Victoria Simansjah Spring 2015 • Thesis Project Instructor: Chris Hethrington
Victoria Simansjah Spring 2015 • Thesis Project
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PREFACE
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INTRODUCTION
11 13 14–15
RESEARCH Research Summary and Feasibility Study Secondary Research
17 19–20 21 22–25 26–34
DESIGN Persona Design Process Precedents Review and Analysis Design Outcome
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BIBLIOGRAPHY
Preface
fluke noun
1: the part of an anchor that fastens in the ground 2: one of the lobes of a whale’s tail
Fluke refers to either of the flattened divisions of the tail of the whale. When a tail of a whale is raised vertically out of the water, this behaviour is called flukes up. ABSTRACT Flukes Up! is a game designed to foster children’s knowledge and empathy towards marine mammals. By creating a safe environment for children to learn and take risks, Flukes Up! exercises its’ players’ decision-making abilities regarding the conservation of marine mammal lives in our local aquarium and beyond. Using the elements of gaming—gamification, the game is geared towards an educational and sociological purpose instead of pure entertainment. ACKNOWLEDGEMENTS I would like to take this opportunity to formally thank my faculty advisors, Katherine Gillieson and Christopher Hethrington from Emily Carr University of Art + Design for the support, advice, guidance, and involvement in my thesis project throughout the Fall and Spring semesters, my fellow classmates who helped me technically in the production of my project, and to my family members and the House For All Nations Vancouver campus community for the tremendous encouragement and prayers in the whole progress of my thesis project. KEYWORDS education, marine mammals, gamification, game design, conservation, distance learning
preface
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1. Introduction
Introduction
BACKGROUND In retrospect of the hit sensation documentary, Blackfish has revolutionized the public’s perspective towards marine mammals, specifically cetaceans in captivity. These cetaceans include dolphins, whales, and porpoises. To sum up the documentary, it reveals the causes of aggressive behavior in a killer whale, Tilikum, who was held in captivity. Tilikum, raised within the boundaries of walls and glass, killed three of his trainers, raising awareness of SeaWorld fans and animal activists. The Blackfish documentary, regardless the one-sided perspective, has the power to influence the perception of our local aquarium. Vancouver Aquarium has taken measure and came up with strong arguments regarding the situation. Unlike SeaWorld, Vancouver Aquarium is a non-profit organization involved in studies and sustenance of marine life. Nevertheless, many activists are still keen in their efforts to release these cetaceans residing in Vancouver Aquarium. PROBLEM SPACE In favor of the whale activists, half of the whales’ lives are taken away when placed in captivity (Sorg). However, aquariums have a big role and purpose towards education and conservation of these animals (Falk et. al 3). Cetaceans are one of the main “attractions” for visitors of the aquarium. Taking away cetaceans from the aquarium would take away one of the aquarium’s most prominent exhibition for conservation. Without the presence of local aquariums, it is difficult for children and adults to feel emotionally connected/triggered to the act of conservation. Through the gamification o educational tools/materials, Flukes Up! will engage children and their parents to be connected with marine mammals.
THESIS QUESTION How might design contribute in educating children and adults about marine life without having access to aquariums? DOCUMENT OUTLINE This document summarizes the research, design process, and final design outcomes of Flukes Up! The research section includes relevant strength and weakness analysis, literary review—involving gamification, distance learning, children’s learning behaviour —and precedence review. Information gathered from the research phase is applied to the design of the project, outlined in the design process section. This will include the persona study, design approaches, and concept development of the project. In the last part of the process book, the final design outcome is presented and explained in detail.
