SCAD Student Sample - Design Document

A

Morgan’s Closet Non Digital Interactive Game

Project A Midterm Project Lori Fields ITGM 705: Interactive Design and Media Application : Fall 2014 : Professor David E. Meyers

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Project Overview :: Non Digital Interactive Game

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Project A Design and produce a non-digital interactive game, story, information system, or artwork. The topic and area of exploration is up to you, although it is recommended that you select a topic related to your interests and your intended degree focus.

Process

paper testing

Part 1: Proposal, Due: End of Unit 2

Part 2: Visualization and Conceptualization,

1.

Write a one- or two-page proposal that

Begin realizing your project through visualization

describes the topic you’ve chosen to

and conceptualization. Depending upon the

investigate and the product you intend to

nature of your project, this phase may involve

initial prototype (as a single PDF file) to the

design. Your proposal should articulate the

creating any of the following:

appropriate Unit 4 discussion forum by Day 3

facilitate user testing.

2.

concept, design direction, and significance of your chosen project and must include all of

• wireframes

the following elements:

• flow diagrams

prototype. Test it with at least five different

• Design Statement: This section should

• initial designs of game cards or your

people within your target audience. You are

of Unit 4.

3.

game board form to your project.

• Audience and Context: This section should

you collect data and focus audience feedback.

4.

report addressing the key issues raised, key

to the appropriate Unit 3 discussion forum by

areas of success, and any design decisions to

Day 3 of Unit 3.

address key issues. Post this report—along

Review the feedback provided by your

with a copy of the raw feedback collected

your motivation for choosing the project

professor and peers and make any desired

during testing—to the appropriate Unit 4

you’ve selected. It should also describe the

revisions to your work.

discussion forum by Day 5 of Unit 4.

will be consumed and the audience for whom you will create it.

• Motivation: This section should describe

motivations that will draw your intended

6.

7.

audience to the project.

Post your initial project ideas to the appropriate

Submit your final sketches (as a single PDF

5.

Consider feedback provided by your professor

file) via the Submissions link in the course

and peers, along with the results of user

menu before the end of Unit 3.

testing, and make any desired revisions to your work.

Unit 2 discussion forum by Day 3 of Unit 2.

4.

Given the feedback received, prepare a brief

Post your initial sketches (as a single PDF file)

define the context in which your project

5.

Run at least one test session of your

encouraged to use a feedback form to help

• any other suitable means of giving initial

you trying to solve?”

3.

Post sketches or photographs of your

• storyboards

answer the question, “What problem are

2.

• any other “rough” format that will

Review the feedback provided by your

Part 3: Prototype, Due: End of Unit 4

professor and peers and make any desired

1.

6.

Submit sketches or photographs of your final

Develop a prototype for your project.

prototype, your raw testing feedback, and

revisions to your work.

Depending upon the nature of your project, this

your brief user-testing report (as a single PDF

Submit your final proposal (in RTF format)

might take the form of any of the following:

file) via the Submissions link in the course

via the Submissions link in the course menu

• a playable game

menu before the end of Unit 4.

before the end of Unit 2.

• a series of interface sketches suitable for

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Project Overview :: Non Digital Interactive Game

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Part 4: Final, Due: End of Unit 5 1.

2.

Develop a polished final version of your

audience and context for use, given the focus

Materials and File Formats

Post sketches or photographs of your work-

of the project.

•

•

Your revised proposal should accurately

any physical objects you create must be

reflect the final state of your project and

photographed and/or scanned and collected

of Unit 5.

should logically discuss any major design

in a single Adobe Acrobat PDF document

Review feedback provided by your professor

changes made between the initial proposal

(multi-page if necessary) for posting and

your work.

and the final product.

•

Project proposals in Parts 1 and 4 must be

the use and experience of your project to

saved as RTF (Rich Text Format) documents

someone who has never encountered the

prior to submission.

project before.

•

well, particularly as it impacted your design decisions.

