Hao yu 2017

UCL / MArch UD / RC 18

KI - NETIC Campus

Student: Yu HAO Yuhan JI

MArch Urban Design Bartlett School Architecture UCL 2016-2017 1

UCL / MArch UD / RC 18

B-Pro UD / 2016-2017 Portfolio Bartlett School of Architecture University College London London, UK

Design Tutors Enriqueta Llabres-Valls Zachary Fluker

Submitted by Yu HAO Yuhan JI

September 2017

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UCL / MArch UD / RC 18

Abstract

Playing games would be a benefit for people’s life, not only on their physical body but also on their mental health Additionally, the play as an essential part which could contribute to human culture should not be ignored. Objectively speaking, playgrounds are also useful for adults in negating stress and balancing their busy lives.

Furthermore, playing help people with socialisation. Interacting is the main access to gain the socialisation, and it entails learning to be a member of a group.

We will continue to explore how to negotiate in the public space and how play can have a role in the negotiation. How can designers and users co-operate through these complex socio-technical networks? Therefore, We would speculate that the playing as a tool for negotiation in public space, building a platform for new playing forms and spaces should be inspired by the new process of our culture.

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UCL / MArch UD / RC 18 UNIVERSITY OF EAST LONDON 51.5437239, 0.0088787 Students Number: 11 335

THE ROYAL VETERINARY COLLEGE 51.5359588, -0.1334214 Students Number: 2 145

CITY UNIVERSITY OF LONDON 51.5276003, -0.1018301 Students Number: 18 997 KING’S COLLEGE LONDON 51.4697585, -0.0918999 Students Number: 10 103

UNIVERSITY COLLEGE LONDON 51.5234809, -0.1317854 Students Number: 39 473

LONDON BUSINESS SCHOOL 51.5264688, -0.1622092 Students Number: 150 000

BIRKBECK UNIVERSITY OF LONDON 51.5216118, -0.1297959 Students Number: 9 861

Chapter 1 Introduction

REGENT’S UNIVERSITY LONDON 51.5268094, -0.1557543 Students Number: 5 000

Redefine University Environmental Relationships

ROYAL ACADEMY OF MUSIC 51.5233034, -0.1518031 Students Number: 775

UNIVERSITY OF WESTMINSTER, CAVENDISH CAMPUS 51.5207912, -0.1393531 Students Number: 20 465

KING’S COLLEGE LONDON 51.4697585, -0.0918999 Students Number: 10103

LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE 46080518 Students Number: 11 147

UNIVERSITY OF EAST LONDON 51.5437239, 0.0088787 Students Number: 11 335

1.1 Number of University Students in London

LONDON SOUTH BANK UNIVERSITY 51.4967419, -0.1011906 Students Number: 17 565

COURTAULD INSTITUTE OF ART 51.5116948, -0.117442 Students Number: 470

page 8

1.2 Vital Abilities for University Students 1.3 Influence of Students in London 1.4 History of London Universities Development

ROYAL ACADEMY OF ARTS 51.5091448, -0.1391662 ROYAL COLLEGE OF MUSIC 53.4679862, -2.2381705

1.5 Play Interface GOLDSMITHS COLLEGE 51.4745021, -0.0350507 Students Number: 8 165

HEYTHROP COLLEGE 51.499965, -0.1905461 Students `number: 621

Chapter 2 Interaction of Playing IMPERIAL COLLEGE LONDON 51.4982278, -0.1742746 Students Number: 17 000

KING’S COLLEGE LONDON 51.4697585, -0.0918999 Students Number: 10103

page 24

2.1 Collecting and Analysing Urban Data 2.2 Play Mechanism: Competition and Cooperation 2.3 Data Game Playing 2.4 Digital Interface page 58 Range Distance

500m

2000m

Chapter 3 Kinectic Campus 3.1 Digital Platform: Kinect 3.2 Reading Spaces 3.3 Reading Facial Characteristics 3.4 Reading Motions: cooperation, competition, negotiation 3.5 Digital Typhology:Motion capture Chapter 4. Material System

page 94

4.1 Material Research 4.2 Varies in Components 4.3 Diverse Movements through Interlocks 4.4 Morphology simulation Chapter 5. Conclusion- Play in the Future Campus

page 130

5.1 Digital Interaction 5.2 Digital to Physical Connection 5.3 Physical Interaction 5.4 Outcom

APPENDIX

page 174

BIBLOGRAPHY

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OUTPUT

M

Mass Customisation

1

NPUT

Introduction Redefine University Environmental Relationships 1.1 Vital Abilities for University Students 1.2 Number of University Students in London 1.3 Influence of Students in London 1.4 History of London Universities Development 1.5 Play Interface

