CS4078 ­ Applied Interaction Design

Assignment 2

‘UniBalance’ Balancing Student Lifestyle

Killian Stone ­ 09005157

Killian Vigna ­ 10129758

Sean Connolly ­ 10127267

Table of Contents

Section 1

Settings (KV).....................................................................................

Process (KV).....................................................................................

Game Structure (KS)................................................................

Materials (KS)................................................................

Time Element (KS)...............................................................

Results (KS)...............................................................

Conclusion and General Considerations(KS)............................

Section 2

Processing and Reworking the Design Game Concept (KV)........

Research (SC).............................................................

NFC Tags (SC).............................................................

Existing Technologies (SC)....................................................

Scenarios and Prototyping (KV)..........................................

Final Design Concept and Prototype Features (KS)........................

Future Work (KV/KS).............................................

Appendices....................................................................................

References....................................................................................

Bibliography....................................................................................

Game Material Appendices...........................................................

Section 1

Settings (KV) Using a design game means “group members are more likely to learn games at the same

rate, without large differences in learning due to rank, authority, or background . . . this in

turn can lead to greater sharing of ideas . . .” (Muller et al. 1994). To play our game we

used 1st year participants from various course backgrounds.

The location of this design game took place in a 1st year house next door to one of the

game designers. The idea of using the participants own living room meant it was more

convenient for them and they would feel more relaxed throughout the game play. Along with

having a game designer acting as the adjudicator, there were two more game designers

present, one for observation, and the other acting as a second observer and cameraman.

The game requirements included:

Participants: Four 1st year between 17­19 years of age.

Location: Game designers 1st year neighbour's house.

Design Game: Game board and materials.

Design Rules: An external observer reads out the game rules from a printed rule

sheet.

Equipment: Video camera, notepad and pens.

The selection process was based on 1st year students entering college for their first time.

Therefore candidates were narrowed down to between the ages of 17 and 19 due to their

first time experience of college. The reason behind this had to do with the observation

process. Using students from their second year upwards, students repeating 1st year and

mature students would inhibit the results being processed.

Game Board.

One Die.

Playing Pieces.

Location Cards.

Question Cards.

Player Cards.

Pens.

Players were asked to report aloud their feelings, thoughts and ideas throughout the design

game for the observers to report on. They were encouraged to cooperate with each other

when placing the location cards on the board and prompted to discuss together their

answers for the task rounds.

Process (KV) To begin the design game we started off with a collaboration round. The idea behind the

collaboration round was to prompt participants to work together. This begins by two

location cards being dealt out to each of the four players, and the ninth card is given to the

judicature. Once all cards are divided amongst the players the game begins. Each player

had the opportunity to randomly position their location cards on the board, or opt to

collaborate with other players on designing their very own campus layout.

Originally this round had a time restriction of two minutes to prevent the game being

prolonged. This time restriction idea was quickly dropped when participants began

engaging with each other on where the best locations for each card were. This round was

allowed to develop for several minutes as players went through a thinking­aloud process of

where to place each location card and why, followed by where the next location should be.

When all location cards were set up the judicature positioned the final card on the board.

Once all location cards were in place, each player took turns to roll a die. The player with

the highest number got to go first, and the play commenced clockwise around the board

from there. Once it was decided who starts the game off each player then rolled the dice for

a second time. This depicted which location card each player commenced play on, leaving

each player dotted around the board. Once each player is positioned at their starting point

on the board the player with the highest roll began the first question round.

Before the question round took place each participant was given a player card with the

location names listed down the sheet and the three categories spread across the top. This

layout allowed the players to identify their current location on the player card, and record

points allocated to them under the chosen category. Using the player card, participants can

then total up their scores to work out the range of the three categories together.

In the question round each location card has three categories the players could choose

from, Academia, Health and Social. Under each category there are three question cards

available. In total the game consisted of 81 question cards, three question cards for every

category, three categories for every location, and a total of nine locations.

