Smart decisions

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8-1-1999

Smart decisions

Beatriz Gomez

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Recommended Citation

A Thesissubmittedto the

Faculty

oftheCollege

of

Imaging

ArtsandSciencesin_candidacyforthe

degreeofMasterofFineArts

Smart Decisions

by

BeatrizGomez

Rochester,

NY

Chief Advisor: James Ver Hague

Date

9.

~.

c;1

Associate Advisor: Robert Keough

Date

'1 -

2-

-~

7

Associate Advisor: Marla Schweppe

Chairperson: Nancy Ciolek

Date

_--"-/-,<.

~~l:'--.'-d-+-1­

7

I, BEATRIZ GOMEZ, prefer to be contacted each time a request for reproduction is made.

I can be reached at the following address:

Carrera 52 No. 82 - 161 Apto 4A

Barranquilla, Colombia S.A.

[email protected]

Signature

_

-Chapter

I.

INTRODUCTION

1

StatementoftheProblem

SignificanceoftheProblem

Limitations

Assumptions

DefinitionofTerms

H. REVIEWOF THE RELATED LITERATURE 7

Adolescents

Sexuality

andSubstanceAbuse

Jean Piaget:Levelsof

Morality

Jean Piaget:

Theory

of

Thinking

TheSchool for

Thinking

Learning

Styles

Maria Montessori's Approach

EducationalSoftware

Technology

ComputerGames:A Virtual

Reality

Experience

III. PROCEDURE 17

DefinitionoftheProblem

Implementation

V. SUMMARY 25

Conclusions

Recommendations

Appendix A ₂₉

DocumentsofInterest

A.l. Thesis Proposal

A.2. Time Table

A.3. Game'sMain Plot

A.4.

Story

BoarD

Appendix B 60

Navigation Maps

B.l. Navigation

Map

No. 1

B.2. Navigation

Map

No. 2

B.3. Navigation

Map

No. 3

Appendix C 64

Illustrations

Cl. MainCharacters'

Design

C.2. Game's

Display

Window

C.3.

Staging

Window

C.4. Graphical User Interface

(GUI)

Buttons

REFERENCELIST 69

INTRODUCTION

Statement of the Problem

Itis _very oftenthatparents and educators find themselves _running out of words

when it comes to_explaining a sensitive topic to a child. Such topics include but are not limitedto sex, abortion, adoption, pregnancy,

divorce, drugs,

and disease. A computer

basedgamehas been designedto

help

parents and educators address such sensitive topics.

This software package consists of a series of two dimensional animations. All of the

animations

belong

to thesame_story,whichasit_progress, givesthe playerthe_opportunity tomakediversedecisions. Each decision leadstheplayerthroughadifferentpath, hence to

a different conclusion. A brief example of what the game could be

like,

has been implemented using a _variety of software packages available on the Mac platform. The

purpose of this report is to document the _making of the implemented piece and the

Talking

to kids aboutdrugs can be challenging, just as _challenging as

talking

to themabout pre-marital sex or_anyothersensitivetopic.When

trying

to discuss suchtopics

with a

kid,

_many questions come into an educator or a parent's mind. Such questions

include: What is the perfect age forakid tobe exposedto such topics? What is the best

methodtopresentthem?What isthe_{best way} to start? i.e. Shouldthe parent approachthe

kid? Orwaittobe approached andthen react accordingly? As parenting is acomplex

job,

anyadvice and supportcan_{be very helpful.}

As thenumber of school districts who look at computers as animportant

learning

tool

increases,

the needto understand this technology's impact on

improving

a student's

achievementbecomes even greater. As a new media artist, I am _offering, through this

project, a new_wayof_exploringtheworld. Withthis project,Iinvite parents andeducators

to explore what is _going on in today's culture and how itcan affectchildren.

Helping

a

childdiscover his/her rolein life and the impact thattheirdecisions make ontheir

future,

canleadto the

building

ofa solidknowledge base ina child's mind.This knowledge is one

ofthegreatest giftsthatcanbe giventoakid

by

his/hermentors.

When

facing

a sensitive question, one _may wish togive a truthful response,

but,

mayalsofeelthat thechildisnot_{ready for} such details. Both points of view are _{valid, the}

adult should provide onlythe amount oftruththata child can deal with.

Telling

the truth doesn'tmean

telling

all,itmeans _startingwithsimple

facts,

then_{adding in}moreknowledge

channelsofcommunication openthroughoutchildhood andinto adolescenceis one ofthe

mostimportantrolesof_parents,andit is upto theparentstomaketheeffort.

Parents who are _open, responsive and frank encourage self-esteem,

balance,

and

fairness intheir children and give them the space to_think, weigh_options, decide and act

responsibly. This

healthy

dialogue between parents and children has to _{begin early} and

should continuethroughout their life time. Parents are children's first educators, and all

their

learning,

including

sex_education,startsathome. Parents find themselves_wondering

if

information,

_specially about sex and drugs canharm their

kids,

and _{may hold back for}

fearing

that givingthefactscould encouragethekidstoexperiment.

Contrary

towhat_many

people

fear,

children whohave been given informationabout sex_{don't necessarily focus}

on sex or embark on _early experimentation, but

keep

it in perspective as a normal part of

life. This

theory

applies_equallytoall other subjectsthatare _generallyseen as _{controversial,}

suchasalcohol anddiseases. There are always difficultmoments when words are hard to

be foundandexplanations areelusive, so

being

prepared is the best

thing

an adultcan do.

Working

onthis project allowed me to _{apply my} artistic and design skills as well as the

technical expertise that I gained over the last year of the master's degree. Such an

application capitalizes ontherecreational nature of computer games toachieve pedagogical

goals.

