework assignment, although we did not ask for it!
I will definitely try to introduce this kind of Speed Game Jams to my university lectures/workshops. I am curious to see if grad students are as eager to release their comforting fear of actually bringing their ideas to life, cooperate, fail and have fun of the process!
This December, along with the most amazing & creative people we designed a playful book presentation for Michel Serres’ “Petite Pouchette" translated by Dimitris Potamianos.
A twitter crowd-sourcing game, huge storytelling cubes, interactive storytelling along with QR codes and some makey makey surprises, while the amazing Michael Dialynas was drawing the modern Thumbelina in her quest for truth and information! We loved it! All my love to Vasilia, Michalis, Lida, Elina, Andreas, Themis, Christina, Eleni, Betty and all the people who played/twitted/discussed with us!
Some days ago I was in ITAG conference in Nottingham and had the opportunity to be in the company of creative and delightful people. Some of them researchers, designers, specialists, IT users with disabilities, artists and IT thaumaturgists.
The very first keynote speach was from the amazing Dr Anthony Lewis Brooks (aka Tony) who has conceived the concepts GameAbilitation, ArtAbilitation, and Ludic Engagement Designs for All. While presenting some of his work on GameAbilitation and ArtAbilitation he brought up the subject of conducting research with users with disabilities, about what happens to our users when research is over, funds are gone and the curtain of experiments has fallen. Dr Brooks presented the case of a young user who while unable to move and communicate had to part with the test device that provided him with interactive playful experience. We’ve all been there but not all of us think about it.
The second day of the conference, Professor David Brown, David Stewart, head teacher of the Oak Field Special School, and students from the NICER group had also highlighted what it means for users with disabilities to be part of a research project and then lose the ability to use its hardware/software. Usually we might not even visit again, not even to present the results and thank them.
It got me thinking about my own research and about the projects I have been involved with, over the past few years. Expensive smartphones, pads and gadgets that we choose trying to be proactive and design software for the state of the art hardware. Super playful and engaging software, fun DIY electronics and imersive experience. They all go away when research is over.
Most of the times, we do have to take the expensive devices back with us since they were already too few to begin with. Unfortunately if donated in the school they are rarely being used by the students. In the case of virtual reality or artistic installations it is extremely difficult to provide such equipment to users. Last but not least we are not sure how the software will be used and if the experience will continue to be positive for the users.
Well this might be how research works and we do try to be ethical, explain terms and conditions to our users and then say thank you, we sometimes return to present the results, give more “thank you”s and promise that “if it becomes available/when they acquire such an expensive device/when such smartphones become cheaper/when we’ll have funds” they can have such an experience again and that we make sure to upload everything online for free and so on and so forth.
And sometimes we do actually try to leave devices, guidelines and software behind, though we never return to check how is being used and if is being used. We do our best and in the end of the day, well, it is research…
I should be OK with it. So where is the catch? The thing is that it would be OK for people without disabilities, for people that are not limited in communication and experiences, sometimes even confined in a house. For researchers that work with people with disabilities and in my case with playful interactions and positive immersive experience, we might have to think harder when we write project proposals or sketch our methodology. Devices, software and experience should be available to the users after the conduct of the research. If not due to restrictions, user should at least continue to be part of the research’s debrief and next steps.
While I was in Nottingham I realised that sometimes our research, our playful educational experience, our DIY VR helmet, our beta, glitchy, research-only game, might be an amazing experience for the users. An experience that they might want to have access and process in their own pace. Next time smartphones will not be that expensive and we might have to re-think developing software only for the state of the art devices. Next time we should keep our users in the loop. Next time I’ll need to try keep the games going, after we exit the stage to design new ones.
Just came across an amazing resource from iversity.
Basically, it’s a completely free 8 week course on The Future of Storytelling, being provided collaboratively online by the University of Applied Sciences Potsdam.
I’ve just enrolled myself and on viewing the first set of units it’s an absolutely excellent introduction to transmedia storytelling, check out the video and information provided through the link.
This amazing piece of art, created by artist Lisa Park, allows her to manipulate water using her mind and a specialized headset that helps transform her brain activity into streams of data. Park used the EEG headset to monitor the waves of her brain as well as eye movements and transformed the resulting data with specialized software into sound waves. Five speakers are placed under dishes of water which then vibrate in various patterns in accordance with her brain activity,<span>each of them connected with certain emotions: sadness, anger, hatred, desire, and happiness. Park has been trying to achieve silence in vain… Such an emotional and playful performance!
From the moment I had my first Emotiv session - a brain wave monitor headset that taps the power of the mind, as well as using feedback from muscles -, everything changed in the way I perceived game controllers and gaming experience. It seems I was not the only one, since according to new projects, papers and articles, neuroscientists and game developers have started to transform an alliance co-designing games in the name of science, research, therapy and of course fun. Do you remember Mindflex?
Gamasutra’s Noah Falstein’s article on neuroscience and games provides some good insights, mentioning among others the work of Dr. Maureen Dunne regarding autism, video games, and brain research.
While most gamers won’t be saying goodbye to their controlers and joysticksany time soon, these neuroscience technologies do emerge and might change the way we play, interact or maybe re-train our brain.