Your proposal should be well written and free from grammatical and typographic errors.

•

Your final project should be polished and fully

Add description(s) for use or game rules to

realized. This means that, for the purposes of

your original proposal document.

this project, visual design is as important as

Submit your final project sketches or photos and your final project proposal as a single

interactive design.

•

Your project should be appropriate to the

zipped archive via the Submissions link in the

medium of choice and the experience level of

course menu before the end of Unit 5.

your intended users.

•

Evaluation Criteria •

submission.

•

to the original plan, including your rationale during the testing should be included as

6.

Your proposal should clearly introduce

Update your proposal to reflect any changes for these revisions. Feedback gathered

5.

This is a non-digital project. Therefore,

appropriate Unit 5 discussion forum by Day 3

and peers and make any desired revisions to 4.

production phases.

Your proposal should speak to an appropriate

project. in-progress (as a single PDF file) to the

3.

project.

•

Your proposal should define a project appropriate in scope for a four-week graduate

Your project should be based on interaction model(s) beyond well-known examples.

•

Your project should show development and refinement as you move through the

part one

PROPOSAL

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PROPOSAL :: Information Analysis and Content Design

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Part 1: Proposal, Due: End of Unit 2 1.

Write a one- or two-page proposal that describes the topic you’ve chosen to investigate and the product you intend to design. Your proposal should articulate the concept, design direction, and significance of your chosen project and must include all of the following elements: • Design Statement: This section should answer the question, “What problem are you trying to solve?”

• Audience and Context: This section should define the context in which your project will be consumed and the audience for whom you will create it.

• Motivation: This section should describe your motivation for choosing the project you’ve selected. It should also describe the motivations that will draw your intended audience to the project.

2.

Post your initial project ideas to the appropriate Unit 2 discussion forum by Day 3 of Unit 2.

3.

Review the feedback provided by your professor and peers and make any desired revisions to your work.

4.

Submit your final proposal (in RTF format) via the Submissions link in the course menu before the end of Unit 2.

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PROPOSAL :: Information Analysis and Content Design

Morgan’s Closet Morgan’s closet will be an interactive board/card game for young

characters, they are playing, or perhaps competing, to be the first

children between the ages of 5 and 12. It will be designed to

player to provide their characters with the latest fashion trends

encourage using the imagination while learning how to make

complete with a successful career.

prospective careers fashionable. It is intended to appeal to both males and females to avoid stereotyping any specific gender.

My motivation for this game resulted from the current behaviors and attitude of my 7-year old daughter Morgan. I have recently

Children at this age, especially females, are very intrigued about

noticed that her love for dolls is no longer rooted in just nurturing

consumerism. They are learning who they are and developing their

them. Instead, she views them as more of an extension of her

identities, most of which are influenced by other people that are

imagination. She constantly swaps clothing and accessories from

closest to them. These behaviors are typical for this age because

all of her toy figures while playing. She also creates stories and

they are maturing into young women. This game will encourage

acts out different scenarios. I interpret this as a maturing stage

the development of these behaviors by giving the children a

that includes exploring how the characters that she builds interact

chance to explore different identities through character building.

with each other. A friend of mine, who is an anthropologist,

First, the game will be multi-player. This will create an atmosphere

recommended that I introduce Morgan to books and other non-

that promotes socialism and friendship building. There will be

gender specific items to avoid gender stereotyping. From that

multiple boards featuring semi-clothed figures from which the

conversation, I decided that including the career prospects would

players will choose. These boards will represent both male and

be a perfect balance for this game.

female characters. There will be a set of at least 40 cards that will give instructions to the players. These cards can be shuffled and individually laid flat face-down on a hard surface or stacked. Each player will take turns selecting a card to see if their character will get to select between 1-3 articles of clothing, accessories, and/ or career related objects. Some cards will also ask that the player return a particular number of articles. The articles of clothing, accessories, and career related objects will be displayed on a section of the board that represents Morgan’s Closet. Morgan is a genderneutral name that will be used in hopes of attracting all children in the age range of 5-12 years old. As the children build their individual

part two

VISUALIZATION & CONCEPTUALIZATION

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PART 2 :: Visualization and Conceptualization

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Part 2: Visualization and Conceptualization, Begin realizing your project through visualization and conceptualization. Depending upon the nature of your project, this phase may involve creating any of the following: • storyboards • wireframes • flow diagrams • initial designs of game cards or your game board • any other suitable means of giving initial form to your project.