Intoday's world, computer games are _{making history.}

They

are popular because

they

canbeplayedinteractively.As

humans,

we start_playingwhen wearekids.Gamesare

Limitations

This Educational SoftwareSample isavailable ontheMacplatform,and it has been

provenbesttorun_properlyon anApple computer 8600. It has been designed and created

for children whose ages range between 8 and 1 1 years old. An age-group in whichkids

expect straight answers _{to their questions,} answers that might increase in complexity as

they

growup. In_{this game, the terms}are simple and the situations itrepresent are _easyto

relateto.Theplayerlearnsthroughhisownvirtualexperiencewhen_{experimenting}withthe

different consequences of their decisions. Such decisions are similar to those that

they

mighttakeone

day

inthereal world.

Assumptions

Inorderforthis

learning

experiencetobesuccessful,it isassumedthatthesoftware

user willbeintheintendedaudience_groupageand computer literate. Adultsupervision is

not considered necessary, but desirable as the different topics have been addressed

carefully.

However,

itisrecommendedthatan adult _playthe game

before,

tobe aware of

them.

Definition of Terms

Animation Asequenceofimagesthatrepresent aparticular scene orepisodeinastory.

Beta Software

Testing

stage software.

CAI Computerassistedinstruction.

Computer Literate Basiccomputerknowledgerequired.

Display

Window Areaofthecomputer screen where actionstakeplace.

Educational Software Computer based

learning

tools.

Figurative Process Thegrowthofintelligencethroughmereinstruction.

GUI Graphical User Interface.

Inappropriate Material Material or behavior that is viewed

by

the _majority of the

societyas_{objectionable,}

harmful,

distastefulordisturbing.

Interaction Relation inwhich two subjects are _providingand _expecting responses from

theother.

Interactive Multimedia Computerizeddata basethatallows users toaccess information

inmultiple

forms,

including

text,graphics, video and audio. In

it,

the_qualityofinteraction

is determined

by

the skills and experience that the viewer has with the medium and the

degreetowhichthemediumhas been designedtosupporttheinteraction.

Lingo

Scripting

languageusedin Macro-media Director.

Multi-media

A wide range ofmediums inwhich people communicate a certain idea or

messagetoothers.

Navigation

Map

A guide that represents the different possible routes to go from a

startingpointofinteresttoanotherpoint.

Operational

Process Thegrowthofintelligencethrough the_operatingmind.

Pedagogical Goal Educationalpurposes.

PC Personalcomputer.

Platform Acomputer's_operatingsystem.

QA

Quality

assurance.

Sensitive

Topics Orsensitive _material, is a subject matter that _may cause discomfort

when

discussing

itwith otherindividuals.Thedegreeofdiscomfortvariesfromoneperson

toanother.

Scripting

Language _{A programming language}thatconsistof aseriesofinstructionsthat

organizetheflowofeventsinaparticular computer_{program, game,}oranimation.

Simulation A

teaching

_strategyusedtoreinforceinstruction. Itpresents asampleofareal

situation and can offergenuinepracticeat_solvingrealproblems.Itcanpresentthefactsand

rules of asituation in a realistic manner without the limits of_time,

distance,

_safety, and

cost.

Staging

Window Anareainthe

display

windowwhere eventstakeplace.

Virtual

Reality Display

andcontrol of a sceneinacomputer screen thatallows theuser

REVIEW OF THE RELATED LITERATURE

Adolescents

Sexuality

and Substance Abuse

Since_{the mid-1980's, the} debate over teen _{sexuality has}

increasingly

been shaped

by

the spread of HIV/AIDS and the increase in teen unmarried pregnancy. In a similar

way, substance abuse has proliferated as a national health problem over the past quarter

century. The fallout from these social problems has prompted public _{policy experts,}

teachers, parents andteenagers themselves to examine the issues ofteenage _sexuality and

adolescent substanceabusemoreclosely.

According

toDavid BenderandBruno

Leone,

in

theirbook "Teenage

Sexuality",

ithas beenconcludedthattheincrease inthis_{activity is}the

resultof anumber ofchanges in American society. Changes such as the lack of parental

supervision in the after-school hours. The lack of parental supervision is clearly an

invitationtoexperiment new possibilities.

This,

andtheabsence of clear guidelines provide

both,freedom andconfused anxiety. 2

ThepsychologistSol

Gordon,

professoremeritus atSyracuse

University

and a well

known expert on sex education, argues that _quality sex education is _necessary to

help

teenagersdealwiththeirsexuality.

Sex education in public schools has remained a controversial issue for over two

decades. Critics of sex education argue that

teaching

students about sex causes them to

experiment, while supporters counter thatinformation about reproduction is necessary to

combat unwanted_pregnancyand_sexuallytransmitteddiseases.

Jean Piaget : Levels of

Morality

Jean

Piaget,

a cognitive

developmentalist,

defined the central problem as how

childrenevaluate moral situations.Hewas_relativelyunconcernedaboutmoralbehaviorand

the reasons behind it.

But,

in

1965,

he proposed two levels of morality: a _morality of

constraintanda_moralityof cooperation. Twolevelsof moraldevelopmentthatchange as a

child grows. _{The morality}of constraintis the _moralityofthe_young child who submitsto

thecommands andrulesofadults.The moralityof cooperationisthe second stagein which

thechildas anindividualis motivated to serve his own interests

by

_{engaging in} reciprocal

relationships with others.

As achild becomesmore sophisticated cognitively, he alsobecomes more able to

reason objectively.