introduction
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2. Research Research summary & feasibility study Secondary research
Research Summary and Feasibility Study
RESEARCH SUMMARY My research explores the importance of aquariums in society, the role it plays, and the benefits it brings. I also looked into the reason why people oppose having the aquarium, and the ethics board’s response towards these oppositions. Without disregarding the conflicting opinions, I focused back into the act of conservation and the importance of sustaining this action in the lives of children. The People for Ethical Treatment of Animals (PETA) have conducted extensive studies on how to teach children compassion and kindness towards animals. This led me to research on the alternative learning behaviours to improve the learning experience. FEASIBILITY STUDY STRENGHTS For the upcoming generation (babies born from the year 2001— Generation Z), children are no longer unfamiliar with video games or online learning. 61% of children from the age of 8–17 have a television in their rooms, 35% have video games, and approximately around 4 million children in America will have their own cell phones and never know a world without computers and cell phones (Common Sense Media 17). Many surveys have been conducted on the topic of gamification, and the results were in favor of using games as learning tools. This creates the demand for game developers focusing on children’s education, such as Toca Boca or Tiny Bop and others. Thus, examples can be considered while designing the gamification strategy. WEAKNESSES The goal of this project is to create a connection for children with marine
mammals. It is challenging to create a video game that emotionally connects children because of the range of video games in the market. In light of adults and children coming from different generations, it is also challenging to connect adults in the role of games in education.
research summary and feasibility study
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Secondary Research
secondary research
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SECONDARY RESEARCH
Ethics says...
We need aquariums
In defense of the aquarium, according to the standard guidelines of Canadian Council of Animal Care (ccac), it states that the use of animals in captivity for research is allowed for the benefit of humans, animals, or ecosystems (10). Cetaceans in the Vancouver Aquarium are ones in need of rehabilitation because of an early injury when they were in the wild. The Vancouver Aquarium does not seek to capture whales in the wild in any future event. The standard guidelines also states the research organization should prioritize the consideration of minimizing pain and/or distress when caring and using wildlife for research purposes (ccac 11).
The world beneath the lands is challenging to discover and learn. Learning aquatic ecosystems require the need of diving equipment, proper training, and close access to the coasts. Then too, limiting the viewers to see the vast collection of species that lives in the waterbeds. For example, marine animals found in the west coast of Canada would be different than the ones you find in the middle of the Pacific. The water covers 80% of the Earth and yet we know little of the species populating the waters. Aquariums play a vital role towards the education and conservation of marine animals to the public (Vancouver Aquarium 2014). John Falk, along with his colleagues did a research on Why Zoos & Aquariums Matter, and they found that aquariums prompt their visitors “to reconsider their role in environmental problems and conservation action, and seeing themselves as part of the solution.” By visiting the aquarium, visitors feel more connected to nature and enhanced with aquatic knowledge. Furthermore, aquariums also evoke the sense of stewardship and love for animals (Falk 3–4). Why people are against aquariums
Despite their educational purpose in communities, there are people who disagree with aquarium’s presence. The main reason for their objection is the treatment of aquariums toward these marine mammals. Cetaceans have displayed a complex cognitive capability, a system similar to humans. Dolphins, specifically, have brains larger than an average human (Chudler). A clear example was pointed out in the Blackfish documentary, where Tilikum, a killer whale was mistreated in captivity—kept in a small shed overnight, starved, and inhumanely trained. The improper treatment resulted in aggressive behavior displayed by Tilikum. This creates public fear towards killer whales, when in reality; no whales have shown any aggressive behavior in the wild (Blackfish). Research says half of the whales’ lives are taken away by placing them in captivity. In addition, keeping them in a confined space affects their reproductive abilities (“Part 1: Study finds many marine mammals dying in captivity”). In conclusion, activists believe marine mammals have the rights to get the proper treatment by setting them free in the wild.
Tom Regan, in his essay, Animal Rights and Human Wrongs, unpacks the understanding of using animals should be focused on the intentions of the use (40–41). If the use of animals causes pain and resulting in human pleasure, then it he concludes it is an act of cruelty. Regan gave an example of a surgeon. A surgeon causes pain. However, he causes pain with the intentions for the better being of the patient. On the other hand, if a child comes across a butterfly, and try to experiment with it by plucking out its wings, then the action can be concluded as cruelty, because it is only for the sake of the pleasure of the child (Regan and Hargrove 41). Jill D. Mellen and Sue Ellis contrast the difference between having animals used for demonstration for educational purposes or as a “circus sideshow” (97). The ideal circumstance is to treat animals appropriately in a condition of respect instead of dressing them up in suits and make them a laughing stock/form of entertainment. It should be purposeful and informing the public about the current wildlife condition (Mellen and Ellis 97). The Act of Conservation
As stated previously, Vancouver Aquarium actively participates in the conservation of marine mammals and so does many other organizations. However I asked myself, what if these aquariums are closed down? How might design educate children about marine mammals and the ethics in keeping them? This question led me to research design methods that can contribute to educate children about marine mammals without having access to physical aquarium parks.
