woensdag 29 februari 2012

Concept: Mascerado

This is a mix between fantasy play and construction play: Mascerado

When we were celebrating christmas with the family of my boyfriend we were unwrapping presents. One of the presents had a nice shiny ribbon. Olivier (my 3 year old nephew) likes unwrapping presents more than the actual present and he loved the ribbon. When I saw the ribbon I wrapped it around him, giving him an imaginary tail. He loved it, he was runned around, or was running in circles, chasing his own tail (like puppies do).

Last summer I did the same thing with a big red towel. I came up with a simple 'game' I called Toro Toro. One had to hold the towel and the other ran at it yelling Toro Toro and had to try and touch the towel.
Later I put the cape around his neck and the next moment he was SuperOlivier, bringing presents to everyone and blowing dandelions for extra presentpowers.

It made me think about these simple cloaks and ribbons that create so much fun. What if you could create a set of simple 'clothings' that you can create your own fantasy creature with. For instance a SuperCat or a Tiger Toreador. It would be simple pieces of clothing that you can attach very easily and combine in a million ways to become anything you want!

Concept: ImaginAir

Last weekend I went to a birthdayparty of my 'sister in law', who has this adorable three-year old, Olivier. I love to play with him. He has got a very big imagination and a very big interest in healthy food, like carrots, olives but he also loves peanutbutter (the biologic one yes).
I always play along with him. When he is at my place he always want to go play on my bed and hide under the sheets. Not because there are monsters. But because he likes 'de spannende donker' (the tensive dark). We have to be very silent and he tells me that there is no need for me to be scared (ofcourse his mother always sais that to him, but this is his imagination, so now I'm the one who shouldn't be scared. He is the one who's scared ofcourse, but he plays that he isn't).
At a sudden moment he is done with 'de spannende donker' and he starts giving me imaginary presents (who doesn't like presents). 9 out of 10 times I get a bubbleblower and we blow imaginary bubbles.

The most fun is when we (all the grown-ups) play along with Olivier. Last weekend we were at my 'sister in law's, we were all sitting on the bed (again) together with Olivier, pretending we're in a plane. I was the pilot. Olivier told where we should go (mom, dad, grandma, which shows how big the world of a three-year old is) and I brought them there. Everytime I turned left, everybody leaned left, the same for right, up and down. And sometimes we had turbelention.

Olivier is three-years old. He has got a very big imagination, he's not that much of a builder yet, he is most fond of fantasy-play. He doesn't need anything to entertain himself with but his own imagination.

So I got up with a concept: ImaginAir. Which is nothing more but a cardboard package with nothing but air in it, which you can open and get whatever you want out of it, dinosaurs, planes, bubble blowers, not even the sky is the limit!

Doubt

The more I'm doing research, the more I'm doubting about designing an interactive childrens e-book. My fascination lies in the imagination of children, how they can play with everything they've got in their reach, coming up with ideas so easely. I like to play together with children because playing with them reminds me how free my mind can flow, nothing feels more free than going along in the imagination of a child. It's your basic self that comes forward during play.

Also, my strength as a designer lies in quick concepting. Coming up with a lot of concepts, test them with children, see how they work (or don't work) and why and come up with new concepts out of these prototypes. At the moment I'm not in that fase, but I feel like I should be. I'm doing things too serious and that blocks my creativity and imagination.
I'm not a programmer, I'm not good with hardware. But the first prototypes always can be done analog. I think there is more for me in quickly creating new prototypes, coming up with new toys and use the knowledge I get out of these test to learn about the imagination of children.

I want to be more expressive, spontanious.. impulsive in my process, because that is how I am as a person and as a designer. And that is where my best ideas come from.

I realize that my research question is not a question that really comes out of my fascination, only partly. It is for children. But it is also because I saw a gap in a certain market. That was the main reason I wanted to research how to add play in an interactive childrens book for the Ipad. But I think I should leave the whole adding play to something. Because an interactive childrens book already has playvalue in it, it has fantasyplay, at the least. Only thing I'm doing is using my skills as a play designer. Which is alright, but I'm stuck. Because I'm taking this all too serious.

So I want to take a step back. Go analog. Research play. How kids use their imagination and how I can use toys to get the best out of their imagination. Imaginative toys. Maybe I could do research about the imagination of children, how it works. Why can a child have more fun with a cardboard box than a Pleo for instance. And how can I use this in creating my own toy?

