Week 10: Unit 10 Final Products

Monster Cards

Spell Cards

Card spread

Spread.jpg

Instruction manual

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Week 10: Unit 10 Final Products

Week 10: Project 9 Evaluation (Celia)

Evaluation of my final solutions against the identified target audience of young children. (LO 3.1) 

Success in regards to creating a learning resource

In regards to creating a learning resource I ensured that the final product itself was solely focused on a learning element. Originally the game went through many different formats in order to create a piece that allowed for children to learn in a way that they would enjoy. Asking a child to sit and do flash cards often fails to generate much of a response and causes the child to disengage with the activity paying little to no attention. This is something I learnt through my CACHE level 2 childcare course, through working with children in my church youth group as well as from the discussion I had with the child I interviewed’s mother. She informed me that despite having a collection of flash cards to try and make learning more interesting the child had next to no engagement and would often become bored after 5-10 minutes.

Taking this into account I focused my idea on creating a way of learning that engages a child. In order to do this I applied learning theory from my experience in child care. This is what inspired the child have character cards they can hold or have in front of them. Being able to engage with what is going physically gives the child a higher level involvement in the learning in order to prevent disengaging from the activity.

The presentation of the game was very positive with the child I interviewed, he discussed it with me for over an hour and even asked for some of the concept art so he could try and draw it himself. With the game itself have cards as a key element of the game it was vital to have the child interested in the art style. By now having a product that could engage the child I knew this would be an effective method of creating a product that could be used for learning.

While the original idea was to create something similar to a board game or a card based game I realised this could suffer from the same disengagement as normal flash cards. This is where I added in the choose your own adventure element. This allows for completely different avenues for learning in a way that differs from the norm. It opens up the ability to include the learning elements of sharing, taking turns and choices having consequences. This also allows for the story to have replay-ability as each story will have multiple different paths which will change based on the decisions made by the players.

The main learning element of the product is the creation of the question cards. Which while exist similarly to existing flash cards are incorporated as part of the story. Each time a monster is encountered in the story the players must answer a set number of questions or talk about a certain number of discussion topics before being able to carry on the story. This means questions will not be the only focus, it both allows for the story to be broken up to stop the child from losing interest and means that questions do not take up too much of the game allowing children to play for longer.

I feel the learning elements for this game are very effective. Due to the nature of the game being designed by keeping attention of the children I feel like it will cause children to experience learning in a way that doesn’t overwhelm them. The additional learning elements added through a choose your own adventure such as turn taking and team working adds a whole additional dimension to the learning process experienced in this game. The question cards have been thoroughly researched to present questions at the appropriate level of the children playing; this is also made inclusive due to the nature of having two separate question card sets from 5-7 and 8-11 years.

One issue that was initially raised with this was the idea of what happens if the children fail to answer the questions. As I did not want the game to have a failure state to prevent children from progressing and being discouraged from playing again; I used the choose your own adventure element to solve this. If a child (or a group of children) incorrectly answer 3 questions then they will be taken down a different story path indicated in the choose your own adventure. This continues the story and prevent discouragement but also encourage the children to play the story again to try and successfully answer questions to see where that branch of the story will take them. There was also the inclusion of discussion cards based on subjects such as morality and encourage children to do problem solving and talk through subjects. This was included after a discussion with the previously mentioned mother, who mentioned that her son would likely become upset if he were to be unable to answer questions. This added element of discussions ensures children of all abilities and levels can take part even if they experience learning difficulties or are bored of answering specific questions.

As far as the learning element is concerned I consider this very successful. I feel like its unconventional approach to learning will appeal widely to children and parents due to its stylised nature. The game itself will have a variety of stories each with different lengths for children of varying attention spans and is inclusive for all ages and abilities. For example children who are more advanced who know all the answers to the questions can be challenged with a deeper level of discussion based on a discussion card. And the inclusion of blank question and discussion cards allows for parents to create their own learning experience for their child (for example adding the child’s weekly spellings as practice). I feel the versatility of this product does it credit in the aspect of a learning resource.

Were I to redo this project I would likely create more question cards and discussion cards. One element I have failed to include on the example question card was the answer, obviously this would be rectified for the final product and would include the answer in small writing upside down on underneath the question as is done with many other flash card based trivia games. I would also perhaps break the questions into different subjects. Such as the inclusion of bonus packs in certain subject areas- maths, english, history etc… And as discussion above the inclusion of blank cards that parents could write and erase questions on for each play through based on what the child is currently learning about in school. Other than this I feel the learning process is fairly simple for any of the children in the target audience to grasp and allows them to learn extensively.

