Now that the project is well underway... it is now time to start thinking about the quiz button. The video button is almost complete, it just needs a few finishing touches and the acronyms button coming along well. For the quiz button I have been searching online at other websites which provide interactive quizzes for younger audiences. I came across the website 'Funschool' which has a quiz game. I like the layout of the quiz and think it could be incorporated in the project. it
Obviously the question would appear in the Q box and then the 1,2,3 and 4 boxes will be all separate buttons. The participant has to click on the correct button depending on the question to match the correct answer.
Available at: http://funschool.kaboose.com/fun-blaster/games/game_trivia_archer.html
Here are some of the images that will be used for the project. They have been hand drawn, scanned in and then edited in photoshop to enhance the colours.
For the video we needed to get a child that met our target audience. After the filming was complete we started to edit it on final cut pro. Shown below is the editing process...
While editing the video we decided that by adding a red filter it create a warning effect, which would be highly visible to the participant. By altering the brightness, contract and tint amount (RED), it created the warning effect we wanted and did this by inserting keyframes.
Here is the background that we have produced for the project. The image was created on photoshop and each of the stars are separate images. This is because throughout the project we want the star to twinkle, therefore the stars had to be separate from the background. Also the inspiration for the background is from a Mac's default background.
Also below are some of the beginning stages of the acronyms animation. The first one is just simply the letters with no colour or background and the second shows the animation with some colour etc.
A Framework of Experience as It Relates to Interaction Design
A number of models and theoretical approaches have been developed to help designers understand experience. These approaches examine experience from a number of perspectives. We have grouped them into product-centered, user-centered, and interaction-centered models.
Product-centered models provide straightforward applications for design practice, assisting designers and non-designers in the process of creating products that evoke compelling experiences. User-centered models help designers and developers to understand users. These models integrate knowledge from other disciplines to offer ways to understand people's actions, and aspects of experience that people will find relevant when interacting with a product. Interaction-centered models explore the role that products serve in bridging the gap between designer and user. Here, too, we see approaches from a number of disciplines.
Our model of co-experience employs three ways to describe user product interactions, and three ways to describe the resulting experience. Fluent user-product interactions are the most automatic and well-learned ones. These types of interactions do not compete for our attention; instead, they allow us to focus on the consequences of our activities or other matters. Cognitive user-product interactions focus on the product at hand. These types of interactions can result in knowledge, or confusion and error if a product does not match anything in our past history of product use. Expressive user-product interactions are interactions that help the user form a relationship to a product, or some aspect of it. In expressive interaction users may change, modify, or personalize, investing effort in creating a better fit between person and product. These interactions may be expressed also as stories about product relationships.
These user-product interactions unfold in a particular context, yielding what we characterize as three types of experience. The first, experience, is the constant stream of "self-talk" that happens while we are conscious. Experience is how we constantly assess our goals relative to the people, products, and environments that surround us at any given time. An experience is more coalesced, something that could be articulated or named. This type of experience may be characterized by a number of product interactions and emotions, but is schematized with a particular character in one's memory and a sense of completion. An experience has a beginning and an end, and often inspires emotional and behavioral changes in the experiencer. Co-experience is a third way to talk about experience. Co-experience is about user experience in social contexts. Co-experience takes place as experiences are created together, or shared with others. People find certain experiences worth sharing and "lift them up" to shared attention. Shared experiences allow a range of interpretations by others, from the expected and agreeable to the unusual or even deviant.
Jodi Forlizzi (2009) available at : http://goodgestreet.com
Below is the story of the young teenager, who was raped and murdered through a guy that she met on Facebook. The guy was posing as a teenager, but in actual fact he was a 33 year old phidophile. This article shows the real dangers of social networking and the importance of making kids aware of the risks out there.
Raped and killed by net attacker
Andrea, mum of murdered teen Ashleigh Hall, speaks of her horrific ordeal.
On Monday 8th March Peter Chapman, 33, changed his plea at Teesside Crown Court hours before he was due to go on trial for the murder of seventeen year old Ashleigh Hall.
On 25th October last year, posing as a teenage boy, Chapman coerced Ashleigh into meeting him, before brutally raping and murdering her.
On Monday he was told would serve a minimum of 35 years in prison before being considered for release.
Devastated by her daughter's tragic death, Ashleigh's mum, Andrea, 39, speaks exclusively on the dangers internet grooming, and to warn other parents of the predatory sex-offenders who trawl the internet waiting to find their next young victims.
ASHLEIGH'S RULES
If ever meeting up with somebody who is alien to you or your friends make sure that you meet them in a group of at least two to three, in public and in a well-lit and populated area.
Inform somebody of where you are going and what time you should be back; also the name of who you are meeting.
Don’t accept anyone on social networking sites that you don’t know.
Remember never to trust anyone who you have met online - you don’t know what they are capable of doing.
Never tell a stranger on network sites or chat rooms anything personal about yourself, such as where you live, or your date of birth.
Never meet anyone you don’t know, simple as.
Merseyside Police statement:
Classed as a medium risk, Merseyside Police were required to carry out 6 monthly checks to make sure Peter Chapman resided at his listed address. In January 2009, officers went to visit him regarding a traffic offence but he was not at home and officers spoke to him by telephone. Following subsequent visits, concerns were raised about his location but at that point we were still in telephone contact with him and efforts were made locally to establish his whereabouts.