THE SOLUTION Learning behavior
In researching tools for education, gamification is a subtle and effective approach in changing behavior thus teaching empathy. Gamification, as defined by Gabe Zichermann is “the process of game-thinking and game mechanics to engage users and solve problems” (xiv). It gives the player various ways of interaction with lessons and engaging them in challenges. Generation Z, are exposed to technology in such an early age resulting in the lack of slow living; reading books on Sunday afternoons as a pleasure. Most people from Generation Z are unaware of the world without technology (television, the internet, mobile phones, etc.)(Zichermann and Cunningham). Case study — Mr. Pai, an entrepreneur and a teacher, exper-
imented in his classroom of third graders the experience of learning mathematics and language through existing games available on the Nintendo ds or in the computer. The accounts of each child are recorded in an online database hosted by Mr. Pai. Results show that children exceed in their academic learning from an average third grade level to a mid-level fourth grader within 18 weeks. In addition, children also described their experience of learning as fun and exciting (Team DrillHead).
The Game Play
Flukes Up! uses the elements of gamification and game play to engage players into interactive and scenario based learning. Understanding ethics is not a theory someone can learn through a textbook or memorization. Ethics is a philosophy practiced daily in day-to-day scenarios. Flukes Up! is an open world game where players are given a level of freedom in how or when to complete the objectives of the game; otherwise known as “sandbox games”. The complexity of teaching empathy is reduced through games.With game element triggers, players are given active accountability to take care of their desired aquarium parks. The game subtly trains its players to care for their creations because of the player’s efforts in building the environment. Based on the arguments previously stated, cetaceans in captivity are not given enough space, and proper treatment resulting in improper behavior.
secondary research
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The People for Ethical Treatment of Animals (peta) recognizes the importance for children to have compassion to animals which leads them “to respect and treat those who are different from them with kindness” (petakids). According to the National Parent Teacher Association (pta) Congress, “Children trained to extend justice, kindness, and mercy to animals become more just, kind, and considerate in their relations to each other. Character training along these lines will result in men and women of broader sympathies; more humane, more law abiding, in every respect more valuable citizens” (petakids). peta suggested a few ways where parents could teach their children to be empathetic by giving a good example and modelling of what empathy looks like. In addition, exposing children to caring activities such as volunteering in an animal shelter, watching animal friendly movies—such as Bambi, Chicken Run, or planting and raising “wildlife” in your backyard will contribute to the development of the child(petakids).
3. Design Persona Design Process Precedents Review & Analysis Design Outcomes
Persona
PERSONA 1—AUDREY MORRIS Audrey spends most of her time with her best friend/neighbour Brittany White after school and on the weekends. Mrs. White and Mrs. Morris go to yoga class together every Thursday, which means that Audrey and Brittany would be waiting either at home together or in the community centre, playing sports where their moms go for yoga. When Audrey and Brittany are together, they usually play video games on their devices, or do some role play in real life. They share the latest music from Taylor Swift and Ariana Grande, influenced by their older siblings. Audrey is an adventurous girl, she is curious and likes to try new things. When she gets “addicted” with a particular game, she will continuously play it,. She is up to date with the latest game trends and curious to try them out: Flappy Bird, Tiny Tower, Minecraft, etc. Audrey has visited the aquarium once so far with her family. She enjoyed their trip to the aquarium; however, she knows that her mother is not supportive about the idea of caged animals.
19 persona
Based on the relationship between aquarium parks and their visitors, I decided to target children of ages 8 and up due to the early stages of cognitive knowledge of animals. The literature also explains that children over the ages of 8–11, their cognitive and factual knowledge of animals are developing significantly. PERSONA 2—JENNIFER MORRIS With two children under her nose, it is difficult to keep track of the business, her personal life, social life, and the family. She wants the best for her children. On the weekends, Jenn prefers to go outside to do activities with the family, such as hiking, kayaking, visiting museums or a bit of shopping and a movie. She tries to keep her family connected to the nature after the tiring weekdays at home or in the office. As much as Jenn likes to go out, driving downtown would drive her insane. She complains about the traffic and high parking fees. She prefers to shop close to where she lives.