Success in regards to target audience

In regards to creating a product that would be of interest to the age range of 5-11 I feel this was very successful. Due to extensive research and my previous experience of working with children in this age range I had a vast knowledge which I could apply to my product in order to ensure it appealed to children in this age bracket.

In terms of artwork I am aware that this would appeal to my target age group due to the interview conducted in terms of which art style they would prefer. They chose the pixel art style due to it being reminiscent of video games and this made them more excited about the idea of playing the game and also gave me the idea that the game could be computerised if given the time and the skills necessary to do this.

I have managed to keep the focus on the age group of 5-11 based on the inclusion of the question cards being extensively researched based around the current educational curriculum. While I have only research maths, english and history questions the final product would include a multitude. As discussed above the inclusion of blank cards would allow for a parent to make the questions more specialised to their child.

By having different age range cards of 5-7 and 8-11 I was able to have a wider target audience rather than going for a sub demographic within the target audience. I tried to keep the game accessible to all those in this age range. Naturally however, those of little to no interest in fantasy and adventure style fiction will not be interested in this style of game which is something that could be used as a springboard to create different styles of the game, such as a princess or space oriented version to appeal to children of other interests.

While this project has focused on creating a basic premise of the game and is more conceptual than a finalised game (due to time constraints), I feel this would already be appealing to children. As the project itself was directly inspired and created using feedback and surveys completed by children in the age range (as evidenced by my research), every element of this game has been looked at by children and given feedback on. From the typography for the cards down to the artwork itself, everything has been either chosen or given positive feedback from children in the age range ensuring that it would appeal to children in this age range.

Elements such as colour scheme have been altered on certain cards to create variety to appeal to both genders (such as the inclusion of a pink Ogre variant of the usual Ogre) and the alteration of the colour scheme of the mimic card after being told the card’s legs looked too scary. Had I had more time and my illustrator had more time and was more compliant (see below) I would have liked to have created some feminine characters in terms of designs to appeal more to girls. However, in terms of design I have worked with the illustrator in order to maintain gender neutral designs for the most part.

If I were to be given more time and could complete the final piece I would attempt to create a small focus group of children in this age range and play through a short example story and ask them for their feedback. If I were to do this project again I would try and receive more feedback as I was going through the creative process and have the children play the game at varying different stages. Unfortunately this was not possible with this project due to the fact that there were time constraints and availability of children. There were also the issues of child protection laws and getting parental permission for the focus group.

Overall I would say this project successfully created an effective solution based on the brief that would appeal to children aged 5-11. The fact the cards were influenced through other card based games designed for this age group also is a credit to this work. I am confident this product would appeal to the age range and would generate a lot of interest.

Critical evaluation and reflection on my learning to inform personal development. (LO 3.2)

Success in regards to collaborating with an illustrator

One element of this project that was vital to its completion was working with an illustrator. While this was a very rewarding experience in terms of creating a product that was both professional quality and completed within my time frame, it did present some problems. Due to the illustrator working a full time job it meant that he did not have as much availability to work on the images themselves. This proved to only be a minor issue as he was able to still create more than enough concept art for this project.

One issue related to art style. My illustrator is a very talented artist, however specialises mainly in pixel art. While this was the preferred art style for the project of the child interviewed and worked out well, this could have been problematic had it not appealed to the target demographic.

There were also issues with the illustrators images becoming corrupted when first sent to me, this meant I had to do a lot of problem solving in order to actually be able to edit the images. There was also the issue of the images resolution, originally the images were far too small and ended up being very poor quality when enlarged for the cards. This was quickly rectified after a few conversations with him and he was able to re render the images in 4x the original size with no drop in quality.

Peer and tutor feedback and how this influenced my work

Over the course of my project, the project has been heavily influence by feedback from both the target audience as well as my tutors and peers. The initial idea worked around the idea to create either a board game or card based game set around the idea of a Dungeons and Dragons themed adventure. After feedback from peers I decided creating a board game would not be the best course of action and would require a lot of development to make more suitable for a child; rather than a card game, which is inherently simpler in concept for a child to understand.