1.

Post your initial sketches (as a single PDF file) to the appropriate Unit 3 discussion forum by Day 3 of Unit 3.

2.

Review the feedback provided by your professor and peers and make any desired revisions to your work.

3.

Submit your final sketches (as a single PDF file) via the Submissions link in the course menu before the end of Unit 3.

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PART 2 :: Visualization and Conceptualization

Morgan’s Closet Morgan’s closet will be an interactive board/card game for young

characters, they are playing, or perhaps competing, to be the first

children between the ages of 5 and 12. It will be designed to

player to provide their characters with the latest fashion trends

encourage using the imagination while learning how to make

complete with a successful career.

prospective careers fashionable. It is intended to appeal to both males and females to avoid stereotyping any specific gender.

My motivation for this game resulted from the current behaviors and attitude of my 7-year old daughter Morgan. I have recently

Children at this age, especially females, are very intrigued about

noticed that her love for dolls is no longer rooted in just nurturing

consumerism. They are learning who they are and developing their

them. Instead, she views them as more of an extension of her

identities, most of which are influenced by other people that are

imagination. She constantly swaps clothing and accessories from

closest to them. These behaviors are typical for this age because

all of her toy figures while playing. She also creates stories and

they are maturing into young women. This game will encourage

acts out different scenarios. I interpret this as a maturing stage

the development of these behaviors by giving the children a

that includes exploring how the characters that she builds interact

chance to explore different identities through character building.

with each other. A friend of mine, who is an anthropologist,

First, the game will be multi-player. This will create an atmosphere

recommended that I introduce Morgan to books and other non-

that promotes socialism and friendship building. There will be

gender specific items to avoid gender stereotyping. From that

multiple boards featuring semi-clothed figures from which the

conversation, I decided that including the career prospects would

players will choose. These boards will represent both male and

be a perfect balance for this game.

female characters. There will be a set of at least 40 cards that will give instructions to the players. These cards can be shuffled and individually laid flat face-down on a hard surface or stacked. Each player will take turns selecting a card to see if their character will get to select between 1-3 articles of clothing, accessories, and/ or career related objects. Some cards will also ask that the player return a particular number of articles. The articles of clothing, accessories, and career related objects will be displayed on a section of the board that represents Morgan’s Closet. Morgan is a genderneutral name that will be used in hopes of attracting all children in the age range of 5-12 years old. As the children build their individual

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PART 2 :: Visualization and Conceptualization

Inspiration I can see the visualization of this game piece taking on the concept of the paper doll. Here are some inspirational work that I think will help guide me to final doll/body model design.

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PART 2 :: Visualization and Conceptualization

Inspiration

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PROPOSAL :: Information Analysis and Content Design

Inspiration

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PART 2 :: Visualization and Conceptualization

Wire Frames

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PART 2 :: Visualization and Conceptualization

Cards

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PART 2 :: Visualization and Conceptualization

Cards

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PART 2 :: Visualization and Conceptualization

Brainstorming on pieces of the games

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PART 2 :: Visualization and Conceptualization

Brainstorming on pieces of the games

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PART 2 :: Visualization and Conceptualization

How the cards work

part three

PROTOTYPE

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PART 3 :: Prototype

A3

1.

Part 3: Prototype Develop a prototype for your project. Depending upon the nature of your project, this might take the form of any of the following:

2.

•

a playable game

•

a series of interface sketches suitable for paper testing

•

any other “rough” format that will facilitate user testing.