Like any monther, Jenn wants her children to learn about great things in life. She wants to be able to learn together with them too, but rarely finds the time to do so.
scenario
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01
02
SCENARIO One fine afternoon, Jenn reads an online article about Flukes Up! from a well known magazine—good. She finds the topic of the game intriguing and decides to pull out her laptop from her bedside drawer and look up the Flukes Up! website. She finds meaningful content and information that she know would be beneficial for Audrey because of her interest in gaming. She downloads the game on her ipad. When Audrey comes back from school, Jenn takes out her ipad and shows her the game. Audrey starts to play Flukes Up!. In light of the system of the game, Jenn is moved to share this to her friends who finds the same problem—teaching their children about compassion towards animals— so that they can teach their children through gamified learning. She shares the link of the website on her social media networks and promotes it verbally during parent-teacher conferences.
Figures: 01—Audrey Morris, 10-years old, fifth grade student at Pacific Academy, Surrey. Participates in: band, drama. 02—Jennifer Morris, 38-years old, self-employed florist, former accountant at gvc credit union.
Design Process
DESIGN RESEARCH REVIEW AND ANALYSIS Children’s interaction has changed over time. Jakob Nielsen in his essay Children’s Websites: Usability Issues in Designing for Kids says, “the amount of time children spend on a computer has tripled.” Designing games for children is known to be a complex space to work in due to its system needs—goals, feedback, interaction, etc. (Gee 25). Game designer James Portnow shares his view about children’s game design and he says, “Good games inspire children to learn through play, whether in the classroom or at home. Understanding the educational needs of different age groups, from kindergarten to middle school, allows designers to create games that give children the opportunity to explore and grow.” James Paul Gee, a researcher in literacy, states in his article about Learning and Games, “Good game design gives an emotional charge to the thinking, problem solving, and learning [...]”. He also states the importance of “thinking and learning for a character that they care about” (36). The game world is rapidly developing and we often think the games for children
are those with “bright colours, and a cartoon character that we recognize” (Extra Credits). In response to this claim, Portnow believes games for children under ages 14 should be designed specifically per age demographic and not just by characters their parents recognize. It is important to design the game in a way that it does not sound like it is “talking down to the child” (Extra Credits). Research on young users behaviour to games revealed a negative response to content when given a game designed for a grade school below their level (Nielsen). After considering the information from secondary research, it was challenging to find a game suitable for learning empathy with enough challenge, emotional involvement, problem solving, and age-specific. Parallel to this research project, I immersed myself in games—some are conceptual, puzzlebased games, discovery games—in order to find a possible genre suitable to evoke empathy, ownership, and challenge.
21 design process
Before designing games for children, I looked into the common practices and precedents in game design. Educational game design is a growing field. There are many games and applications teaching children about empathy however, I narrowed down the game genre into an open world, sandbox, simulation type game to convey the reality without compromising its playfulness.
Precedence Review and Analysis
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01
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06
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Genre
Inspired by simulation based games like The Sims, the tycoon game series, and sports games, I decided that would be appropriate to design Flukes Up! to be in a similar genre and category of gaming. This means, Flukes Up! will encompass a simulation game and open world/sandbox games. Open world/sandbox games are games where there is no certain line of story a player should follow in the gameplay, the player is free to build, destroy, and control the virtual world they have been placed in. Some examples of open world/sandbox games includes Minecraft, Grand Theft Auto, and even the highly favoured Nintendo’s Mario 64. With the freedom of manipulation, children will not be hindered in taking risks, challenged, and feel emotionally connected with the customized creation they have built. Additionally, because of its simulation aesthetic, children could also reflect on their behavior and the decisions they make from the video game to reality.