Once each player landed on a location (e.g The Gym) they could then choose a question

card from one of the three categories (e.g. Health). Each question card gave the players a

scenario, and offered them two choices. Once answered they recorded the score allocated

to them by the judicature. The adjudicator's role included making sure each player

understood the rules of the game, their roles in the game, and the tasks required of them.

During play the adjudicator then read aloud each question and allocated scores based on

their answers.

As the game played out the adjudicator realised that the majority of players were choosing

the social category. It became obvious by listen to their discussion that the participants we

had chosen, ie aged between 17 and 19, were showing off. At that point the observers

began taking more detailed notes about the discussion from the gameplay. Once we had

analysed this data, it was obvious that the students had no idea how long they spend in

college, how many hours of college they attend a week or where they spent the majority of

their time on campus.

Game Structure (KS) It became clear during the gameplay that players were more interested in debating and

discussing their choices in a given situation as opposed to the actual gameplay involved. It

was also apparent to all that most players were choosing the “social” option ahead of all

others in an attempt to be ‘cool’ or impress others. This frame of mind strongly impacted

our gameplay and as such we had to adjust the structure of the game to accommodate it.

We decided that by focusing on what the players said during gameplay as opposed to the

options they choose and taking notes, we could use the data gathered to greater

understand why they made these choices and how we could help them to better understand

how these decisions could impact their lifestyle in the real world.

Game Materials (KS)

Board:

We tried a number of different layout designs for the game board, all designed roughly with

pen and paper in order to develop quick prototypes. In the end we settled on a fairly blank

board as we wished to allow the players to create the ‘campus’ as they saw fit, we felt this

would give a small bit of input into how the students would lay out the campus if given the

opportunity.

[GAME BOARD]

Location Cards:

The blank squares on the board need to be filled with Location Cards in order to start the

game, we decided to have the same amount of blank areas as location cards so that all

locations must be placed on the board however their locations are variable.

The nine location cards are as follows;

1. Library

2. Pub

3. Gym

4. Shop

5. Lecture Hall

6. Tutorial/Lab

7. Restaurant

8. Students Union

9. Park

[LOCATION CARDS]

Task/Question Cards:

Each location on the board contains three kinds of task/question cards related to health,

academia and social. These cards are ‘three­sided’, as such the front of the card displays

the cards field (social, health, academia) the back contains a task or question and a small

flap at the base of the back of the card shows the scores awarded depending on which

task or question has been answered.

[QUESTION CARDS]

Player Scorecard:

Each participant in the game is given a card and a pen in order to keep track of their

score. The card contains a blank space for the players name and player piece colour, a

blank space for their starting location (in order to know when they have completed the

board) and a table containing the three headings, social, health and academic along the

top and the nine locations along the left side. Players can then write their scores into these

locations on completion of a question or task, totaling their final score at the bottom of the

card. We also decided to include a small area for notes in case players feel the need to

add up sub­sections during the game or need to make small reminders for later in the

game with relation to score.

[PLAYER CARD]

Player Pieces:

Each player will be given a little plastic player piece to keep track of their movements on

the board. These pieces will each have a separate color in order to avoid any confusion.

The players colour will also be added to their scorecard.

A Die:

A regular six­sided die is needed at the start of the game in order to decide where each

player will begin the game. Each player rolls the die and then moves that many spaces

from the ‘start’ square prior to the task/question cards being introduced. This allows for a

wider spread over the board at the beginning of the game and helps people to think

differently to each other as they are not all arriving in the same location at the same time.

Time Element (KS) One aspect which arose during the creation of this game was a time element. We had

originally discussed placing a time limit on the first part of the game where players set up

the campus by placing location cards on the board. We felt that this would created

momentum at the start of the game which could then be carried throughout the gameplay.

However, after having conducted our first attempt at gameplay using participants we found

that the players were very happy to discuss where and why they wanted to place certain

location cards on certain areas of the map. This was not data we had originally anticipated

so we decided to eliminate the time aspect and allow the players to freely discuss the

choices they were making straight from the start of the game in order to gather as much

data as possible.