OUTPUT Customised Data

M

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Introduction It is true that increasing numbers of students are suffering from anxiety, depression or loneliness in university campus nowadays. They are suffering the consequences of a lack of cooperation and communicative competence within this planned environment. This phenomenon has drawn the attention from higher education institutions, such as Buckingham University and the University of Reading. For example, universities also emphasize on attracting students and then encourage them to play on campus because of the growing internationalism, competition and increasing development of technology. Therefore, how to improve students’ social abilities and stress their experience in the campus has become new topics. Moreover, playing as an innovative approach could be helpful for the students.

Recent studies have shown that inherent qualities in a well-planned game can increase motivation and engagement (Johnson, 2012). Students play an essential role in London, as they are a large group according to the data from Higher Education Statistics Analysis, there has been an increasing trend in total enrolments in the UK. The number of higher education students account for approximately one-quarter of the population of London in 2016. As a vital part of the population, students should be given more considerations. Additionally, over one in four overseas students enrol in higher education institutions in the UK. Nevertheless, most interactional students are generally a lack of confidence which is particularly reflected in language abilities and social skills. Obviously, it would reduce the communication and participation (Andrade, 2006). Therefore, it is of vital benefits to create favourable playing for students. Clearly, cities have been changed in relation to the development speed of the technology (Pop et al, 2016). Smart digital cities not only focus on efficiency and entertainment but also emphasise the citizens’ social interactions and communications through utilisation of sensors (Nijholt, 2017). Moreover, based on the analysis of different kinds of sensors, including the infrared sensor, the light sensor, and the ultrasonic sensor. Kinect would act as a role of a bridge, which build a connection between users and playground because it can detect different kinds of motions and facial characteristics of people, disappointment, and happiness, etc (Deal et al, 2013). By playing games in the university, it could enhance students’ communicative competence and interaction opportunities.

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1.1 Vital Abilities for University Students

1.2 Number of University Students in London

2280005

1727895

1803840

1928140

1914835

1804305

PHYSICAL 1753810

1676920

1541225

MENTAL 44% 44% 39% 36% 34% 19% 14% 12% 11% 7% 60% 56% 46% 44% 44% 36% 25% 16%

SOCIAL

1 SUB-HEALTH STATUS 2 WRITING PROFICIENCY 3 PUBLIC SPEAKING 4 DATA ANALYSIS(EXCEL/TABLE) 5 INDUSTRY SPECIFICSOFTWARE(CAD/QUICKBOO) 6 MATHEMATICS 7 DESIGN 8 CODING/COMPUTER PROGRAMMING 9 FOREIGN LANGUAGE PROFICIENCY 10 SEO/SEM MARKETING 11 CRITICAL THINKING /PROBLEM SOLVING 12 ATTENTION TO DETAIL 13 COMMUNICATION 14 OWNERSHIP 15 LEADERSHIP 16 INTERPERSONAL SKILLS/TEAMWORK 17 CRIT 18 CURIOSITY

2016 2014 2012 2010 2008 2006 2004 2002 2000

Number of Students in London

1. Lack of Communication and Cooperation in the Future Workplace 100

Regarding Dan Schawbel, the research director at Future Workplace, states that stu-

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dents need strong negotiation and team working skills in their future work place.

Vital abilities for Students

2. Students play an essential role in London They are a large group according to the data from Higher Education Statistics Analysis, there has been an increasing trend in total enrolments in the UK. The number of higher education students account for approximately one-quarter of the population of London in 2016.

1. Lack of Communication and Cooperation in the Future Workplace Regarding Dan Schawbel, the research director at Future Workplace, states that stu-

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dents need strong negotiation and team working skills in their future work place.

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1.3 Influence of Students in London

From the location of the universities in London, it is clear to find that students influence the whole city centre. As a vital part of the population, students should be given more considerations.