Post sketches or photographs of your initial prototype (as a single PDF file) to the appropriate Unit 4 discussion forum

by Day 3 of Unit 4.

3.

Run at least one test session of your prototype. Test it with at least five different people within your target audience.

You are encouraged to use a feedback form to help you collect data and focus audience feedback.

4.

Given the feedback received, prepare a brief report addressing the key issues raised, key areas of success, and any design decisions to address key issues. Post this report—along with a copy of the raw feedback collected during testing—to the appropriate Unit 4 discussion forum by Day 5 of Unit 4.

5.

Consider feedback provided by your professor and peers, along with the results of user testing, and make any desired revisions to your work.

6.

Submit sketches or photographs of your final prototype, your raw testing feedback, and your brief user-testing report (as a single PDF file) via the Submissions link in the course menu before the end of Unit 4.

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PART 3 :: Prototype

Designing Prototype Creating the prototypes took some time. However, it was interesting to design a unique wardrobe for the character Morgan. My goal was to make sure that there was a good variety of garments and accessories from which the players to choose. I want them to feel like they can create their own personalized characters. The cards will allow the players to choose clothes, while also allowing them to remove items to create a challenge. This unique twist will make it fun to watch the characters morph from one look to another.

Adding the career aspect to the game allows for parents to participate and talk more about careers to their children. I see it as an opportunity for everyone to learn while having fun.

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PART 3 :: Prototype

Morgan Character Figure

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PART 3 :: Prototype

Morgan’s Closet

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PART 3 :: Prototype

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PART 3 :: Prototype

Sample Playing Cards Remove

2 items of clothing Remove

1 items of clothing

Pick up a

Pick up

Shirt/Top

ANY ITEM

Pick up an

Accessory

Need a New Do?

Grab some Hair Back of card design

Remove

2 items of clothing Remove

1 items of clothing

Pick up

Pick up

Accessory

ANY ITEM

Pick up a

Cool Jacket

Need a New Do?

Grab some Hair

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PART 3 :: Prototype

Sample Playing Cards Doctor

Veterinarian

Carpenter

Police

Judge

Scientist

Lawyer

Teacher

Judge

Artist

Nurse

Chef

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PART 3 :: Prototype

Rolling Dice

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PART 3 :: Prototype

Board Design

Hair

Shirt or Top

Pants or Bottoms

Jacket

Shoes

Accessory

Accessory

Career

Hair

Shirt or Top

Pants or Bottoms

Jacket

Shoes

Accessory

Accessory

Career

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PART 3 :: Prototype

Usability Testing Once all of the main components of the game were designed and cut out, I schedule some playtime with my four years old twin niece and nephew. My daughter, Morgan, also participated in the first game of Morgan’s Closet.

All three players where given three character boards. The boards feature the character Morgan. It also has eight coin-sized circles at the bottom that are intended to be used to keep track of the items that the players have on their boards. This is an optional feature that can come in handy for younger players.

After everyone received their boards, the playing cards were shuffled and stacked into a pile. The players rolled the dice and the player with the highest number, in this case Morgan, began the game.

It was really fun to see this game come to life. The players were really excited and they loved watching their characters come to life.

Meet Morgan

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PART 3 :: Prototype

Observations I added the cards that ask players to remove items of clothing to keep the game moving forward. I found that once a player was getting excited about their character, they were soon asked to remove items. I think this caused some frustration and at one point of the game most of the characters were without clothing. It was as if it was the beginning of the game again. I think it would be beneficial to modify the cards so that there are fewer cards asking to remove items of clothing or accessories.

The game took about 20 minutes to complete, so I think removing a few cards would reduce the time and while maintaining the excitement.

I also found that the playing cards were a hassle for younger players. The players at this age were not interested in stacking the used cards or keeping them in order. The cards ended up everywhere.