Results (KS) The game provided us with a much needed insight into why young students make the

choices they make while at University. We were able to take notes during gameplay as a

lot of discussion ensued amongst the players. The information we gathered has shown that

in this gameplay situation most of our players chose the social option. At first we saw this

as an issue as we felt it was upsetting our results but whilst listening to the players

discussing their choices we found that if we could show the players where their time is

being spent then they may be more inclined to make the changes required in their life in

order to balance all the aspects.

The gameplay itself appeared to work quite well apart from the players continuously

choosing the social option. All players worked their way around the board answering our

questions and giving us important data through their discussions. When the game ended

we were able to add up the scores and a winner was declared. However, the final range

was no where near what we had originally anticipated it to be due to the players choosing

the same option repeatedly. The information we gathered during gameplay proved better

than we had thought as players really dove deep into discussing why they made their

choices.

Conclusion and General Considerations (KS) While evaluating our gameplay the most obvious observations had to be that the players kept

choosing the social option. We attempted to counteract this during gameplay but we did not want

to directly stop the players from openly making their choices. As a result of this our data was

unbalanced. We decided to develop a solution to the data we were left with. We decided that if

the students/players were more aware of their time management whilst on campus then maybe

they could become more productive in their day to day activities.

The players gave a lot of feedback during gameplay which we knew would be necessary. Our

adjudicator took notes on what was talked about as this data would prove invaluable towards our

final design concept.

The players gave mostly positive feedback during gameplay and all seemed to enjoy taking part.

One aspect of the game where players gave negative feedback was the fact that we had not

incorporated a timer into the game, therefore when players began discussing why they made

their particular choice, a lot of time could be lost, this was only little annoying for some players

and overall the gameplay was a success.

Section 2

Processing and Reworking the Design Game Concept (KV) By forming a brainstorming session, it was obvious that the 1st year students were more

interested in the social aspects of a college lifestyle. They were also unsure of how many

hours a day they spend in college, or where they spend the majority of their time on

campus. Using this information we came up with the scenario of a student being able to

keep track of their time in college, and how long they spend in different locations throughout

the campus.

The scenario we came up with shows how a student could use their student ID card as a

method of ‘clocking in’ and ‘clocking out’ of an on campus building, like staff clocking in

and out for their shift in a workplace. Students could swipe their student ID cards across

access scanners located at the entrance of each building. Their time management will then

be represented on graphs and charts through a device. To expand this idea further, we will

implement the idea of the college itself being able to access these records. This will assist

Leaving Certificate students in not only choosing a course to study, but which college to

attend based on the balance of student lifestyles.

Research (SC) After having settled on our scenario and the direction we would be taking, we decided to

research further into the areas we would be incorporating. We investigated a variety of

card­scanning methods, ones that could incorporate various amounts and types of data,

how they functioned and how easy or difficult they might be to implement. We also

experimented with another type of technology known as ‘NFC’,and whether we could

achieve what we wanted by possibly replacing cards with smartphones. Our goal was to

have the easiest and most hassle­free method of ‘clocking’ in and out of buildings, which

would encourage students to use our system without even thinking about it. We would

eventually aim for it to be ubiquitous.

NFC Tags (SC) NFC, which stands for ‘Near Field Communications’, is a “short­range, low­power

communications protocol between two devices” [1], a popular technology which can allow

data exchange between a powered device and a non­powered device. Similar to another

system called RFID, or radio­frequency identification,[2] NFC is efficient in that it allows

quick transfer of data simply by holding the main device within 10 cm of the other device.

This short distance often means it is easier to just tap the devices together for a moment.

The advantage NFC has over RFID however is that it allows two­way transfers of

information, where as RFID can only send data to a receiver. RFID is used in a lot of

contactless payment systems. [3]

Because NFC is a two­way system, it naturally lends itself to being more useful to embed in

a device, such as a smartphone or tablet. Many developers such as Samsung and

software providers such as Google incorporate this feature. [4] This allows people to

casually interact with various other objects in everyday life that have also implemented

NFC. Advertising is one area that has embraced this technology.