I need to refrase my graduation project and supportive narrative.

Imagination

Imagination: the ability to remember, dream, create, improvise and in the process entertain oneself anywhere and anytime.

Do we really need digital media to entertain a child, to trigger his imagination? When I look at children watching television, they're glancing at the screen, when you ask them something, they mostly don't answer, because they are too attracted to the screen. They are in a passive state, which doesn't trigger imagination, it's just following something (that can be very fantastical, but it doesn't trigger the child's own fantasy).

When you read a book to a child, the child can fantasize about the story, the story and the way it is read is imaging. There is no visual art that tells it all and if there are illustrations, these illustrations have a certain style that is loose and give children a certain handle for their imagination. The most important difference between books and films, is that children are in an active state during the reading of a book, they can use their imagination.


"A child can express his real self in imagination because the imagination is unmediated by anybody else's expectations or demands," says Alan Flashman MD, a child psychiatrist. "It's not imposed on him. It comes from within his inner life. Imagination is important because it integrates a child's feelings and dreams and actions. It's a place where a child can experiment and feel control and power. But we should respect the integrity and freedom of the experience rather than trying to quantify it as a utilitarian activity (what is the profit/utility of their activity)."

Beth Falk, PhD, explains: "Kids can become overwhelmed by their emotions but by using their imaginations, they can master their feelings. If a child is afraid of a monster, he can make up a story about hunting down the monster and scaring it and turning it into something else. He's found a way to transform it." (Kids are good problem solvers!)

Problem:
One way today's parents deny their children the opportunity to use their imaginations is by over-scheduling enrichment activities, lessons and tutors, and allowing a steady diet of TV. A return to some of the simpler activities of our own childhoods can pave the way to more imaginative freedom.

Reading stories is a wonderful way for a parent to imagine along with his kid because parents and children can respond to what they've just read. Spending unstructured time in nature can also evoke an imaginative response.

If you become involved in your child's imaginative play, be sure to let her take the lead. "One of the nice things about engaging with a child in fantasy play is that the child gets a chance to initiate, instead of following the parent's lead. But the parent has to be aware of the kid's borders. If the kid wants to share his fantasy, fine. But the parent shouldn't force an interaction," Flashman says.

"It can also be a lot of fun. Just last night, as I was driving home, my 13-year-old son informed me that the moths flying at our windshield were having a demonstration. We decided that they were demonstrating for more woolen clothes to eat. Our imaginative fantasy continued for the whole ride. We had a great time and sharing the fantasy made us feel closer."

Next time you see your child lost in a daydream or in an imaginative game of crashing cars, sit down next to him. You might just rediscover the lost part of yourself, the authentic self who engages with the world without premeditation or pretense and disguise. The self who dwells in fantasy without thought of utility or service. The free and authentic self who is content just to be.

This is actually why I like to design for children.


Children have no limits, they have imagination.

Children can be entertained and allowed to creatively express themselves with minimal expense. A few pieces of paper and crayons, a hand-made puppet, books (which can be purchased at yard sales or thrift shops), and a few animals can be enough for an entire afternoon of exploration. The benefits of imagination last long into adulthood, helping to develop creative and emotionally expressive individuals. Taking time to play is always an enriching experience.



What is imagination?

How can you trigger imagination?



Do I really want to design something digital?


http://www.wholefamily.com/grandparent-center/imagination-at-risk/nurturing-imagination
http://abby-deliz.suite101.com/the-top-toys-that-develop-imagination-a70357
http://www.etsy.com/shop/Imaginationkids <-lovely toys!

Why boys don't like to read

Girls enjoy reading more than boys. This has got two causes:

Biological
The brains of boys and girls develop differently. Boys develop their left side of the brain (where language is situated) more slowly than their right side of the brain. The development of the left and right side of girls brains are more in balance. So boys have more trouble concentrating and can't get that satisfied reading a book. Girls on the other hand, find rest and emotion in reading.

Social
Boys and girls are raised different. By their parents or society; school, friends or family. They expect quiet behaviour of girls and boys are praised for their sturdy attitude. So boys are more triggered to go outside and play soccer than to retreat in a book.

When puberty comes at an end, the balance is back between the right and left side of the brain and boys (and girls) act more for themselves in stead of society. Wether reading becomes more appealing for them also depends on other elements.