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Projects with similar forms, content, or approach—along with a critical commentary of each project. World Wildlife Fund (WWF)
World Wildlife Fund (w w f ) is a well-known organization conducting and supporting conservation efforts. Their website presents facts of endangered species: the general overview, reason why they matter, threats associated with their presences, w w f efforts, and ways the public can help out with their efforts. Strengths: • good use of visual imagery/icons • organized information display • accessible Weaknesses: • the layout might not be appealing to children; text heavy • call to action is weak and static • linear format
Weaknesses: • office targeted; corporate • impatient to get through it because of the linear structure (no idea how long it will take) World Vision’s Sponsor Child
World Vision creates an opportunity for the public to sponsor a child. By giving continuously per month, you are accountable to World Vision. Figures: o1—World Wildlife Fund (w w f ) species page. www.worldwildlife.org/species/whale 02—Overview of the blue whale in the w w f page. 03— The w w f together app available to download in the iTunes store. 04—Screenshots of the w w f app 05—Information of threatened species in the app. 06—David Suzuki Foundation Shift Learning.
WWF Together App
World Wildlife Fund also has an interactive iPad app that discovers and unpacks the mysteries of the threatened animals. It reveals facts lay out with good typography and subtle interactions. Their concept is around the unfolding of animals. Strengths: • engaging • brings awareness • well-known; accessible • interactive elements are used well Weakness: • non-repetitive learning; educational but information based David Suzuki Foundation Shift Learning
A gamification of learning to conserve energy for adults hosted on a web app. Information are narrated to the listeners and they are then invited to participate in a quick multiple choices, true or false, matching the questions and answers, and quiz.
Strengths: • a continuous and active support • the expression of the child creates an emotional connection (personal touch) • generates empathy Weaknesses: • people are less likely to give away their money Games with Empathetic Elements
The following are games for children with qualities that enhance research on empathetic simulations. Wee You-Things by wee society
Wee You-Things is an app developed for children below 5 to understand that people are created in unique ways. The game encourages children to embrace people’s physical features by seeing them as potentials. The game starts with a still image of a character. The narrator then tells the player about the character’s unique feature and invites the player to interact with the character’s unique quality. The app uses flat design illustrations with subtle triggers to encourage children to interact with it. Since it is an iPad app, it is accessible for children and adults to purchase and play. The app is designed in a playful way disregarding the textbook learning in schools however, used a powerful tool to teach empathy to children.
23 precedence review and analysis
Strengths: • interactive • learning thoroughly with the information provided as they are narrated • questions are good to test the knowledge of the listeners • accessible
isometric game engines 24
01 03
02 04
precedence review and analysis
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Figures: o1—Screenshots of Wee You-Things app by Wee Society. Available for download in the iTunes Store. 02—Interactions with the Wee-You-Things app. 03—Flare3D, an isometric game engine programming Farmville. 04—Unity, a game platform for creating 3D and 2D games.
Cool School: Where Peace Rules
Cool School is a web app developed for children in grade 3 to understand classroom behavior. The game is designed to be a simulator, where the player gets to navigate across the schools—cafeteria, classroom, gym etc—and is faced with a scenario. The player has to solve the scenario with multiple-choice answers and graded accordingly. The app repeated “how would you feel if...?” which is a good way to repetitively remind the player to put themselves in another person’s shoes. Just like the Wee You-Things app, Cool School is a free computer game where adults can download easily. One disadvantage of the app is the slow narration of the scenario. This could potentially decrease the player’s interest in the game.
ISOMETRIC GAME ENGINES Before starting to develop the game system and structure, I thought about the potential next steps. I took note of differen isometric game engines that can help developers build Flukes Up! It is best to have a proof of concept before proceeding without knowledge of the technology available. This led me to research different game engines; ones that are used to build Farmville, ones for online computer games in a 3D space, ones for simple and flat game design etc. Game engines such as Unity, or Flare 3D have the capability to build games from html5 or flash, making it possible to add on assets to programed application. Therefore, with a proof my concept of building games can be achieved, I progressed with the next step of designing for games.