But,

there is a potential _{gap between} moral _reasoning and moral

behavior. Aperson willnot_necessarily avoid

doing

_{something because he} considers it as

wrong,hewilldo itand admitthatisnottheidealcourse of_action,butwill still do it. This

indicates that itis notalways possible for an individual to

justify

and rationalize his/her

Piagetwas a_scientist,an

investigator,

whodemonstrated thatthe optimism implied

by

the ideals of freedom and social

democracy

is grounded in the psychological and

biological nature of human knowledge itself. Based on this

knowledge,

he stated his

'Thinking

Theory'. Piaget's

Thinking Theory

deals with the nature and development of

thinking.Aunique principleinthe

theory

centers around the word 'interaction'. The word interaction _usually refers to the existence of two or more given factors which together

influenceathirdfactor.In Piaget's interactiontheory,those threefactors are sense

heredity

and physiological maturation which interact with environment in the development of a

child's native

intelligence,

but are not the _primary causes of his development.

They

are themselvessubordinatedtoa_regulatorymechanism of growth within theintelligence itself. Piagetcallsitthefactorofequilibration,anditisafundamentalpart ofhisentiretheory.

The School for

Thinking

Based on Piaget's

Theory,

the psychologists Hans G. Furth and

Harry

Wachs

started aprojectin 1970 in

Charleston,

West

Virginia,

calledTheSchool for Thinking.

In the principles of The School for

Thinking,

Dr. Furth and Dr. Wachs

Thoseactivitiesare oftenreferredtoas games.

Games,

thatare characterized

by

the

child's spontaneous

involvement,

are a

thinking

process.

They

also have an important

intellectual and biological

function,

which advances the child's mental, physical and

emotional growth.

Whena childisencouragedtoparticipate in aproblem _solving gamethat is neither

too _easy nor too difficult for

him,

he does not get bored because he is

thinking

at a

personally challenging levelandisencouraged

by

bis own success. Based on this _theory,

Piaget analysis the conditions under which active experiences become a source of

intellectual development. The structure focuses on the child's intrinsic motivation.

Therefore,

what _counts, is the child's own _activity and that high-level

functioning

is his

own reward.

The authors of the School for

Thinking

make the assumption that the _primary

overall purpose of educationistheacquisition of

knowledge,

holding

that 'thinking' is the

chief source of all knowing. Since intelligence is nothing other than the _{capacity for}

thinking,thegoal oftheSchool for

Thinking

is 'intellectual health'.

Children should not _{play unassisted,} but with a teacher or parent _coaching

throughout the game. This adult should

help

the player maintain _{concentration,} but

without

imposing

theirown interpretation orsolution to the situation. As part of whatthe

theory

preaches it isimportant to emphasizethat the correct answers shouldbe discovered

to

develop

_{naturally in}responseto thegames.

They

shouldnot give the children the 'right'

answer.Childrenshouldbeencouragedtoauto evaluatetheirownresponses.

Indeed,

"Teaching

is

helping

someonetolearnsomething" 5

Intheoverall _{program, the}activitiesaredirectedtoward_encouragingthe children to

experience another person's viewpoint. Piaget's insistenceon the _unityofintelligencethat dealswiththephysical andthelogicalworld,isnotdifferentthan the intelligencethat deals

withthe socialworld. Achild cannot

develop

one withouttheother.

Learning

Styles

"Computerscansupport andare _supportinga range of

teaching

and

learning

styles." _n

Knowing

whatkind of approach is best suited toa particular child, one can create

the most meaningful education experiences and make them fun in the process. There are

several

learning

styles or approaches. A

learning

style is amethod that aperson usesfor

acquiring knowledge.

Every

personlearns in his/herown uniqueway. A

learning

style is

notwhata person learns buthow. Children gainknowledge and internalize whatis

being

taught tothemina_waytowhich

they

canbestrelate.

Discovering

achild's

learning

style is

discovering

how toteachhim/her more effectively.

Many

educators have always known

that _exciting educational experiences occur when a teacher engage children through a

variety of approaches.

Many

theorieshave been developed inthefields of education and

University's Howard Gardner. In his 1983

book,

"Frames of Mind: The

Theory

of

MultipleIntelligence"

Dr.Gardnerspeculates thatindividuals don't have one fixed way of

developing

intelligence,

but at least seven different ways that can be natured over time.

According

toDr. Gardner's

theory,

therearesevenpredominant waysoflearning:

Physical: Learnerswho relatebestto theworldthrough theirhandsandbodies.

Intrapersonal: Learners who relate best to the world on an independent basis and throughintrospection.

Interpersonal: Learnerswho relate best tothe world through their interactions with others and_{understanding}ofhowpeopleworktogether.

Linguistic: Learnerswhorelatebestto theworldthroughlanguage.

Mathematical: Learners who relate best to the world through reasoning, numbers,

patterns,and sequences.

Musical: Learnerswho relatebestto theworldthroughrhythm andsound. Visual: Learnerwhorelatesbestto theworldthroughpictures andimages.7

Every

individual is able to relate to the world in all of these different ways,

therefore, everypersonhasthe_capacitytouse_every

learning

style.

However,

it iscommon

thatanindividual usesone ortwostylesthatworksbest.Acomputergame allowschildren

toexploredifferent

learning

_paths, or whatiseven

better,

it helpsthemfindtheonethatfits

themthemost.

Students learn

by

playing games.

They

_enjoy themselves more while

they

are

playingthanwhen

they

arenot,sowhatever

they

learn is gained withenjoyment. Intheir

book

"Study

of Games" Avedon and Sutton-Smith quote what once E. P.

Holland,

an

American behavioralscientist, wroteinhisbook "PrinciplesofSimulation":

People learn

by

_experiencing the consequences of their _actions, and

insight in a controlled situation rather that get it the hard _{way from} uncontrolled

experimentsinthereal_world,with

irreversible

effects.l

Generally

it is

important

to recognize how

technology

can

help

expand

opportunities for children all over the world

by improving

their skills, _maximizing their

potential and_makingthem_{ready for}the21 St. century.