Article by Ijsfontijn: http://kinderen-jongeren.ijsfontein.nl/2009/12/23/waarom-houden-jongens-niet-van-lezen/



It is important to keep in mind that boys are not that fond of reading as girls. It is not clear, however, for what age this counts. But I've done some observations with children, and out of these observations I recognize that boys actually like to 'read' books until the age of +- 5. Until this age children don't play that much with other children, they are too young to play outside alone. They prefer to play with their parents or with max two friends that live very close by.
Their parents mostly read the books to them, they can't read yet. Once children need to read on their own, boys will lose their interest earlier than girls.

dinsdag 28 februari 2012

The Wall





I realized I needed more focus. This blog is not easy enough to get a clear view of all my thoughts and gained knowledge. So I decided to use my wall as an analogue blog. I've put a lot of pictures that inspire me on this wall, but also examples of interactive books and games and other media. I use post-its and paint to quickly explain elements that I find interesting or important.

Today I added inspirational pictures that tell about children's imagination. Which is my inpiration to do this project. I want to focus more on this aspect. Till now I was researching interactive books and thinking about how to design one. And I got stuck. Today I realized that I should do it the other way around. I want to design something for children that triggers their imagination. I will still be designing an Interactive Children's Book, but I will look at it from a play design view. Which is funny, because I'm saying this all along, but it is only since today that I realized what it actually meant!

vrijdag 24 februari 2012

Recap #2

Okay, let's do another recap.

I'm going to make an interactive book for the iPad, for kids of the age of 7-8.
This book will tell the story of the Swan Children of Lir.
It is important to me that play-design is used in the design of this interactive book.
I think there are very few good examples of interactive books, because a lot of these books are just simulated books with some animations you can touch.
Interactive books are derived from books, they should elements of analogue books (but you don't have to use them all).
Elements of analogue books are
- chapters
- pages
- story
- tangiblity
- clarity (able to flip through pages)
- cover
- collecting
- imagination (visualising a story)
I take inspiration out of Machinarium and Hobolobo
I wan't to take an interactive book out of the format of a book (but it still has to be an interactive book)
Flow
magicmagicmagicmagic!!



I found out that there is a big discussion going on about what books are and what e-books (and interactive books) are. The borders of these 'things' are very vague now. I could redefine the borders, but I don't think one person can just say it is so. I think this is something we can all do together by all trying out things, putting pieces of the puzzle together. So I'm going to design an interactive book where I will try to exceed a border. I will probably make something that is more a game than a book, test this, realize I've crossed a certain border and take a step back, test again and adjust until I've found the borderline.

woensdag 22 februari 2012

Shilo Shiy Suleman: Using tech to enable deaming

LINK TO TEDTALK

Saskia Freeke recommended this Ted talk to me.
It is a very inspiring talk about using the abilities of the Ipad to create a magical experience

The magic of buying a book

A post from one of my friends on facebook:

Yesss, eindelijk heb ik het boek 'Het leven is fanspastisch' van Robin Corbee gevonden! (Ik had m ook kunnen bestellen via Bol.com, wat ik verder iedereen aanraad, maar ik heb net zo lang gewacht tot ik 'm toevallig in een boekwinkel tegen zou komen. Want dat is voor mij de magie van het kopen van een boek.) Vandaag bij Stumpel in Heemskerk was het dan zo ver. En nu ga ik 'm lekker helemaal in 1 ruk uitlezen.

Translation:
'Yesss, I've finally found the book 'Life is fantastic', written by Robin Corbee! (I've also could've order it online via Bol.com (sort of Amazon), which I recommend everyone non the less, but I've just waited until I would acidentally find it somewhere in a bookstore. Because that to me is the magic of buying a book.) Today at Stumpel in Heemskerk I've finally found it. And now I'm just going to read it in one time, from beginning till end.


It's very clear that people still value the ritual of physically buying an analogue book and reading it. They put a certain value in collecting a certain book the old fashioned way. I think this is a very important element of experiencing a book;
collecting,
finding it in a store
tangebility

How could we enrich an interactive book with these elements?