The initial concept art for the card was overly complicated and would have caused a lot of confusion for children. It comprised of several different stats, a leveling and health mechanic as well as 2 skills which would have given the children far too much to manage in a card game and would detract from the learning element. My illustrator was the person who originally gave me the idea to link the cards to questions through a rather long discussion about the nature of the game what art style would best suit it.

A lot of the game’s design and the mechanics of it as a whole came from peer feedback and discussion. For example discussion cards being combined with question cards came from a conversation I had with a parent whose child didn’t like getting questions wrong and this also lead to the choose your own adventure element not having a failure state so you can never lose.

The whole creation process was heavily impacted with the feedback of others. Design elements such as the card design was influenced a lot by the Pokémon trading card game as well as that of the game Munchkin. However, as evidenced throughout my blog, I have gone through a lot of different designs. For example, the colour scheme was altered multiple different times due to feedback from peers stating the didn’t believe children would like the darker and more washed out tones I originally picked.

The art style itself went through a few different changes also. From the original concept art to the final finished cards has gone through many major changes. Firstly the artwork was a lot more grown up and aggressive looking as well as a second drawing which seemed more jovial, which I then created a draft coloured design using photoshop. The more aggressive looking Goblin colourised drawing was edited with Illustrator. The illustrator then used my feedback to create a pixel art style final drawing. All three designs were shown to a child and was then asked which they preferred. This was of great credit to my project as it allowed to experiment with different designs in order to best appeal to the target audience. Having the interview process really helped to influence monster designs.

Overall the feedback process was invaluable to the creation to my project. Without all the feedback my project would have been very creatively stunted going off my own personal design choices which were not always most effective. Having more people to look over and peer evaluate my work has impacted my work heavily by making me look at elements from different angles and consider how this would look in the eyes of someone with no knowledge of the game. The card game from initial concept has evolved much more due to this feedback from the game mechanics to the design of the instruction manual.

Skills used

The skills I have developed and learnt through this project have been of great credit to me and will surely serve me well in the final project and in a future career path in journalism. Through this project we covered a lot of skills relating to design, this ranged from typography and layouts to how to use Adobe Illustrator.

Prior to this project the main elements of my work I have always struggled with were in regards to design. I am very analytically and logically minded and therefore have always found creative design very difficult. However through the lectures presented throughout this project I have been able to apply my way of thinking to design.

In regards to typography I had always taken the lead through analysing existing material, which while effective does not always beg professionalism. Through experimentation and a deeper understanding of the theory surrounding the ideas of Serif and Sans Serif, I was able to apply this logic into my research when looking into typography in existing children’s material. This also lead to me being able to narrow down choices of font and gain feedback on which font worked best through the use of a survey to use for card headings. Through my research and understanding of typography I was then able to pick an easy to read and simple font for the question and spell cards description text.

In terms of design I have come a long way through this project. With the initial start of this project I was quite anxious about whether I could produce something creative in which I couldn’t just take existing material and apply it to my work. I wasn’t creating something for an existing company. This meant in regards to design I had to take inspiration from existing material but not recreating or emulating the material already in existence. My taught session on the use of layout and design have helped immensely. Prior to this project I used to convert designs into a series of numbers such as area of text and the offset to the side of the page. This meant I could create millimetre accurate recreations but they were not something innovative or original. Now I have a further understanding of negative space, colour schemes and placement of images to direct the audience’s gaze. All these skills coupled with the writing layout theory from last year gives me a good understanding of how to create a well designed piece of writing with a well made layout to benefit the reader and keep their attention.

In regards to Adobe Illustrator the main skill I learnt from these sessions was the addition of this software into my already vast understanding of professional level software. The main aspect of this software I used was that of image trace. This helped me overcome my inability to create images in the traditional sense and instead allowed me to edit existing imagery and stylise it accordingly to create good quality backgrounds for my cards. Of all the skills I have learnt throughout this project these are the ones that most impacted the project due to it completely changing my background design from the block colours to something more visually engaging. While I don’t intend to be using this in my final major project (as I intend to do a video piece) it still helps to improve my employ-ability and will make me more appealing to potential employers due to showing my versatility. This has also shown I can quickly pick up and use new software to create a professional quality piece.

Problems solving

During my project I encountered quite a number of problems. The majority of these were relatively minor and were fixed within a timely fashion or a work around was achieved.