Specifically,

it is also important to

recognize the role that computers are _{playing in} the education of infants and _young

children,andhow

they

canenhance_early

learning

experiences.

Computersare useful_{devices for getting}and

holding

studentsinterestandattention.

Computergamesforchildren shouldbe_easytouse while _promoting a child's

learning

and

personal _{growth, soliciting} and _sustaining a child's

involvement,

_evaluating the child's

input and _providing feedback.

They

should notbe

damaging

or promote 'inappropriate'

material.

Maria Montessori's Approach

Maria Montessori once wrote : Computer assisted instruction is based on scientificresearch ofthe

learning

process.Thespeedofthecomputer's response to the

student's answersis

highly

effective_{in retaining}thegiven information inthe student's

mind. The

flexibility

ofthe computer to choose program branches _according to the

answer pattern ofthe student makes it possibleto individualize the

learning

process. The combination with graphic and sound includes all the benefits of audio-visual

teaching

materials. For all these reasons the computer is a marvelous _tool, when a certainpiece ofinformationistobelearned.9

Maria Montessori's material avoids hidden machinery. This _{became particularly}

clearbetweeneducators,as she _publicly criticized audio, visual and programmed methods

ofteaching.

But,

shehad asserted that

by

_simulation, a childhas a chance to explore and

process,not so muchin

filling

themind with

information,

butrather_constructingthat mind

by

working as its builder. Jean

Piaget,

whose view onthe

learning

process of a child is

verysimilarto

Montessori's,

uses the term 'operational processes'

to describe the growth

of

intelligence

through the_operatingmind as oppositeto 'figurative processes'

obtained

by

mereinstruction. 9

Educational Software

A study that investigated what children _{learn from using} educational _computing

softwareinaninformalsocial_settingwas conducted.Datawere obtainedfrom hundreds of

elementaryschoolsin NorthCarolina.Theresultsrevealthatchildrenwho usededucational

software were more _willing to learn content knowledge about computer

literacy,

comprehension skills _{for understanding}

instructions,

_planning skills for

learning

new

games,andsomebasicacademic_skills,thanchildren withnocomputer gameexposure. 12

Technology

Issues concerning how people learn and appropriate knowledge are _very

muchthefocus of attention today.

Technological,

economic and social development

haveresultedinmoresophisticated workprocessesthatrequire a broadrange ofskills

ofatechnical as well as interpersonal nature.

Moreover,

knowledge andinformation

have becomeprominentfeaturesoflife ingeneral,weexpectcitizenstoacquire at least

certain degree of computer

literacy

andto be able to orient themselves in a complex

world

by

_using the resources offeredthrough modern information technology. Such

technology

is also_{rapidly changing} the ways in which information is distributed in society.

Schools,

for

instance,

haveto accommodate to the new resources available.

The traditional _textbook, the core of modern _schooling, comes of age rather _quickly, butnewinformationon almost_anythingcanbecollectedfromdatabaseavailableonthe

The introduction of technologies into human _activities, and the use of such

resources for

learning

and for the _mastery of complex _activities, is nothing new.

Throughout

history,

people have sought to

develop

technologies to

help

them solve

intellectualas well as practical problems. To some _{extent, this} is almost a

defining

feature

of the human species: the _ability to create a broad range of powerful technologies

transforming

life conditions in almost_any setting. Throughout

history,

there has been a

continuos creationof devices andtechnologies thathave changed the mode in which we

communicate and useourintellectualresources.

Inone guiseor_another,computershavebecomealmost ubiquitous overthe last quarter of _{the twentieth century,} and one of the things that is clear about the twenty-first_{century is}thatcomputers will _play an

increasingly

significant role in both ourleisure environments and our _working lives.

Consequently,

learning

to live and work with computers must figure amongst the more obvious 'attainment targets'

of

anycontemporaryeducationalcurriculum. n

Computer Games : A Virtual

Reality

Experience

In recent years, it has become _generally accepted that games are _closely

related to two other types of _{exercise, namely,} simulations and case studies. A

simulation can be defined as an_operating representation of central features ofreality.

This definition again identifies two essential features that must both exist before an

exercise can _{reasonably be described} as a simulation. It must represent an actual situation of somesort -eithera situationdrawn

directly

from real

life,

or an

imaginary

situationthat_conceivably could be drawn from real life- (invasion

by

extraterrestrial

beings,

forexample)3Acase study, on the other

hand,

can be defined as anin-depth examination ofreal-life or simulated situation carried outin order to illustrate special

and/or general characteristics. 'Gamebasedon simulations'

are games built around an

The purpose of a computer gameisto stimulate the player to _convey a particular

goal.Thosewith educational and

training

purposes are used as a vehicle for interaction or

feedback.

As a _profession, education _{is responding powerfully} to the notion of virtual

reality curriculum. Educators seem to have an instant _{understanding} of the

learning

potential thatwell-designed virtual experiences could offer to students.

Basically,

virtual

realityallows educators to act asjudgesor as

'gods',

_creating new realities and magical

worldswitheducational Utopias where all students learn. Virtual reality's major changein

the education process isthatit has moved it a _step forward from text books to

PROCEDURE

The main objective ofthis section is to present in detail the procedure that was

followed from

beginning

toendtocompletethisproject

Definition of the Problem

Inordertoobtainthe needed information for_{this project,} a

brain-storming

session

ofideas that were _going around in my head was conducted. Based on _{this session,} a

statement ofthe problem to be solved, goals, and benefits of the project were derived.

Then,

apathto follow was set. Such a path determined what software to use and the

degree of expertise _{necessary for} successful completion ofthis project.