Ofcourse kids don't often go shopping on their own, they always do this with their (or one of their) parents. But kids can really crave for something to buy, which will always be an object, like a toy. They could crave to collect something, and they love to go with their parents to a toystore.
It would be nice if you could collect, for instance, puppets of the characters of the interactive book. They could buy it in a toystore. Unwrap it at home and take a picture of it with the Ipad. The puppet gets digital and gets involved in the story. But the kids could also play with it in reality.

Another nice idea would be that kids could photograph any object with the Ipad and the pictures could play a role in the story. They could collect object they find inspiring and show them to their friends with the app.

Discussion about books and e-books

Today I've started a discussion with four people who study media about books.

First I asked them what they thought what a book was, according to them a book was the following:
- a way to travel through time
- a book has a fixed beginning and end
- a book always has a cover, also digitally (one part where you don't put information in except for title, publisher, illustrator and writer)
- a book is a good tool to fix a wobbly chair
- a book has a certain order information is told and this is determined by the creator

Then I asked them how a book is different from an animationfilm, because a lot of descriptions they gave fit other media as well.
- a book is stationary
- a book is physical, you can feel and smell it
- a book is pile-up of a lot of ideas
- a book leaves a lot for own interpretation, you can use your own imagination to picture a story
- a book is a document
- a book is divided into chapters, and every chapter has a beginning and an end


So then I asked them if an E-book is a book as well. The opinions about this were divided;
- Meaby, An E-book is derived from a book
- No, you can't hold and touch an E-book
- No, an E-book misses clarity, you can't flip through pages easely
- Yes, an E-book is a metaphor of a book
- No, you call it an E-book because it's not a book, E-mail is not mail either.

Then the discussion really started, people came with a lot of ideas:
- Choose your own adventure books (analogue interactive story)
- A big page of text is not a book, it's a story.
- So pages and chapters make a book.
- An interactive book should have elements of an analogue book
- Or you should leave it (the naming of what you're making) open and create a new media.
- The added value of a book is that it's tangible
- You can collect books
- We like to collect because that way we create a picture of ourselves, an identity
- Symbolic value that can't be simulated digitally, because digital = easy to reproduce
- A book can feel a certain way (size, paper, cover, etc.)
- People really sit down and take the time to read a book (rest), on the computer or Ipad their attention span is much shorter (active).
- For a game you can also really sit down and play for hours. - so you settle yourself to get in a gaming or reading mood
- A book askes for attention and a passive mood.
- Fewer and fewer elements in our life are done physically.
- In both a book as a game you can determine your own tempo
- Maybe you could work in layers, with immersion. The tempo of the story (or other elements) adapt to your tempo.

dinsdag 21 februari 2012

Rethinking the age category of the target audience.

Last Saturday I went to a party of my 11 year old nieces birthday party. She invited some of her classmates (both boys and girls) and I observed them during the day.

Some knowledge I got out of this observation:
- 11 year old girls are more grown up than 11 year old boys
- girls prefer to play social games (truth or dare, talking/gossiping, games about celebrities and talentshows)
- boys prefer to play soccer and other games
- girls of the age of 10/11 read books that are about puberty, school, holidays, animals.

Later I read an article, Ijsfontijn wrote. They researched what kind of games are interesting to play for what age. (You can read the article in Dutch here). It turned out that kids of the age of 10-12 like to improve their abilities, having control and taking desicions. Stategy-games are perfect for this age. 10-12 Year olds don't want to be looked at as children anymore. So they're not interested in reading 'children books' anymore, they want to read books for teens.
10-12 year olds like to play with a lot of other children, the more the better. So if they would play something on the Ipad, they would prefer to do this together with as many as other people/kids.

So it turned out that maybe 10-12 year olds wasn't really my target audience. (It could be a nice challenge to design an interactive book for them, but I don't want to have another challenge on my hand, I want to choose a target audience that is perfect for the kind of book I want to make, so that I can focus on the challenge of creating an interactive childrens book itself).


So ofcourse my question now was: what IS my target audience?
I looked back at my previous research and at Ijsfontijns research.
I don't want a to young target audience, I want a target audience that is busy developing their reading skills, because these kids are the most interested in reading and experiencing a story. It turns out that children of the age of 7 to 8 are really attrackted to hero's and rolemodels (with might and power), these characters trigger the imagination. These kids are more aware of the difference between fantasy and reality. They are also smart enough to understand a story, instead of just watching actions in a scene. So I my new target audience is going to be children of the age of 7 and 8.