London Population in 2017

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1.4 History of London Universities Development

Reference: University as Urban Developer: Case Studies and Analysis. D, C. Perry (2015)

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Chapter 1

1.5 Interface of Play

Using your Mind, Good Sense and Teamwork Effective Communication Time Management Group Determination

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1.5 Interface of Play

User Information

YoYo_H

North Arrow

Walking

Current Movement Setting your work place.

How much time do you work.

+

Zoom In

_

Zoom out

Heart beating

Running

Steps

Setting your goal of walking/running. How many steps and how much time do you spand on walking/running.

Cycling

Setting your home.

How much time do you stay at home.

Calory

How much time do you spand on commute

Activities Time Map

Users can look at their walking time based on the GPS Sharing Activities Site Users can look at their routes through the Timeline Map

Sharing Activities Site

Users can share their activities to their friends

Users can look at other urban data about themselves

Users can look at other users activities and walking steps, it depends on other users would like to share Users can get to know what is the material applied in the site. What kind of gesture and motion can be done to interact with the material

Share

Summary Bubbles

Urban Data

Summary & Storyline

Leader board

Recommend to a friend

Customisation option

Material system Scale Bar

Users can look at others activities and walking steps

Users can look for help through this option

0

Activities Menu

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150

1

Users can choose which style can be shared to other users

Manu Bar

50

Users can look at other users onlin or offline

Sharing options buttons

Users have options to share their activities to some friends or all friends

Users can play with other users and look for the materials through the camera

refresh

notification

share

Tool bar

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INPUT

OUTPUT

Material System

Mass Customisation

INPUT

OUTPUT Customised Data

Urban Morphology

OUTPUT Customised Data

INTPUT Material Information

INTPUT People Data

User Interface

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2 Interaction of Play Play as a Tool for Interaction in Students’ Break-time 2.1 Collecting and Analysing Urban Data 2.2 Data Game Playing 2.3 Play Mechanism: Competition and Cooperation 2.4 Digital Interface

Data of users’ motions/ Come from ‘Moves”

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Cycle

2.1 Collecting and Analysing Urban Data

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Moves Data

mins

Walking Run

Sign in

8,786 steps

At work

8:18 hours

0.3 mi

Gym Trainning

At home

Account // YoYo

20 mins

At home

8:52

35 min

hours

Information // Walk, Steps, Distance, Time, Calory // Cycle, Distance, Time, Calory // Run, Steps, Distance, Time, Calory // Gym Training, Time, Calory // Place, at Work, at Home, Percent // Commute, Time, Percent

Nearby // Restaurant, cafe, bar // Buildings, Houses // Stations // Education Institutions // Parks, Musieums

Many installations for mobile devices provide the data of people’s movements and daily routes, for example the ‘Moves’. What’s more, the application play an vital role in the data game, especially for the teamwork players.

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Data from Moves

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2.1 Collecting and Analysing Urban Data Site Data

To compare with the contemporary campus, data-based campus has been improved according to the large amount of data from students, including their motions, traces, walking time and distance and so on.

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University College London Map Students use Moves in the campus

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2.1 Collecting and Analysing vUrban Data

From the location of the universities in London, it is clear to find that students influence the whole city centre. As a vital part of the population, students should be given more considerations.

Opotions of Route for Users

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2.1 Collecting and Analysing Urban Data

Time: 8:00am

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Students Department: Engineering

Students Department: Institute of Education

Students Department: Archaeology

Students Department: Bartlett School of Architecture

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Students Department: Engineering

Students Department: Institute of Education

Students Department: Archaeology

Students Department: Bartlett School of Architecture

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Students Department: Engineering

Students Department: Institute of Education

Students Department: Archaeology

Students Department: Bartlett School of Architecture

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Site: Univesity College London

Students Department: Engineering

Students Department: Institute of Education

Students Department: Archaeology

Students Department: Bartlett School of Architecture

Time: 12:00pm

Time: 16:00pm

Time: 20:00pm

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2.1 Collecting and Analysing Urban Data

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2.1 Collecting and Analysing Urban Data

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https://timetable.ucl.ac.uk/tt/homePage.do

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2.1 Collecting and Analysing Urban Data