Various bus shelters across the U.K have slowly began to include NFC tags alongside

posters. These tags encourage people to turn on the NFC function on their particular

device, and tap it off a tag such as the one shown. In turn the phone then receives a

message to perform a certain action, such as download a voucher, image, video, or some

other action. This technology is very similar to the way QR codes work, but is simply faster.

However the tags do also include QR codes for people whose devices are not equipped

with an NFC function.

Existing Technologies (SC) While NFC tags did initially seem like an interesting idea, we decided against it for a

number of reasons. Implementing the tags, as well as setting up NFC scanners would have

been very time­consuming, fitting them on to every building on the campus would ultimately

have been more work than it was worth. Instead we decided to use the already existing

technologies of RFID tags and cards, combined with an app on smartphones.This allows

us to use technologies that are already fitted to all entrances and exits on buildings in the

University.

Scenarios and Prototyping (KV) Scenario:

Venue:

University of Limerick campus

Characteristics:

Student heads to Csis

Clocks in using the buildings access scanner

Time lapsed clock

Student clocks out using the same access scanner

Checks his college performance with the app

Participant Material:

Verbally discussed scenario with a video prototype

John has just started his first year in college. He registers his newly obtained student ID

card with a downloadable application on his phone during orientation day (or at any other

time). He is informed there is an access scanner located at the entrance of every building

on campus (the library, gym, Stables).

Once John arrives on campus he can record the arrival time on his app. Everytime he

swipes his student ID card across the access scanner he ‘clocks in’ to the recognised

building on his app. When he leaves the building he swipes his card across the scanners

and ‘clocks out’ again. Each building is listed under three categories, Academia, Health,

Social. using his application he can now view his time management using visual graphs

and charts. These graphs and charts display his range between the three categories

allowing him to keep a balance of his college lifestyle. John can now keep this information

for himself, or agree to allow his college use this information as anonymous records.

Final Design Concept and Prototype Features (KS) The final design concept revolves around the idea of a ‘balanced university lifestyle’.

Students everywhere seem unaware of how strongly the choices they make when skipping

a lecture or class can affect their overall time management during the week. We have

decided to implement a system which takes advantage of two pre­existing technologies,

the student card and the building access scanners. The final design prototype consists of

using a student card to ‘clock­in’ and ‘clock­out’ of buildings on campus. This will allow

students to keep a record of their time management whilst on campus by creating graphs

and charts within a mobile app. The data can also be sent anonymously to the University

itself and used to create statistics for individual Universities with regards to their students

lifestyles on campus.

The app prototype itself can be viewed or downloaded at:

http://8w5xiu.axshare.com/home.html

In summary our final prototype includes the following features:

Use of student number to register with app.

The ability to clock in and out of buildings on campus using a Student Card.

An app which displays the data gathered in graphs, tables or bar charts.

Tips to help students spread their time more efficiently.

Data will be sent anonymously to the University to be used in demographics.

Our reasoning for including the above features is that by using two pre­existing

technologies, the student card and the building access scanners, half the implementation

work is already complete. We also included an app which tracks progress and time

management with the idea being that by allowing students to keep a record of their

progress it encourages them to make changes wherever applicable to them. By

anonymously sending data to the University we hope to allow the University to produce

statistics on the work­life balance of the students attending these establishments which

could in turn be used to encourage more students to apply.

Future Work (KV/KS) The majority of this project already includes a variety of pre­existing technologies. These

include access scanners readily installed at the entrance of every UL building and a student

card which that activates the scanners. In our researching stages we tested a UL student

card against these scanners. When a student card is held against these scanners an audio

signal is played and the light above the scanner flashes. This shows that the student cards

already have a magnetic field recognised by the scanners.