Using

all of the

gathered information and _thoughts, a thesis proposal was written and approved. See

appendix A for a _copy of the proposal. At this point, and before _starting the

implementationstage ofthe project, a more detailed and comprehensive

literature,

reseaich

was conducted.Suchresearch

included, books,

internetsites,previous_{thesis projects,} and

other childrengames. Suchresearchhelpedaddmorefocusto_{the project,}whichledto the

developmentof amore realisticplan.

Implementation

Before starting any

implementation

work, thefull project was divided into smaller

subtasks. A time table that

included

target _{dates for completing}each sub-taskas well as

theentire_project,was

developed.

SeeappendixA fora_copyofthedeveloped timetable.

The first sub-task was to writethe main plot ofthe game. See appendix A for a

copyoftheplot. In

developing

_{this plot, the}main charactersofthegame were definedand

drawn on_paper, and then ona computer. See appendix C for a _copy of the characters.

Thesecond sub-task was the

development

ofthe navigation maps. See appendixB fora

copyofthemaps.

Then,

the_{story board}was conceived. See appendixA fora _copyofthe

Story

Board.

The third sub-taskfocusedonthedesignofthegame's main

display

window. See

appendix C for a _copy of the

display

window. The main

display

included a region of

interestarea wherethegame'sdifferenteventstookplace

(staging

_window) . See appendix

Cfora _copy ofthe _staging window. The different graphical userinterface

(GUI)

buttons

werelaidout outsidethisregionbutwithinthegame'smainwindow. Astralelementswere

usedfortheGUI's buttons as

they

are

interesting

andfun. See appendix C fora _copy of

the GUI buttons.

Then,

the _staging window's different backgrounds were developed to

matchthegamesdifferentepisodes before _any ofthe characters were added.

Finally,

this

sub task concluded

by

_adding the _previously implemented characters to the different

A

fourth,

long

and tedious _sub-task, was the _recording of sound.

Scripts,

previouslywritten,forthenarrator andthe characters were recorded _along withthe music

thatwastobeusedinthe

introduction

andthroughout thegameasitprogressed.

The fifth sub-task consisted of _associating all of the image frames with its

corresponding

sound clip. Thissub-task was achieved_usingMacro-Media

Director,

which

is a multi-media software package. This software package included a basic scripting

languagecalledlingowhich

facilitated

thesynchronizationpart ofthissub-task.

Although after _completing each sub-task a minimal amount of

testing

was

conducted,a separate

testing

_{i.e. quality} assurance

(QA)

sub task ofthe whole game was

conducted. This was done to achieve two goals:

first,

catch _any software malfunctions

(internal

testing)

,and second,addanypossible enhancementbasedonthegame'sintended

audiencesfeedback's(customer_{testing, i.e. beta}software). The firstgoalwas achieved

by

playing the game _{using every}path possiblebased on the game's navigation map. Errors

were found and corrected. The second goal was achieved

by

_presenting the game to

differentkids to _play with

it,

then

they

were askedfortheir opinion onit. Based on this

feed-back,

minorcosmetic changeswereimplemented.

Design Considerations

The design ofeffectivecomputer screens requires knowledge ofits characteristics

viewing

the screen. An important design _parameter,

especially for computers is the

resolution. Images with high resolution are smooth and looknatural. Theresolution that

shouldbe_used,varies_accordinglyto thedifferentsystems.

In

designing

_{a computer assistedinstruction}

game, the use offunctional areas adds

consistency to the screen design and makes easier the

learning

experience. For

organizational purpose the screen should be divided into a certain number offunctional

areas, which are to be _constantly used throughout the game. This functional areas _stay

staticthewholetime. Theconsistent useof certain screen areasforeach function helps the

viewer maintaintheorientation and minimizes the effortto determinethe mechanics ofthe

game. In_{addition, the}consistent useofareas easestheinstructionasitallowstheviewerto

concentrateonthegameitselfratherthanonthemechanicsof it. The student's eye should

beguidedto thecentralpartof_{the game,}orto thearea where the action is

taking

place. If

the distributionofthe areas is

balanced,

the elements of minor importance should not be

distracting

but helping.Visual _{symbols, text}andgraphicsoftencomplementeach other and

theircombination conveysa clearermessage.

The communication power of graphics is

huge,

but there are factors than can

disturb

it,

color is one of them. Color will _vary

depending

on the computer monitor

capabilityandeven onthe computerbrand. Basic colors

(red,

_{blue & yellow)} are known

for giving a more sharper image than those that require their combination. But when

consideringotherdesign_aspects,thecombination ofthose_primarycolors is needed,pastel

When

developing

instructional

_material,

developers

_{sometimes get so concerned}

about the screen _{design itself that}

they

end _up

loosing

sight of their original instruction

purposes. _{As Jesse Haines states in her book Screen Design Strategies for Computer}

Assisted Instruction:

Developerssometimesget so

hung

_up on screen design that

they

lose sight

of their original instructional objectives, this preoccupation is often caused

by

the desire to produce an "elegant" screen designs and computer graphics that will be

appreciated

by

the

developer's

peer's.

Unfortunately,

this elegance is seldom

perceived

by

students who have little or no knowledge of what it takes to put a

computer assisted instruction course together. In the worst _case, as _previously

mentioned, excessive use of virtual techniques can _{actually detract from a program's}

teaching

quality

by

causing students to "sit backand watch the

blinking

lights" when

they

shouldbe concentratingonthesubjectmatter.10

But,

good instruction packages require

two-way

_{communication,} and need to

exhibit as much interaction as _possible, as the viewer needs to be drawn into the subject

matterforthe

learning

processtobefulfilled.

Besides,

highlevels of_{interaction decreases}

anxiety, which is a point thatneeds to be addressedwhen the instructional piece is

being

done forolderchildren.