A number of problems occurred from working with a collaborator. Relying on another person who has a different schedule to myself was quite difficult. Discussions occurred at very odd times and were hard to arrange and therefore I had to allocate specific periods of time to discuss the project and give feedback to my illustrator. However once I got a general idea of the schedule of my illustrator I ensured that I had time to discuss and give feedback to him in order to give direction and have extended discussion on the intricacies of the game. I also found that there were limits to my illustrators ability to create images and that he was also quite sensitive when it came to his artwork. He was unable to (and quite unwilling) to create human character artwork for the classes and instead made logos as it was something he was more comfortable with. This looked good and professional and suited the art direction of the game, however he did so with no direction and did so of his own accord. This was slightly problematic but did work around his issues with human characters. He also was very offended when I took some of his concept art and edited it in Illustrator to use for art direction and as a possible design choice. He refused to make anymore pencil drawings and said it was insulting to alter his artwork without his permission. I apologised and therefore had to ask for permission going forward in order to avoid insulting him further. Once it was explained to him that this was as to experiment in order to achieve certain criteria for my project he was more accepting of the idea. However, due to his interest in pixel art was very determined that that was the only style of artwork he would create.

I then began to look into other sources for my artwork in case the art style was not preferred by the child I interviewed. Luckily the child found the pixel art design reminded him of video game characters and enjoyed the art style immensely. Other than this the illustrator was happy taking direction, altering card designs and gave me all the final artwork by the deadline I asked of him. Overall this experience has given me a lot of communication skills I can take forward into industry when working with others. I will take this forward in my final project in which I will be using a lot of other people to film in which I will be creating a documentary. I will be heavily reliant on others in this and therefore will need to apply these skills when moving forward in my future project and career.

Another problem I had was that of creating a design for my card layouts that looked professional. It was very difficult to find a satisfying looking background and for a long while I stuck with parchment to fit with the theme of an adventure story. However, it  looked too similar to Munchkin’s layout and I wanted to be more original. It was around this time I began to have lectures on Illustrator which allowed me to scan in artwork and use image trace. I quickly realised there was a colour feature on this option and looked into experimenting with actual photographs to make stylised backgrounds. I then took backgrounds where I imagined these creatures being set and altered existing images. These new stylised images were just what I had wanted to create and with the new skills gained through Illustrator I did not have to rely on anyone else to create them. They were quick and simple to create and suited the art style perfectly. They supplied colour to draw the eye but weren’t so complicated to detract from the monster graphics themselves. Also by resizing the backgrounds accordingly I could accurately represent sizes of the creatures while using the same backgrounds.

The main problem I had was the resolution in which my main artwork was supplied. Original the file was far too small and caused the images to go blurry when resized. I tried re-sizing the images in photoshop with interpolation turned off, however, this caused only a slight increase in quality. After several attempts I was unable to increase the quality of the image and in no way could resize the image despite instructions from my illustrator. However, my illustrator was more than willing to oblige by re rendering the image in 4x the original size, this then meant I had to decrease the size rather than increase, when applying the designs to the card. This ensured higher quality and helped to create a much more professional piece of work. The source images were also all kept in one document which meant I had to individually cut out each image and remove the white background colour with the quick select tool on photoshop. While this was only a minor issue it was an unnecessary extra step. This could have easily been avoided by asking the illustrator to create each image as a separate file, however this did allow him to quickly and easily resize all the images in one step. Therefore there was a positive to him having all images in one file and worked out for the best.

Time management

My time management has been of great importance in the creation of my project. As of this week I have completed the project itself and stuck to my initially self imposed timetable. By having my timetable I was able to have something at which to hold myself accountable and allowed me to set weekly goals which were less daunting than the overall main deadline.

This also meant I could re-evaluate what was possible within the time frame. For example, due to my timetable I quickly realised it was unrealistic to create a full choose your own adventure, and therefore created a concept image to outline how it would work instead.

I was fully able to realise all my deadlines and create all the work I set out to do. I have more than enough to evidence my concept and could easily create the final product if given more time. All my work for proof of concept was completely on time and I had secondary intended deadlines in terms of working with an illustrator.

I am very aware of what I am capable of doing in a specific time frame and this was of great credit to my project, as this awareness allowed me to create a strict by manageable timetable of pre-production through to post-production.

Brief Design analysis

Week 10: Project 9 Evaluation (Celia)

Week 8: Unit 10 Progress (Celia)

Summary of progress

This week I made a lot of progress towards my project. After acquiring the high resolution images of the card designs I was able to make much high quality looking cards.