As a result of being unable to trace Chapman locally, Merseyside Police circulated him nationally in September 2009, as being wanted for failing to notify a change of address.
Article available at: http://www.itv.com/lifestyle/thismorning/reallife/facebookmurder/
For our project, we chose E-learning as we found the concept interesting in association with the current issue of underage social networking. The main idea for this project is to educate and inform a target audience of 9-16 year olds of the dangers and consequences of social networking. This will also provide the participants with safety tips and useful information on the subject. This project is centred on having fun whilst learning; therefore our aim is to relate the seriousness of the subject combined with some interactive fun, which would encourage our audience to participate.
Research has been conducted to get an insight to the concerns around social networking. The most relevant news articles found were produced by Daily mail, Times Online, The Guardian and the Telegraph, all of which state the fears for children’s safety and the increased concerns about the influences social networks are having. These news articles have been produced for mature reading, therefore not accessible for children and come across as mundane. The aim of this project is to condense the context and make it more interesting for the target audience.
Another useful website we came across was ‘Childnet-International’; it gave us an insight of simple acronyms produced for children with regards to safety whilst using social networking sites. The acronyms are used as an easy way to remember safety tips; therefore this is relevant to the educational aspect of our project.
The main inspirations that motivated this project came from the use of mosaic imaging for the home page. This idea was brought to our attention from recent multimedia artist’s who featured at the V&A Decode exhibition. Rafael Lozano-Hemmer’s work was also influential to our project with his ‘make out’ piece. The design intrigued the group regarding the custom made home page and use of mosaic imaging and sound. Ross Phillips ‘video grid’ explored the evolution of audience interactivity and furthermore it represented how the audience continuously altered his original piece via involving themselves in his work.
During our research we came across a children’s website which included a lot of information that was relevant to this project, this being the CBBC website. We found the way the presented the information extremely mundane as it was flat text with limited images. This gave us the initiative to produce a piece that contains similar information but more interactive and appealing to our target audience.
We decided to use a space theme for the project and this idea was taken from the Bestival website. The website’s interface includes moving 2D objects, which is similar to what we intend to do. The colour scheme is not to our preference therefore the colour theme will change.
The project will be suitable for the target audience as we are including many interactive and animated pages. The theme of the project will be portrayed through the use of illustrated and animated images, which is popular within the age frame of our target audience. The piece is very educational which is suitable for 9-16 year olds, as they are at the prime of their education. From the article Children Flock to social networks by the BBC "Ofcom's survey of 5,000 adults and 3,000 children found 49% of those aged between eight and 17 have a profile", therefore all information used is relevant due to them not being at a responsible age.
Project Timeline
•Week 5 – Background and images complete. Decide on second game concept. Film video.
•Week 6 – Complete the home page on Flash.
•Week 7 – Complete information page and start safety tips page
•Week 8 – Complete safety tips and set goals for Easter. Images for games ready
•Week 9 – Edit video
•Week 10 – Games should be complete
•Week 11/12 – Perfect, tidy and check
Product Description
The product will consist of a home page, one interactive game, animated safety tips on social networking and a page detailing relevant information services. The navigation of the project will consist of the following:-
The home page will be a pixilated/mosaic face, which will have no features therefore appearing futuristic. Once the pixilated face has faded onto the screen a small introduction will appear stating to the participant what to expect from this programme. The writing will be presented to the audience through a ‘type writer’ effect. This will therefore add to the futuristic theme that this project is conveying. Also, along with the typewriter effect, a sci-fi sound will be heard by the participant, which is commonly used in films such as ‘Independence Day’ and ‘Delta Force’.
Buttons
Within the pixilated image there will be five hidden buttons that will appear when scrolled over. When a button appears, it will give the user a screen shot taste of what’s ‘inside’. Each of the buttons that appear on the ‘home page’ will lead to a separate section of the programme which leads to a separate experience. Theses buttons will consist of a video, information services, advice on safety tips and a quiz. When in the separate experiences further buttons will be displayed at the bottom of the screen, therefore giving the participant the option to navigate around the programme.
The video button will consist of two different scenarios; an imperfect scenario followed by a perfect scenario. This will be done through using the Final Cut Pro; our aim is to provide educational information on how to prevent children from endangering themselves through social networking sites. The reason why we decided to include this video in the project is because in our research we found that “almost 60% of children use social networking sites” (BBC, 2008).
The quiz button will contain questions that relate to the content of the e-learning project. During our research we found useful acronyms such as SMART and the 5P’s which will produce another button. Current websites such as ‘Staying safe on the web’ (BBC, 2010) are filled with flat text, which can be very tedious and boring to read, this is why we chose to animate the acronyms.
Lastly, an information page button will be provided in order to give the viewer/parent information on being safe on line, such as the CEOP website, which is a new government run scheme on internet safety, therefore providing up to date advice.
Relationship Theory and Practice
This production is best suited for educational purposes, therefore it would make sense to distribute it in schools where our target audience is more likely to access it. This gives it the potential to be issued to our audience in the form of a CD ROM as well as a website. The reason being is that the age frame of the target audience is at the prime of their education. Therefore it relates to the common phrase ‘get them while their young’ which refers to educating children from an early age about the dangers of current issues that the government are concerned about. It would also converge well with websites aimed at children such as the CBBC section on the BBC website, which we felt did not fully engage with its audience. However we feel that this project will bring a new light to the overall concerns of social networking.
The 5 P's...