Activities Area during Breaktime

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Activities Area during Breaktime

Site: Univesity College London

Site: Univesity College London

Students Department: Archaeology

Students Department: Bartlett School of Architecture

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2.1 Collecting and Analysing Urban Data

Activities Area during Breaktime

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Activities Area during Breaktime

Site: Univesity College London

Site: Univesity College London

Students Department: Engineering

Students Department: Institute of Education

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51.5270

Bartlett 2School of Architecture Chapter

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Area: 2178 meters

51.5265

Bartlett School

2.2 Urban Data Playing

Institute of Archaeology

Students Density: 253 / min

Engineering

Students Flow: High Institute of Education

Time: 13:00

Others

51.5260

Front Plaza in Main Library 51.5255 Area: 5342 meters Students Density: 853 / min Students Flow: High Time: 13:00 51.5250

Small Plaza beside Science Library

51.5245

Area: 1002 meters Students Density: 269 / min Students Flow: Average 51.5240 Time: 13:00

51.5235

Gordon Square Garden

Area: 11523 meters Students Density: 341 / min 51.5230 Students Flow: Low Time: 13:00

51.5225

Plaza in front of Church

Area: 1172 meters 51.5220 Students Density: 773 / min Students Flow: High Time: 13:00

51.5215

51.5210

Site Area Building Road

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Route 51.5205

-0.1390

-0.1385

-0.1380

-0.1375

-0.1370

-0.1365

-0.1360

-0.1355

-0.1350

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-0.1330

-0.1325

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-0.1315

-0.1310

-0.1305

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2.3 Play Mechanism: Competition and Cooperation

Game Mechanics Research The chart showed the pervasive games is most welcomed game by the users due to its connection between digital and pehysical world

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2.4 Digital Interface

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2.4 Digital Interface

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2.4 Digital Interface

Physical Data of User

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Activities in the Urban Map

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2.4 Digital Interface

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2.4 Digital Interface

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3 Kinectic Campus Playing Play as a Strategy to Engage Students into the Campus Environment 3.1 Digital Platform: Kinect 3.2 Reading Spaces 3.3 Reading Facial Characteristics 3.4 Reading Motions: cooperation, competition, negotiation 3.5 Digital Typhology:Motion capture

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3.1 Digital Platform: Kinect Introduction: digital-physical tool

Infrared sensor

z260 z240 z220

z200 z180 z160 z200

z140

z180

z120

z160 z100 z140

z80

z120 z60

z160

z100

z40 z140 z20

z80

z120

z60

z100

z40

y360 z80

y340

z20

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x420

z40 x400 z20

Infrared light

Depth image

x380 x360

Color image

x340 x320 y180

x300 x280

y260

x260 y240

x240 y220

x220 y200

y120

x200

y180

Mikrophones

x180 y160

Control data

x160 y140

x140 y120

Extemal digital audio sources Control data

x120 y100

Flash

y60

USB 2.0

x80 y60

x60 y40

x40 y20

Kinect Introduction

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x100

y80

x20

Kinect Introduction

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3.2 Reading Spaces

Kinect would act as a role of a bridge, which build a connetion between users and playground, because it can detect different kinds of motions and facial characteristics of people, disappointment and happiness

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Spatial Evaluation

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3.2 Reading Facial Characteristics

Kinect Introduction

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Kinect Introduction

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3.3 Reading Motions: cooperation, competition, negotiation

Valued Behaviour for Students

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Analysing Walking and Chating

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3.3 Reading Motions: cooperation, competition, negotiation

Head

Head

Head

Head

Right H. Left H.

Right H. Left H.

Right A. Right H. Left H. Left A.

Right A. Right H. Left H. Left A.

Right F.

Right F.

RIGHT F.

RIGHT F.

RIGHT L. LEFT L.

RIGHT L. LEFT L.

LEFT F.

LEFT F.

Left F.

Left F.

1S

2S

3S

4S 1S

2S

3S

4S

31- 51 31- 51 31- 51 31315151 31- 51 31- 51 31- 51

Head

Head

Right H. Left H. Right F. Left F.

Right H. Left H. Right F. Left F.