The next step of this project would involve programming the access scanners to register an

individual student's card. A student can then synchronise their card through the application

on their phone. Initially our main concern was being able to reprogram each scanner as

these were UL property. But due to the nature of the student cards alerting the scanners

this will only require the app to clock in and out when the student card is swiped upon

entrance and exit of the building. This implementation would be cost efficient as most

technologies are already in existence and only minor changes are necessary for full app

functionality.

Appendices

References [1]http://www.popsci.com/gadgets/article/2011­02/near­field­communication­helping­your­s

martphone­replace­your­wallet­2010/

[2]http://www.packagingdigest.com/rfid

[3] http://www.contactless.info/Introduction­to­Contactless.asp

[4]http://electronics.howstuffworks.com/google­wallet.htm

Bibliography www.axure.com

www.adobe.com/ie/products/premiere.html Download Unibalance Prototype app: http://8w5xiu.axshare.com/home.html View Video Prototype at:

Game Material Appendices Game Board:

PlayerCard:

Location Cards:

Question/Task Cards: Social (KS) Location: Question/task: Score= A/H/S

Library You have an exam tomorrow but its your friends birthday tonight, do you;

a) study in the library and miss the party 3/1/0 b) go to the party and hope the exam goes okay 0/0/3

Pub Your down to your last euro but the night is still young, do you;

a) borrow money from a friend and stay out 0/0/3 b) head home and call it a night 1/2/0

Gym Gym membership costs the same as a bike, do you;

a) buy a bike and cycle to keep fit 0/3/0 b) walk everywhere and join the gym 0/3/1

Shop You have very little money left to buy food but you are heading out tonight

do you; a) Buy a healthy meal and skip the night out 1/3/0 b) split your money between food and alcohol 0/1/2

Lecture Hall You missed a lecture due to illness, do you;

a) ask a friend for their notes 2/0/1 b) explain you absence to the lecturer and ask for notes 3/0/0

Tutorial/Lab You missed an important lab due to a hangover, do you;

a) Contact the lecturer and explain yourself 3/0/0

b) Ignore the problem and try to catch up next week 1/0/0 Restaurant Dining with friends, do you;

a) Split a pizza and a pitcher of beer 0/0/3 b) choose the healthy option but pay more 0/2/1

Students Union your students union is looking for candidates for the upcoming student

election, do you; a) elect yourself or a friend to run 3/0/2 b) show up to vote for the most popular choice 0/1/1

Park your friends are playing sport in the park while you have a class, do you;

a) Skip the class and join your friends 0/2/2 b) miss the game and go to class 3/0/0

Health (SC) Location: Question/task: score= A/H/S PUB

You’re sick, and the doctor has put you on antibiotics. You head to the pub with your friends. Do you:

Drink a few pints, sure what harm? A/H/S: 0/0/2 Stay off the drink for the night, play it safe? A/H/S: 1/3/1

You’re out for the night with friends, you’re a good few pints in, starting to feel it. Do you:

Keep on going, keep up with the rest of them? A/H/S: 0/0/2 Slow your pace, get a bite to eat first? A/H/S: 0/2/0

The pub is holding event nights every night one week, ending at 3am every night, and you

have four 9am starts. Do you: Head out every night, sure everyone else is? A/H/S: 0/0/3 Head out one or two nights, get a few nights sleep too? A/H/S: 2/3/0

Restaurant

The restaurant has offers each day of the week for cheap food, however it mainly consists of chips, pizza etc. Do you:

Eat there every day, saving money? A/H/S: 0/0/1 Eat there a few days, and buy healthier but more expensive food? A/H/S: 0/2/1

Your friends plan to meet at the restaurant for a few days for some group studying &

meals, but the food is a tad expensive. Do you: Join them, spending a lot of money on food? A/H/S: 2/3/3 Stay at home to save money, but join them online? A/H/S: 2/1/2

The restaurant is offering a deal on pints with meals one evening only, but you’ve an

assignment due the next morning. Do you: Go with the offer, one pint can’t hurt? A/H/S: 0/1/3 Decline the offer, you need to study? A/H/S: 3/3/0

Student Union

There’s a trampoline in the student union courtyard for Charity Week. Your friends are enjoying it, but you’ve a sprained wrist. Do you:

Have a go, sure you’ll only be using your feet? A/H/S: 1/0/3 Sit it out, go to the library until they’re finished? A/H/S: 1/1/0

Shop

The shop is offering a great deal on chicken rolls, but they aren’t allowed in the computer labs, and you’ve heard rumours of salmonella?