Clouds Battle by Arsenixc



I think this painting is a very nice style I would love to have for my interactive book. This style is simple though realistic, it's very clear to look at. There is a clear colorpalette, the shapes are clear and still it has a paintely style that is very attractive. It would look amazing on a Ipad!

vrijdag 17 februari 2012

Don't judge a book by it's cover

I think that an e-book shouldn't be approached at as an book. Because it is not really a book. But why is it not a book? Yesterday evening a had a discussion about it with Karel Millenaar and I realized I couldn't really verbalize what I was thinking. I realized this was because I was not able to tell what a book is.

Why is it so hard to descibe a book nowadays? 10 Years ago it was very easy; a book is sheets of paper bound together to hinge at one edge. You will still find this kind of definition in every dictionary. And when I asked this to other people and young children they all said the same.

But then I showed them an e-book and asked them if this was a book as well. Some said yes, because it had a story in a text form or text with illustrations. Others said no, because it wasn't tangeble. You couldn't hold it, or more important collect it to augment the picture of yourself. You buy books, read them and put them in your closet to show your personality and that you are a individual. E-books don't offer this.


It is clear that people don't judge books by the format it is in. It is not only a bunch of papers bound together, hinging at one edge. And it doesn't necessarily have to be only text that has to be in a book, or pages. A book is a format to tell a story in.
Which brings us to the next problem; doesn't that make a game or a film or animation a book as well?

I think that makes games as Heavy Rain or the interactive books of Moonbot so interesting. Heavy Rain created a big discussion under gamers, they didn't find Heavy Rain to be a game anymore. People named it a cinematic game, others called it an interactive animation. The interactive books of Moonbot studio's (like The Fantastic Flying Books of Mr. Morris Lessmore) could be an interactive story, but it also could be an interactive animation. Every game has got a storyline.

I think it is interesting to explore the borders of the definition 'book' with my interactive book. When do people still believe an interactive book is a book. And is it necessary to stay within the boarders of a books, or is this the time to create a new media. Where books and play come together.



Tomorrow I will tell about the discussion I started with a small group of people about books and e-books.

donderdag 16 februari 2012

Van Gogh's Starry Night modded into beautiful interactive light and sound show (video)


LINK!

Really check this, it's an beautiful interactive painting of Van Gogh's Starry Night by Petros Vrellis. Pure sensory play. The way the paint flows is so nice to look at and lose yourself in. A flowy interaction can create some sort of flow; you just can't get your eyes of it, while nobody is saying you should look at it, or interact with it.

The Beauty of the Printed Book

My mentor, Tarek Atrissi, just mailed me this article, by Alice Rawsthorn for New York Times.

The article tells that in May there will be an exhibition about books: “The Printed Book: A Visual History,” an exhibition running through May 13 at the Special Collections department of the University of Amsterdam (I'm definitively going to visit the exhibition). The article then goes further into the development of books, about e-books, and how it is not for every bookpublisher the right thing to publish e-books as well. Not every publisher is interested in publishing e-books. A nice quote from the owners of Steidl, the art publishing house: “Doubtless there are some wonderful e-books out there but it is something of a misnomer to call them Books,” it declared. “Our philosophy is straightforward and unique — we will remain 100% analogue.”

I think this is a very interesting statement. They don't want to publish e-books out of principle (according to this article), because to Steidl e-books aren't really books. It is not explained why they don't find e-books to be books. But I do agree with them, out of my own opinion about e-books. Which is that most e-books are disappointing because they are approached as as an analogue book. The e-books that are nicely done are clearly approached differently (out of interaction design or animators perspective) and therefore these books are actually using the advantages of interaction in books and made fun to 'read'/experience. So appearantly, e-books are not like analogue books at all.

I'd like to check this book: “Kapow!”

woensdag 15 februari 2012

More about play and flow

I read the thesis Jenova Chen wrote about Flow in games. Some interesting points and my opinion:

Elements of Flow
According to Mihaly Csikszentmihalyi's research the phenomenology of Flow has eight major components.
1. A challenge activity that requires skills
2. The merging of action and awareness
3. Clear goals
4. Direct feedback
5. Concentration on the task at hand
6. The sense of control
7. The loss of self-consciousness
8. The transformation of time
 Not all of these components are needed for flow to be experienced. [Csikszentmihalyi 1990]

Once we have digested the above components and revisited them with a game design perspective, here are the three core elements a video game must have in order to evoke Flow experience.
1. As a premise, the game is intrinsically rewarding, and the player is up to play the game.
2. The game offers right amount of challenges to match with the player’s ability, which allows him/her to delve deeply into the game.
3. The player needs to feel a sense of personal control over the game activity.