5S

6S

7S

30-50 30-50 30-50

8S 5S

6S

7S

30-50 30-50 30-50

8S

10S

9S

30-50

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Front view: Analysing Dynamic Running Motion

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10S8S

7S

9S

30-48 30- 4930-5030-49

5S

8S

7S

4S

5S

3S

29-48 30-4930-50 30- 4929-4830- 49

4S2S

30-49 30- 49

3S

1S

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1S

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Left view: Analysing Dynamic Running Motion

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3.4 Digital Typhology:Motion capture

0s

10s

20s

35s

40s

50s People Motion Capture Time Top View

60s

0m

1m

2m

3m

4m

5m

6m

People Motion Capture Distance Top View

We use the color to show the change of the people motion. People would be the central point in the whole motion, which means that he would be the orange color, and the more close to the centarl point the color would be more wormer.

People Motion Capture Time Perspective View

People Motion Capture Distance Perspective View

Dynamic sequence of motion Current condition

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Former condition

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3.4 Digital Typhology:Motion capture

0s

10s

20s

35s

40s

50s Group People Motion Capture Time-01Top View

60s

0m

1m

2m

3m

4m

5m

6m

Group People Motion Capture Distance-01Top View

What is more, This project ultilizing the 3-dimentional algorithm to compute the space of occupation.

Dynamic sequence of motion Current condition

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Group People Motion Capture Time-01 Perspective View

Group People Motion Capture Distance-01 Perspective View

Former condition

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3.4 Digital Typhology:Motion capture

0s

10s

20s

35s

40s

50s

60s

0m

1m

2m

Group People Motion Capture Time-02 Top View

Current condiååtion

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Dåynamic sequence of motion

Former condåition

Group People Motion Capture Time-02 Perspective View

3m

4m

5m

6m

Group People Motion Capture Distance-02 Top View

Current condiååtion

Dåynamic sequence of motion

Former condåition

Group People Motion Capture Distance-02 Perspective View

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3.4 Digital Typhology:Motion capture

Group People Motion Capture Distance-02 Perspective View

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3.4 Digital Typhology:Motion capture

【0，05，40】

【0，0，10】 【0，0，20】 【0，0，30】 【0，0，40】 【0，0，50】

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【0，05，30】 【0，05，50】 【0，05，20】 【0，06，00】 【0，05，10】 【0，06，10】 【0，05，00】

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【0，05，40】 【0，07，00】 【0，05，20】 【0，06，40】 【0，05，00】 【0，06，00】 【0，06，20】 【0，04，40】 【0，07，20】

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【0，08，40】 【0，08，50】 【0，09，00】 【0，09，10】 【0，09，20】

【0，02，40】 【0，02，30】 【0，09，00】 【0，09，10】

【0，09，20】 【0，09，30】 【0，09，40】

【0，02，10】 【0，02，20】 【0，02，00】 【0，01，50】 【0，01，30】 【0，01，40】 【0，01，00】 【0，0，50】 【0，01，10】 【0，01，20】 【0，0，40】 【0，0，30】 【0，0，20】 【0，0，10】

【0，09，30】 【0，09，40】 【0，09，50】 【0，10，00】 【0，10，20】 【0，10，40】 【0，11，00】 【0，11，20】

【0，09，50】 【0，10，00】

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【0，10，10】 【0，10，20】 【0，10，30】

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5 Conclusion and Proposal Vision of Playable Campus 5.1 Digital Interaction 5.2 Digital to Physical Connection 5.3 Physical Interaction 5.4 Physical Fabrication

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5.1 Digital Interaction

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Digital Connection of Users

Digital Interface of Users’ Motions

Main Building in University College London

Main Building in University College London

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Digital Interface of Users’ Motions

Science Library Yard in University College London

Science Library Yard in University College London

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5.1 Digital Interaction

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Digital Connection of Users

Digital Interface of Users’ Motions

Church Yard in University College London

Church Yard in University College London

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5.1 Digital Interaction

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Digital Connection of Users

Digital Interface of Users’ Motions

Euston Garden in University College London

Euston Garden in University College London

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5.2 Digital to Physical Connection

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5.2 Digital to Physical Connection

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5.3 Physical Interaction Gesture of Pumping

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5.3 Physical Interaction Gesture of Lighting

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5.3 Physical Interaction Gesture of Moving

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5.4 Outcom

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