Have one sure, you’ll only miss an hour of study? A/H/S: 1/0/1 Leave it, wait for dinner at home? A/H/S: 2/1/0

Gym

You’ve just started on a new training program to keep fit, but your friends have been going for weeks and are encouraging you to keep up with them. Do you:

Push yourself, you’re fitter than they are anyway? A/H/S: 0/1/2

Stay at the pace you were given? A/H/S: 0/3/2 Park

The restaurant is offering a deal on pints with meals one evening only, but you’ve an assignment due the next morning. Do you:

Go with the offer, one pint can’t hurt? A/H/S: 0/1/3 Decline the offer, you need to study? A/H/S: 3/3/0

Tutorial

A group exercise requires you to traverse across the campus to map out certain buildings. Do you:

Go along with the group, it’s a simple enough task? A/H/S: 2/2/2 Head to the pool room, it’s not worth any marks anyway? A/H/S: 0/1/3

Lecture

You can’t seem to stay awake during lectures, do you: Resort to bring an energy drink with your each time? A/H/S: Try get more sleep, cut out a night or two drinking?? A/H/S:

Library

The library has a rule against water bottles, however you’re dehydrated. Do you: Sneak a bottle of water in, you need to liquids? A/H/S: 2/3/1 Obey the rules, suffer with a dry mouth? A/H/S: 1/0/1

Academia (KV) Location: Question/task: score= A/H/S

Library You’re trying to finish an assignment due in a few hours but you’re friends

want to go for lunch, do you? a) Skip lunch and finish the assignment in time? A/H/S: 3/0/0

b) Go for lunch and rush the rest of it when you get back? A/H/S: 1/2/2 Pub You have a lecture you should go to, but you’re friends want to go for one ;

drink, do you? a) Go to the lecture and skip the pub, it’s never just one A/H/S: 3/2/0

b) It’s only a lecture, a pint sounds better A/H/S: 0/0/3

Gym You have training tonight, but have to meet your group for a project. Do you?

a) I’ll just tell them something came up, can’t miss the gym A/H/S: 3/0/2 b) I’ll skip tonight and meet get working on this project A/H/S: 0/3/1

Shop You’re working from home and want a sugar rush, do you? a) Stay and have some coffee and a light meal. A/H/S: 3/2/0

b) It’s only short short walk and the sugar rush will be good. A/H/S: 1/1/1 Lecture Hall You have a two hour lecture with a ten minute break in between, do you?;

a) Stay, it’s only another fifty minutes more. A/H/S: 3/0/0 b) Leave with your friends, nothing will happen in it. A/H/S: 1/0/3

Tutorial/Lab You’re at home sick, but have an important class on, do you?;

a) Brave it out and struggle to class? A/H/S: 2/0/1 b) It’s only one class, I’ll stay home. A/H/S: 0/3/0

Restaurant You need a book for one of your lectures, but are also going to a dinner with friends for a birthday. Do you;

a) I get paid next week, I’ll wait till then. A/H/S: 0/2/3 b) Explain you need this book and don’t have money. A/H/S: 2/1/0

Students Union The SU need writers for their regular students paper, do you?;

a) I’m busy enough with college as it is, maybe later. A/H/S: 2/1/1 b) This will look great on my CV, sure! A/H/S: 3/0/2

Park It’s the nicest day of the year and everyone is skipping class to go to the park;

a) I’ll go to the class, the weather might hold up. A/H/S: 3/0/0 b) It’s a crime not to be out in this weather. A/H/S: 0/2/3