For play design this might be:
1. As a premise, the toy has a playful interaction that is both invite as reward the player, and the player is up to play with the toy.
2. Challenge play: The toy offers a right amount of challenge to match with the player’s ability, which allows him/her to delve deeply into the game.
3. Sensory play: The toy offers a right amount of sensory triggers which react directly on the player.
4. Construction play: The toy offers a right amount of movement.
5. Fantasy play: The toy offers the right amount of iconisation, realism and abstraction to create a good tension between fantasy and reality.
6. The player needs to feel a sense of personal control over the play activity.


As a result, the game will make player lose track of time and self-consciousness.
To make a game that different people can enjoy, the game itself must retain these four elements, especially to adjust the challenge based on each player’s ability.

Dynamic Difficulty Adjustment
Dynamic Difficulty Adjustment, also known as DDA, is a fairly straightforward and ideal concept in the game design field. The difficulty of a game should change dynamically based on its player’s skill and performance.

Flow in games is really based on creating a certain difficulty that creates the right tension between Ability and Challenge.
In play challenge doesn't always need to be there. You can only base challenge play on this information. Sensory, Fantasy and Constructionplay don't have challenge in their play. But there is a sort of challenge, which you can find in the play itself. You challenge yourself to play with your senses, or to create something or to use your imagination. So the challenge is not in the play, but in bringing and keeping yourself in a certain state of mind. So when you want to create flow when you are claying, for instance, the challenge is in finding an interesting interaction with the clay you like to entertain yourself with and playing with the possibilities. Once you've found the right balance between using your abilities as a clayer and challenging yourself to do a certain interaction, you'll get in a flow.
For fantasyplay it's about finding the right balance between reality and fantasy, using your abilities to fantasize and challenge to use more or less reality in your own world or story.


Design Flow in Games
Video games as a media can be reviewed as two essential components:
Game Content - The soul of a video game; a specific experience the game is designed to convey
Game System - The body of a video game; an interactive software that communicates Game Content to the players through visuals, audio and interactions

Expand the Flow Zone
The player may feel a certain part of the game experience is a little bit harder or easier than their expectation. But he can still tolerate and maintain his Flow experience inside the safe zone.
If the actual experience gets too far away from the Flow zone, the negative psychic entropy like anxiety and boredom will break player’s Flow experience.

Passive Flow Adjustment
Performance is objective while Flow is subjective. When a player is in the Flow of just jumping around in Super Mario Bro but not finishing any level, the DDA system will have trouble to sense that.
Analysis based on assumptions - Assumptions never work for mass audience. When a player enjoys performing a suicidal stunt in Grand Theft Auto, it would be ridiculous for a DDA system to assume that the player's skill is too poor because of the death count.

Active Flow Adjustment
Considering the core elements of Flow, most of the system-oriented DDA designs were over focused on one aspect, balancing between challenge and ability. However, they ignored the other important core element, to make player feel a sense of control over the game activity.
Mihaly Csikszentmihalyi often describes Flow as driving a small boat in parallel to the current. Being able to drive freely gifts a sense of control over micro action, and being carried by the current offers a sense of control over the macro activity, therefore evokes Flow.

In traditional passive media, like the current, the sense of control comes from the sense of progression and positive feedback. [Adams 2002] In video games, not only can players gain control from the progression, they can also earn it through driving the boat, which is in fact making meaningful choices. So why don't we give the players choices in a video game and let them navigate their Flow experience?

Once a network of choices is applied, the Flow experience is very much customizable by the players. If they start feeling bored, they can choose to play harder, vice versa.