Design Outcomes DESIGN OUTCOME SUMMARY After reviewing the different precedents, game designs, and aesthetic, I approached my design by thinking systematically through the structure. I designed levels and quests where players encounter throughout the game to motivate them to create their personalized virtual park. After designing the system, I started to create illustrations, type choices and wireframes for the game. Lastly, the aesthetic of the game informed the branding of the game itself.
design outcome summary
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System thinking
In order to boost intrinsic motivation and let players feel a sense of achievement, there is a need for the game to have quests and levels. The quests are designed to assist the player in building their environment and also get rewards. For example, in the first level of the game, players are notified with their first quest to build a water body area for their adopted marine mammals to play in. After they have completed this quest, they are notified with another quest, directing them to their first marine mammal adoption. In higher levels, players will be prompted to decorate their environment, contribute and donate to research and conservation, the list goes on. Players are nudged to unlock more items. They will be able to do this when they reach a certain level, or complete a particular quest. This system on unlocking triggers curiosity in the players mind, nudging them to build their virtual park.
Lvl Animals Bottlenose 1 Dolphin 2
3
4 5
6 7
8
Seal
Environment
Quests Requirements Unlock the first body of water Water Body #1 to give a home to your dolphin 1500 coins
Level Up when Total XP earn... earned
50
350
50XP
50
Feed animal to achieve points
20
100
70XP
120
Clean animal
20
100
Care on animals
10
150
Play with Dolphin
20
80
Pet Dolphin Create a Flukes Up to make a marine mammal happy
20
80
Basic Tutorial
50
100
90XP
210
5000 coins
120
350
120XP
330
5500 coins
100
Spend on props
50
150XP
540
1000 coins
100
500
180XP
740
Spend on decor
30
200
Clean up park
40
100
Share your park to your friends Connect to soci
100
400
200 XP
940
Purchase a mountain prop
500 coins
80 80
250
7000 coins
120
700
210 XP
1150
Expand Water Body #1 Add another Dolphin to the Water Body #1 Add props to the Water Body #1 Contribute to research and Water Body #2 conservation Put props to your park
Collect your Daily Reward Build Water Body #2
01
Get XP points Get coins
Figures: 01—Level, quests, and system breakdown for Flukes Up! 02—North Pole illustrations by Joey Chou. 03—Zoo and animal illustrations by Joey Chou. 04—Initial sketch of the isometric game environment. 05—Final illustration with grids of the isometric game environment. 27
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03
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illustrations
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Flukes up !
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Illustrations
Inspired by Joey Chou’s art found in Disney merchandising, I started to sketch my illustrations following the same style. However, I felt that the style is better kept static instead of animated, therefore I approached the illustrations in a different way. I sketched a few iterations of marine mammals, the environment, and icons. Informed by the literature on game design, the three elements were brought together with a pop of bright colours to evoke playfulness and creativity. I
started the illustration of the environment basing the land in a 3D space and forming an organic shape. However, the form did not work out because it was not the most common way of using the space, and building a game. It will take more time to research on what platform the land could be built in.
design outcome
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04
Figures: 01—Initial illustrations of the environment. 02—Initial iteration of the statusbar. 03—Intial pencil sketch of a seal. 04—Final vector illustration of a seal.
wireframe
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01
02
Figures: 01—Wireframe showing the game environment of an intermediate player. 02—The build option window showing items available for purchase. 03—The adopt screen with a Killer Whale selected.
Wireframe
Taking into consideration the game design practices, I used the same layout as other games to trigger familiarity to players. For example, putting the level progress bar on the top of the screen along with the time and earnings of the player. At the bottom left corner are the list of marine mammals that the players have adopted over time. A status bar lists out the percentages of the needs of marine mammals; food, hygiene, health, and fun. Players can access the animal’s status bar by tapping them—a common way to access status bars. A summary of the marine mammal’s status bar can be seen easily around the circle profiles of the creatures. This approach reduces the information clutter on the screen without compromising the accessibility of the status bar. Interacting with the marine mammals are simple. To feed the dolphin for example, the player can simply tap on the fork and knife icon available in the status bar. Responsively, the progress bar would appear on top of the marine mammal in the park and the hunger bar starts to increase indicating that the mammal’s hunger is being attended to. When all the needs of the marine mammals are fulfilled, an icon at the top left of the status bar will be highlighted— enabling the Flukes Up option. This allows the players to tap on the icon and let the marine mammal perform a small show to attract more visitors to the park. The action generates revenue for the player however it will reduce the energy levels of the marine mammal.