A great aid when

designing

an instructional package is audio, particularly when

workingwithkidsthatare notfamiliarwiththegame. Itsmainadvantageis thatitfrees the

viewer from performing any extra tasks and allows them to concentrate on their visual

focus.

The complexity of hardware and software design will _{increase because} of

As this

happens,

_programs will address multiple skills embedded in more

intriguing

activitiesthat_maychangethe_waywelearn.

Robert

Gagne

in his book

"Principles

of Instructional Design" establish that the elementsof a goodlessonare:

1.

Gaining

attention

2.

Informing

learneroftheobjective

3.

Stimulating

recall ofprerequisite

learning

4.

Presenting

clear and

distinctive

materialtoensure selective perception 5.

Providing learning

guidance

6.

Eliciting

theperformance

7.

Providing

feedbackaboutperformancecorrectness

8.

Following

the_opportunityforadditional _responses,informthelearnerof_masteryan

give_{further directions}

9.

Arranging

_varietyofpracticetoaidfuture retrieval andtransferoflearning. 4

Kidsareattractedtocolorful

imagery,

funcharacters and soft sounds.

Keeping

in

mind the intended _age-group, the color choice of the images were _carefully selected to

reflect an intended emotion of a particular situation that can _easily relate to the game's

audience. Even though some of the game's episodes _may communicate a

feeling

of

sadness,itwas stilldesiredtopresentan overall atmosphere offun and cheerfulness. This

was accomplishedthrough thecharacters_clothingandtheirverbalexpressions.

Another designconsiderationthatneededtobeaddressedisthechoice of soundthat

was neededto _accompanythe sequence ofimages. The decisionto include sound _along

withtheimageswasbasedontheintentionof_makingthe game more

fun,

_persuading, and

attractivetoit's intendedaudience. Simple direct dialoguesforthedifferentcharactersinall

ofthegamesdifferentepisodes were written.

Also,

an easy-to-follow sound-script forthe

narratortointroducetheviewerintothe_storywasincluded.

Finally,

acontinues stream of

album: "The bookofsecrets". This album was chosenfor it is _{mostly instrumental} and

emotional _{characteristics, working as a catalyst to reaffirm certain ideas}

by

touching

the

This

interactive

sample gameisa_prototype,aquickdemonstrationofwhat thefinal

software game could be like. The

imagery

in it is clean and nice, and the characters are

youthful and fun to watch. The game fulfills its purpose as the

learning

experience is

achieved, even tough the topics are not exposed

deeply,

they

give_satisfactory results for

theplayersinthisage group.

The project was elaborated and time _consuming, as _every single piece was done

fromscratch. The finalproduct ended_up

being

well

done,

butshorterthanexpected. This

becamea concernatthe

beginning,

butafter

testing

itwith acouple of

kids,

Itwas realized

thata niceshortprojectinthiscase wasmore effective than a complicated

long

one. Kids

needquickstraight answersinorderto_stayattemptive andinterested.

SUMMARY

Conclusions

Itisa

fact,

that there is alarge amount ofinformation given out

by

the mediain a

daily

basis about a_varietyofsensitivetopics. Such_{exposure, is usually} presented in a non

consistent_way,makingit harder forgrown-ups to handle a particular sensitive issue with

a child. This can lead children to formulate their opinion about certain topics _using the

wrong set of resources. To prevent this from

happening,

educators and parents have

realizedthat the best

thing

to do is to be prepared to answer all ofthose questions at _any

time_promptlyandfrankly. There hasbeen a considerate amountofresearch

done,

a large

number of articles written and _many web pages designed to address how to handle a

particular sensitive topic when

talking

with kids about it.

However,

most of this

educational material is not _{only mostly} written for adults, but

they

treat each topic as a

separateunit. Thisprojecttries to deal with those topics as a_whole,

keeping

in mind that

kidsaretheintendedaudience.

I_{feel very}satisfiedwiththeresultsof_{the project,} even _tough, I think this isjusta

narrow example of what can be done.

My

main purpose was to show others a personal

approachof analternative

methodology

_thatcanbe

implemented

to teachkids certain 'hard'

topicsinan_easy,

funny

_{way.Thisprojecthas}

fulfilled

thispurpose.

Onthis_{project, I}appliedmost ofthe technical expertise I gained overthe last year

ofthemaster's

degree.

Ialso tried tocapitalize on _my artistic anddesign skills to enhance

thelookandfeelofthegame while_addressingan_{important issue.} In thisproject _my own

concepts were _expressed, and a statementhas beenmade that_playinga game can be not

onlyrecreational,butalsoeducational.

Therewas a great acceptance ofthe gamefrom thelimitednumber of kids it was

presentedto.Theiradvice and comments were

highly

appreciated and usedto enhance the

finalreleaseofthegame.

Monitoring

thekidsreaction as

they

were_{playingthe game,} made

me realizehow mytheoriesonhowto grab and

keep

a kid's attention were correct. Such

theories are based on the importance of _choosing the right _{color, sound,} attractive

characters, and _providing

interactively

and quick answers when it comes to

designing

educational gamesforkids.

Inthis firstrelease ofthe game I encountered certain

difficulties,

some ofwhich I

was able tofix and some others thatstill remain. Sound _editing, for example, was a

big

challenge.

My

ownvoice was usedas avoiceoverandfor _narrating purposes. Even tough

I recorded several times the whole sound and I ended _{up choosing}the best one ofthose

recordings,when

hearing

it,

I still feelthat_my tone ofvoice was notthe best and neither

Macro

mediaDirector

6.0,

was usedto connectall the differentpieces ofthe game

together.While

doing

that,

a_varietyof software malfunctions wereencountered. Some of

those malfunctions werecorrected and others were inherentin the Macro media product.