Embed Choices into Gameplay
Player-oriented DDA offers an active mechanic for players to control their in-game Flow experience. However, the implementation of these choices is not trivial.
In order to adjust Flow experiences dynamically and to reduce Flow noises, the choices have to appear in a relatively high frequency. These frequent choices might become potential interruptions for players who are in the Flow Zone.
The easy solution that might come to mind is to implement a monitor system to detect whether or not it is a good time to offer choices to the player. However, monitor systems are still not mature enough to be able to detect player’s Flow. The only solution is to embed choices into the gameplay, let the player treat choices as part of the play and eventually ignore them. Thus their choices will become intuitive and reflecting their actual desires.
Conclusion
Designing game systems where a wide range of players can get into Flow is not difficult:
1. Expand your game’s Flow coverage by including a wide spectrum of gameplay with different difficulties and flavors
2. Create an Player-oriented Active DDA system to allow different players to play in their own paces
3. Embed DDA choices into the core gameplay mechanics and let player make their choices through play
If a game designer can apply the above methodologies upon his own design, the game will become more dynamic and flexible, allowing more people to get into the Flow and finish it.

The fun thing about play is that players adjust the amount of challenge and ability theirselves, because toys theirselves are pretty simple as they are, but evoke a lot of play value. Players like to play with a toy so that they can bring themselves into a flow.
So toys mostly don't need a DDA system, a toy is a world of play possibilities. But now toys become more and more interactive, I am wondering how these DDA system could be used for toys.
Maybe we could create a DDA system based on the elements of toy design - construction, fantasy, challenge and sensory. You can transform every toy on the piramid on play, so why not in gameplay. But I don't think this as anything to do with flow anymore. An interactive book should also have a certain adjustable balance between challenge and ability, based on play design. And the player should feel like he's in control.
FlOw: construction play (critter evolution), fantasy play (in the abiss), challenge play (challenges), sensory play (physics)

This study further emphasized that flow is a state of effortless attention.

donderdag 9 februari 2012

Play and Flow


PLAY
Caillois: "Play is the quality of mind during enjoyable, captivating, intrinsically motivated and process focused activities."

-captivating: player is fully engaged/absorbed in the activity
-intrinsically motivated: free, activity is not obligatory
-process-focused: player is engaged because of the activity itself and not for the outcome.


FLOW
Csíkszentmihályi: "Flow is the mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity."

-energized focus - the person is engaged in the activity very actively
-full involvement - the person is fully engaged/absorbed in the activity
-success in the process of the activity - person is more engaged in the activity when he is succeeding


Flow is based on positive psychology, it is completely focused motivation. In flow, the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. Flow is being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.




Everytime I think about flow, I always remember how I (as a toddler) could enjoy myself with a piece of Playdough for hours and hours without ever getting distracted of my single action: knead the clay. It was play in all it's simplicity. But it was also flow.

Play and Flow have got similarities and points that could intwine perfectly. When done properly, play en flow can go hand in hand and even create a more amazing experience.

One game I really got into a flow was Traffic Rush, a simple game for the iPhone where you needed to let all the cars cross over safely. The only things you could do was swipe to increase the speed of a car or tab a car to stop it for some seconds. That simple. But there was a right balance in difficulty. Once it got more difficult, you get in a flow and you don't want to get out of it, because once you get in that flow, you really feel like you're playing it right.

Now ofcourse, there is a game based on flow, called Flow.
One of the makers, Jenova Chen, came up with with the game Flow, after doing his Thesis about flow in games, which you can read here.

So some more knowledge out of this thesis:
In order to maintain a person’s Flow experience, the activity needs to reach a balance between the challenges of the activity and the abilities of the participant. If the challenge is higher than the ability, the activity becomes overwhelming and generates anxiety. If the challenge is lower than the ability, it provokes boredom. Fortunately, human beings have tolerance, there is a fuzzy safe zone where the activity is not too challenging or too boring, and psychic entropies like anxiety and boredom would not occur. [Csikszentmihalyi 1990]

The description of Flow is identical to what a player experiences when totally immersed in a video game. During this experience, the player loses track of time and forgets all external pressures. It is obvious that gamers value video games based on whether or not those games can provide Flow experiences. [Holt 2000]

Action Reaction



LINK TO FILM

I found this film on Dumpert, a website for funny pictures and movies. I had a great laugh watching this, but this is also a clear example of the 'Action Reaction' principle. We are very attracted to having reactions on our actions, because we like to have a response on what we're doing (and who we are). It's a proof of your existance, which we all long for (Nietzsche). This is found back in the urge for interactivity. When you create a reaction for a certain action that has an interesting, new impact, people are going to play with this. They are going to explore the possibilities.