design outcome
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03
The bottom right corner of the screen are options for players to build and adopt. The fish icon allows the players to adopt more animals to their parks. Tapping on the shovel icon will pop up a window overlapping the game environment and allow players to build and purchase decorations, water areas, infrastructures, recreational items, for their virtual parks. In the beginning of their journey, most items are unavailable. However over time, players can unlock the items and discover unique infrastructures to add on to their park environment. Players can easily go back and resume their gameplay by tapping on the ‘x’ icon at the top right of the window. When a player decides to purchase an item, they can tap on the item, creating a highlight around the box, and purchasing the item by tapping on the green button at the bottom of the window. A grid structure will appear at the game environment, assisting the players to place the item they purchase in their desired spot. The fish icon takes you to a different window allowing players to interact and engage with the various marine mammals. On the top of the screen is the name of the animal, accompanied by their scientific name, and the rarity represented by stars. The more the stars appear, the more uncommon. One star indicates that the marine mammal as researched is common, two stars indicate it is almost rare, three stars indicate the marine mammal is rare and endangered, four means they are under threats of extinction, five means that they are very
rare and difficult to encounter and encouraged to be placed freely in an open environment. The middle of the screen is dedicated to the display the animal as they move freely in the space. Below the animal are facts to consider when adopting. It includes dietary information, social relationships, and known threats of the selected marine mammal. For example, for the killer whale, its scientific name is Orcinus Orca, it consumes fishes and seals, lives in a pod of 5–30, and threatened by noise pollution and oil spills. These critical information inform the player to make conscious decisions while adopting the animal. Players can browse through the range of animals they can adopt by sliding the animals or by tapping on each of the profile circles at the bottom of the screen. At the bottom left corner of the screen indicates how much money the player has at hand. The bottom right corner of the screen, a green button allows the player to adopt their animal with information of the cost of the adoption. Once a player has selected the animal they want to care for, they can press the green button and they are taken back to the game environment where they are given the freedom to place their marine mammal into the different water bodies. Just like the build option of the game, the adopt option also limits the option of marine mammals in the early stages of the game. However, over time, players will be able to discover the various animals ranging from the common to the most rare.
Animal Status Bar
female
hunger
icons and typography
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hygiene
health
fun
flukes up
Profile Page
rating
male
Menu Bar
coins
pods
singles
Diet
navigation
total no. of fishes
Building and Shop
fish
squid
krill, plankton etc.
seal
build
lock
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Icons
Icons were carefully designed to be applied to a small footprint in the game interface. Sketches were made to create and maintain the similar style and visual language. After the process of sketching, the icons were then scanned and traced over in illustrator to achieve the scalability. Two icons were initially designed to cater to both large and small footprints. One only displays the outline of the icon while the other has a fill within the icon to provide more contrast to players as they glance and refer to it timely.
Figures: 01—Final designs of the Flukes Up! iconography. 02—Character set, symbols, and cases of the typeface, Gotham Rounded.
design outcome
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02
Typography
Typography is a key element in game design. My goal in typography was to find something playful and friendly to the younger audience yet legible. It took several trial and errors to find the perfect typeface. After trying and testing different typefaces into the game interface, I decided to stick with Gotham Rounded. It has a flexibility in weights, glyphs, and works well in the game context. Gotham Rounded, a typeface from the Hoefler & Co., is designed to cater to technical display in a friendly way.
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Branding
Informed by the illustrations, typography, iconography, and the game wireframe itself, the logo formed. Taking the elements of illustration, the fluke was placed into the logo. The outlines of the logo was inspired from the outlines of the icons designed earlier in the process. The typeface of the logo itself is Gotham Rounded, placed playfully across the fluke illustration. The colours of the logo was taken from the main colours of the wireframe; blue and yellow, which exhibits a good contrast in the logo.
Figure: 01—The Flukes Up! logo in the welcome screen of the game.
4. Bibliography
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Bibliography
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Blackfish. Dir. Gabriela Cowperthwaite. Perf. Tilikum.
Goleman, Daniel, Lisa Bennett, and Zenobia Barlow.
Magnolia Pictures, 2013. DVD.
“Becoming Ecoliterate.”Education for Sustainable Living.
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