The former_{was concluded as a result of}

readingthemanuals thatcamewith the software

package,makinga couple of phone calls to their technical supportpersonal and

talking

to

some of_my professors. A thirdproblemthatwas encountered is the speed change ofthe

animations, as a result of_running thegame on differentcomputers with different speeds.

As

is,

thegamehas_{only been}

fully

testedand recommendto be played on a system with a

Mac8600specifications orhigher.

Recommendations

This section will discuss a _variety of recommendations to enhance the developed

game.

First,

it isrecommendedto test the game more extensively. This shouldbe done

by

first

designing

asurvey.This surveywillbecomplete

by

theplayers after

testing

the game.

In this _surveythe playerwill express his thoughts about the _playing experience.

Second,

the game shouldbe tested_using alarger pool ofkids with different cultural backgrounds

andcomputer

literacy

levels.Then based on the resultof_{the surveys, the game should be}

modified soitbecomesasuniversal as possible.

Having

alarge numberof kids

testing

the

game,not_only

help

in

detecting

_anysoftware_{malfunctions, but}alsoin

determining

which

parts of the game are _successful, which ones need improvement and which need to be

dropped. Itisalsorecommendedtoenlargethegametomakeit address alargernumberof

will

become

closerto

being

a_{comprehensivesolutionto}

help

educators and parents address

a wide rangeof_sensitive

issues.

_Another

enhancementthatcanbeadded _{to the game,} isto

allow a playertochoosehis/herowncharacter'sgender as

they

navigate through the game.

This will

help

them relate more to the game's main character without _compromising the

intended

messagebehind_anysituation

they

_mayface.

Also,

as _{any software package or a computer}

game, its acceptance is not _only

dependentonits

functionality,

but also onits flexibility. The game should be improvedto

run ona_varietyofplatforms

including

_Macsand

PCs,

making itaccessibletomore schools

and homes.

Finally,

the game different episodes were

designed,

keeping

in _{mind, the} current

cultureofa certain age_groupat a particulartime.Thiswas done so today's kids can _easily

relateto thedifferentsituations presentedtothemthroughout the game. As time passes

by,

althoughtheintended messagebehindeach episode in the game _may remain_{constant, it is}

importantto _modifythe game torepresent the kids culture atthat time. It is also, equally

important as time passes

by

to

keep

taking

advantage of the latest advancements in

computer

technology

suchas3danimationsandvirtual_realityto

keep

thegame attractive to

DOCUMENTS

OF INTEREST

APPENDIX

A.l.

THESIS PROPOSAL: SMART DECISIONS!

It_{is very} often thatparents and educators find _{themselves running} out of words

when

they

arefacedwith a situation where

they

have toexplain a sensitive topic to _young

kids.In_mythesisprojectIwouldliketomakeitalittlebiteasierforthem.Iplantocreate a

seriesof_{educational animations for}

young people. The objective ofthose animationsis to

presenttokids issuesthatarehardtoexplain with words.

My

thesis will be a _story withone

beginning

and different endings. The path that

the _storywilltakewill dependonthe responses provided

by

theplayer. Ineach_{path, tough}

decisionswillbemade

leading

todifferent

learning

experiences.

The storywillbe presented as an interactivenon-sequential animation.

Depending

ontheviewers_response, adifferentsequenceofanimations willbedisplayed.

The process will progress through the use of stories and characters created

by

myself. Iintendto_{accompany my}storieswithinstrumentalmusic. Themusic will act as a

catalyst to express certain ideas

by

touching

the viewers feelings. In

implementing

_my

animations, I am

looking

to use various software packages available in the Mac platform

Working

inthisprojectwill allow meto_applyalotoftechnicalexpertisethatIhave

gained overthe lastyear. Itwill also let me explore _my artistic and design _skills, while

APPENDIX

A.2.

TEMPTATIVE

TIME TABLE

Fall Quarter

Week 1 -

Conduct

abrainstorm session.

Week 2

-Setthestatementoftheproblemtobe_{solved, goals,}andbenefitsoftheproject.

Week 3- Set

thepathto

follow,

determinethesoftwareto use andthedegree ofexpertise

necessaryforsuccessful completionofthisproject.

Week 4

-Writeathesisproposal.

Winter Quarter

Week 1

-Conducted a more detailed and comprehensive literature research that will add

focustotheproject.

Week 2- Create

a realisticimplementationplan. Dividetheprojectinto smaller sub tasks.

And devolvedatimetable thatincludestargetdates for_completingeach sub-task as well as

theentire project.

Week

3

- Writethe

Week 4 - Write

a_storywith

different

_pathsand

try

torepresentdifferentrepresentations.

Week

5/6 -

Define

themaincharactersof_{the game, create themin}

paper, anddraw them

inthecomputer.

Week 7

-Develop

anavigationmap.

Week 8

-Create

a_{story board.} Week 9

-Createthedesignofthegame'smain

display

window.

Week

10

-Design The differentgraphicaluserinterface

(GUI)

buttons. Week 11

-Developed

the _stagingwindow's different

backgrounds

to match the games

different

episodes.

Week 12

-Add the _previously

implemented

_{characters to the different episode's}

backgrounds

asappropriate.

Spring

Break

Week 1

-Assert remaining scheduleisachievable.

Week 2 - Refamiliarize

withLingoandDirector.

Spring

Quarter

Week 1

-Design Program using LingoandDirector.

Week 2

-Arrange sequences.

Week 3 - Implement

Week

4

-Implement

scripting. Week 5 -

Record

thesound.

Narrator

andcharacters'

scripts and music.

Week 6 -

Associate

allthe

image frames

with_{its corresponding}sound clips.

Week 7 - Minimal

amountof

testing

_istobe_{conducted,for quality}assurance

(QA)

Week 8

-Dominor_{cosmetic changesand}

APPENDIX

A.3.