See, we explore by play and by play we learn. Without play we wouldn't have the urge to explore, since we wouldn't become curious about something we don't know. Every young being, wether it be kittens, little kids or baby elephants, learns by play. Play is in our nature, otherwise we wouldn't be able to learn how to survive. And when we learned how to survive, we still play.

I'm going to quote Stuart Brown here:
‘‘Look at life without play, and it’s not much of a life. If you think of all the things we do that are play related and erase those, it’s pretty hard to keep going. Without play there’s a sense of dullness, lassitude and pessimism, which doesn’t work well in the world we live in.’’



Amen to that

Raghava KK: Shake up your story


LINK

In this Ted talk Artist Raghava KK shows his new children's book for iPad with a fun feature: when you shake it, the story (and your perspective) changes.
His reason to do so, is because he feels that people and kids have propaganda all around them, but especially in books. Raghava got the brilliant idea to make a history book that you can read from one perspective (for instance the Brittisch), but when you shake it, the perspective changes to an Indian perspective or an American perspective. That way people get aware that the 'facts' they read might just be propaganda and that they should have an open mind to other perspectives.



I really like the idea of using different perspectives. It makes the story interactive, but you will still be following the same story line. Which is a great solution if you want to make an interactive story, but you're stuck to an existing story.
I think the Swan Children of Lir is a great story to use different perspectives!

woensdag 8 februari 2012

Friskies®: Games for cats



LINK

I really like to see that these cats actually interact with these little games (specially made for them). I'm curious about what triggers them to interact and why they keep interacting with it when they see that it isn't 'real'. And how other animals interact with them.
But I think this is a good example of doing good research of your target audience ;)
Won't let my cat use my Ipad though, I don't want any scratches on my screen!

Navigation in an interactive book


So after doing a lot of research, I thought I should put some thoughts on paper, so that I can verbalize what I'm thinking:

As I already told before, I don't want to create an interactive book with an old book format (like Peter Rabbit). It's okay to use analogue books as a theme, but don't simulate it.

I like Hobolobo, where you can scroll through a story, and where actions (like text or animations) are triggered at sudden points.

I love how Ghibly and Level 5 worked together to create a game. It's beautifully made, but to me the gameplay doesn't seem that innovative, it's just another pokemon. But non the less it is a good example of combining story with gameplay.

(Alice in Wonderland) for the Ipad is nice, but to my opinion still too much based on an analogue childrens book. Every page has an interaction and when you're done with it, you flip to the next page. Do these interactions really add something to the story? I don't think so. (It does add something to the book itself though).

The Fantastic Books of mr. Morris Lessmore is good. The story is still devided into 'pages', but every page has an interaction that is based on actions in the story itself.

I think Machinarium is a great example of how an interactive book should be. It's not an interactive book, Machinarium is approached as a game. But there is a story in Machinarium, which is told without words, but still understandable, because you experience the story through the 'interactions' you do.
It is funny to see that the way this game is devided into levels, a story is devided into chapters. I think that chapters are more important than pages for interactive books.
The way you can navigate through this game is a littlebit like Hobolobo, a sidescroller. But instead of scrolling with your mouse, you're walking with your character!


SO what I actually wanted to post is the following:

There are several ways to navigate through a story:
1: Pages.
Every page has an illustration and you can interact with this illustration (Alice in Wonderland).
2: Scrolling.
You can scroll through one big illustration and the illustration reacts on you when you get to sudden points (Hobolobo).
3:
Control a character. You walk around with your character, let him interact with the illustration for instance.
This could be 2D (like Machinarium) or 3D (Hogworld)

I think these are the main ways of navigating through an interactive book, but ofcourse there are a lot of variations between it.



My aim is probably a bit between Hobolobo and Machinarium. 2D, not devided into pages but in chapters, using main character(s) and interactions are based on actions in the story.

maandag 6 februari 2012

Studio Ghibli 'gamefied' Ni no Kuni

trailer
And another trailer



Where Moonbot studios stepped from animationfilms (Pixar) to interactive book, Studio Ghibli (combined forces with Level 5 and) stepped from animationfilms to games. This game looks like it got some Pokemon elements. I don't know yet, but I'm sure to buy and test this. I'm very curious how Ghibli transformed their story into a game.

donderdag 2 februari 2012

Just a quick sketch


For todays presentation I made a quick (one hour) 'selfportrait' of me discovering an 'interactive book'