Besides, once we went through the stack we had to collect, shuffle, and stack the cards. I may have to rethink this component of the game. Perhaps, a wheel that spins with an arrow and lands on a certain task is a better option. This type of design will also create more interactivity for the players, resulting in more fun and learning.

CLICK IMAGE TO PLAY TESTING.

part four

FINAL

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PART 4 :: Final

A4

1.

Develop a polished final version of your project.

2.

Post sketches or photographs of your work-in-progress (as a single PDF file) to the appropriate Unit 5 discussion forum

by Day 3 of Unit 5.

3.

Review feedback provided by your professor and peers and make any desired revisions to your work.

4.

Update your proposal to reflect any changes to the original plan, including your rationale for these revisions.

Feedback gathered during the testing should be included as well, particularly as it impacted your design decisions.

5.

Add description(s) for use or game rules to your original proposal document.

6.

Submit your final project sketches or photos and your final project proposal as a single zipped archive via the Submissions link in the course menu before the end of Unit 5.

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PART 4 :: Final

Modifications During part 3 usability testing, it became apparent that the selection of cards needed some adjustments. There seemed to be too many cards that asked the user to remove items from their character which led to a longer game. The has a major effect on the children’s attention span.

In order to resolve this issue, I considered removing the cards because they were not utilized as intended. It was hard for the kids to shuffle and keep nice stacks. As a final solution, I decided to redesign how I present the content of the cards.

I decided to have it become a spin wheel so that the children can click and spin to determine what they have to do with the game . The wheel will have the main items that the player needs to collect as well as some sections that ask them to remove and take away items. The players can still track the items with the circles presented on the bottom of the game board and play until someone wins.

PART 4 :: Final

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PART 4 :: Final

Making of the Wheel

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PART 4 :: Final

FINAL

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PART 4 :: Final

Rules of Morgan Closet 2-4 players Ages 4-10 years old Goal The goal of Morgan’s Closet is to completely dress your Morgan character and get a career before the other opponents. A complete outfit consists of 8 items which includes a career.

All figures must have:

And lastly a career:

Starting the game.

Shirt/Top

Doctor

Make sure all the pieces of the game are laid

to mark off the specified items at the bottom of

Bottoms/Skirt

Judge

flat on a hard surface. They must be all in

the page.

Jacket

Entrepreneur

reach of the players so that it is easy for them

This process will continue until one of

to review and select as the game proceeds.

the players has a successfully dressed

Shoes

Teacher

The career cards can be displayed face up or

their character with 7 items of clothing or

Hair.

Lawyer

face down depending if the players want to

accessories and have a career selected.

Veterinarian

know their future or be surprised.

When a player announces that they have won,

Chef

Place the spin wheel in the center of the

they should do so by calling Morgan’s Closet.

Nurse

game so that players have access to it.

Someone then can confirm that the players

Carpenter

All players will roll the dice once. The player

required are met and that their Morgan is

with the highest number will go first.

complete with its outfit and career.

The other 3 items can consist of accessories such as: Hat Tie/Bow Tie Purse/bag Sunglasses

Scientist Engineer

The first player gets to click the spinner on the wheel to see what is the first action they should take. The wheel will either ask the player to pick up a specified number of clothing/accessories, ask that the player remove a specified number of clothing/accessories, or select a career. To keep track of the items, use bingo chips or coins

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

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PART 4 :: Final

Conclusion The final design of Morgan’s Closet was a success. Incorporating the interaction of the spin wheel made it twice as fun and the user’s experience was greatly enhanced. Even my son, a 3-year old, enjoyed clicking the wheel to participate. The items on the wheel worked out perfectly as well. The players had fun gaining clothes without too many incidents of losing their items. This made them happy. The few times that they were asked to remove an item, they would get upset. This is just their nature and it proves that they genuinely were enjoying how their character were becoming it’s own person.

I received a lot of feedback from adults as well. They can really see this a fun game to play at parties. It is colorful, bright, and they kids were really involved. Very exciting for all.