GAMES

MAIN PLOT

General Introduction

Short graphic-introduction of images superimposed

by

a music-over leads the

viewerto the

introduction

ofthegame.

Introduction of the game

First,

thereisastill imageofa

living

room and a _group ofkids _{watching TV. The}

names ofthe three kids appearonthe screen with little _arrows, so the playercan

identify

them.Whilethis

happens,

thevoice-over explainstotheplayershowto_playthegame.

Start the game

Thethree kids are _watching

TV,

whenthefrontdoor bell rings. A classmate has

come to invite themto a_party . Later on, the three kids go to the

party in one of their

mothers car. As soon as

they

arrive,

they

greed everyone and approach a _window, were

friends

thata

boy

hasaskhertogo out on adate withhim. Eventough there is excitement

aboutthe_news, the girl who has beenasked outis worry about all the decisions she will

have to _make, and she tells her

friends

about her concerns. At _{this point, the} events

described

by

navigation _{map 1takeplace.}

Continuation

of the game

Thethreekidsstart

dancing

and a

boy

approaches one ofthe girls and offers hera

drink.Thentheevents

described

by

navigation _map 2takeplace.

Continuation

of the game

Tiredof

dancing

they

will walk throw the room and _stop nextto the stairs.

They

willtalkabouttheir

friendship

andhowproud

they

are ofit. Then the events described

by

navigation _{map 3}takeplace.

Conclusion of the game

After the

long

night of _talking, the kids realize that it is time to go home. The

mother ofone ofthemmight _alreadybe outside _{waiting for} themor atleast will be there

soon. Oneofthemgoesto thewindow and seesthemother_arrivingto the_{parking lot. The}

APPENDIX

A.4.

nexttwopages representthe lead-offanimation

ofthegame.

/!rW

lW*e J^V/*r

%*s?/<?*o

Throw this _animation, the main goal of the

gameis stated as well asthe _meaning of allthe

different buttons of interestthat aloud the user

facedwith a choice of_startingthe game or not.

If the user decides to start the game, an

introductory

animationispresented.Throw this

animation, the game main characters are

introduced.Thisanimation piece is represented

by

the

following

eight snap-shots _starting on

that takes the game's main characters to a

friend's party. It is

during

this _party that the

different situations represented

by

the

navigation maps shown in appendix B are

situation represented

by

the first navigation

twopagesdescribestheright branchofthe first

rphiijS

ft

by

the situation represented

by

the second

describe the situation represented

by

the right

V~~7

_{v_/}

first image on this page describe a transitional

episode that leads the player to the end of the

mmmmmmmmmm^mumifti^i.^ini

niinnmn

*

L_

mmJg

ofthe entire game in which the userdecides to

Have

a

Boyfriend

Go To:

Boyfriend The

Party

Start Quit

Go To:

Boyfriend The

Party

Start Quit

Herpes,

Hepatitis,

Gonorrhea.

Chlamydia,

Genital

Warts,

Syphilis

Go To:

Boyfriend The

Party

Start Quit

Adoption Abortion

Keep

the

Try drugs,

alcohol or cigarettes

Loose Control

Go To:

Boyfriend

The

Party

Start

Quit

Friends

Hanging

out with

the good

kids

Fun

Boring

Go

To:

Boyfriend

The

Party

Start Quit

Hanging

out with

the

bad kids

.

Cl. MainCharacters'

1.

Avedon,

ElliottM. and

Sutton-Smith,

_{Brian. The}

Study

_{ofGames. Canada: John}

Wiley

&

Sons, Inc.,

1971.

2.

Bender,

David and

Leone, Bruno,

_Teenage

Sexuality-Opposing

_Viewpoints. USA:

Greenhaven

Press,

Inc.,

1994.

3.

Ellington,

Henry

and

Addinall,

_Eric and

Percival,

Fred. The Handbook _of Game Design. London: Kogan Page

Limited,

1982.

4.

Forcier,

Richard C.The Computer as a

Productivity

Tool in Education. New Jersey:

Prentice-Hall,

Inc.,

1996.

5.

Furth,

Hans G. and

Wachs,

Harry.

Thinking

Goes to

School,

Piaget's

Theory

in

Practice.. New York: Oxford

University

Press ,Inc, 1974.

6.

Gagne, R., Briggs,

L.,

&

Wager,

W. Principles _ofInstructional Design, New York:

Holt,

1992.

7.

Gardner,

Howard,

Dr. Frames _ofMind: The

Theory

_ofMultiple Intelligence. Basic

Books,

1993.

8.

Gayeski,

Diane M. Multimedia for Learning. New Jersey: Educational

Technology

Publications, Inc.,

1993.

9.

Gebhardt-Seele,

Peter G. The Computer and the Child a Montessori Approach. Maryland: Computer Science

Press, Inc.,

1985.

10.

Heines,

Jesse M. Screen Design Strategies for Computer-Assisted Instruction. Massachusetts: Digital Equipment

Corporation,

1984.

11.

Littleton,

Karen and

Light,

Paul.

Learning

with Computers. London:

Routledge,

1999.

12.

Mayer,

Richard

E.,

Schustack,

Miriam

W., Blanton,

William E. What Do Children Learn From

Using

Computers in an

informal,

collaborative setting? Educational

Technology

v.39

No.2,

1999.

13.

MacDonald,

_{Kevin B. Socialand}

Personality

DevelopmentAn

Evolutionary

Synthesis.

New York: Plenum

Press,

1988.

14

Muisener,

Philip

_P.

Understanding

and

Treating

_{Adolescence Substance Abuse.}

California: Sage

Publications,

Inc.,

_1994.

H;^PJ5a1rd' Miriam>

Dr-

Questions

Children Ask & How to Answer Them. New