I applied these images to the cards and then edited the background on a few cards to make the images stand out more. This can be seen primarily on the kobalt card (top row second along) where I changed the background hue and the goblin card (top row third along) where I lightened the background image.

I also created an example of a different colour variant in order to appeal to both genders as per lecturer feedback as seen by the pink ogre card (second row third along) this was done using layer masks on Adobe Photoshop using the Hue/saturation effect. I also created an ogre variant with a different background (third row first and second along) as the more colourful background image brings the ogre out more on the card the original draft of the card is next to it for comparison.

I also altered the Mimic card (top row first along) by upping the saturation and brightening the image to make it appear more visible against the background. This setting also suits the idea of a Mimic due to it imitating a treasure chest and being in a brighter cave creates that idea of a treasure trove more so than a dark cave background.

The spell cards remained the same except for the addition of the addition of the high resolution images.

I also created the creation and discussion cards. I felt these cards would work better to include a question and discussion on each card rather than create separate decks of cards for each. This cuts down on the amount of card piles in play and makes for a simpler layout for the children to minimise confusion. This also allows for players to pick and choose when they want to do a question or have a discussion. I felt the design should be similar in style to the spell cards to create uniformity. I also feel the contrast of the parchment on the space style background works very well will the contrast of dull and bright colours which make the questions stand out more. I also colour coded the question and discussion titles to make them stand out more and add more colour. This worked well due to the use of blue and purple as they are both colours present in the background and therefore stand out on the parchment without clashing with the background colour scheme.

The instruction manual was something that was originally made to explain the rules to parents, however upon feedback and personal reflection I felt a child oriented info-graphic style layout would work better. The originally instruction manual can equally be used and kept by labelled (rules for the grown ups or something similar). I took a lot of advice from my lecturer on the styling of this and took into account layout taught sessions regarding white space, placement and sizing. All of this will be looked at in depth in my evaluation which I plan to begin next week. The colour scheme is basic primarily colours to appeal to the children and uses the game’s artwork without the cards as to draw the child’s attention and give them a sense of the artwork for the game. I am very pleased with how it turned out, it was heavily inspired by an info graphic which I then adapted personally to re purpose and then altered the layout slightly to help streamline the reading of the instructions.

Cards

Instruction manual:

Click here

Week 8: Unit 10 Progress (Celia)

Week 7: Unit 10 Celia

Production log:

This week was very productive in terms of creating the final product. I also used this time to experiment with different colour pallets and designs in order to create a more feminine design for one of my cards due to peer and tutor feedback.

In terms of creating the layout I have the final product for all three spell cards. I feel these have been very effective as they use bright colours for the background but are not overly complicated. They contrast well with the bright border and the minimalist use of the parchment effect for the text makes a clear distinction. The uniformed nature of the design sets them well apart from the monster (‘encounter’) cards.

There were slight issues due to the resolution of the cards. Some of the cards while editing look less high quality than others and this is mainly due to the low resolution of the images themselves. This is due to the images being created in a less professional software due to illustrator not being able to access more professional software such as Adobe Illustrator or Adobe Photoshop. While this has been a slight issue this is more noticeable while editing than outside of editing.

After a brief discussion with the illustrator he was able to resize the images a further 5x the size they currently are and this has increased the quality substantially. I will be reapplying the new higher resolution images during my taught sessions on Wednesday.

Choose your own adventure skeletal layout

pick_character

Card layouts

Currently I have been experimenting with changing the colour scheme of the cards backgrounds and that of the monsters themselves. This will increase variation and also allows me to create more effeminate cards using different colours. This creates variation in the cards.  As can be seen with the different variation of the Ogre card at the bottom of the above selection. I have used a pink layer mask to change the hue to of the Ogre to purple to appeal after receiving feedback that all the creatures looked masculine and could possibly not appeal to girls. This was also done in an attempt to further distinguish the monster from the background. I feel this will be furthered when I apply the higher resolution images next week.

I have further experimented with colour layout in terms of altering the background colours to make the monsters stand out more, however this will be evidenced in next week’s blog once I have more examples.

The background for all these cards have been created by using image trace on illustrator of existing images to create a stylised background to suit the cards.

Original images used for background

<Will upload when next at college>

 Creation of instruction manual

Instruction manual print scrn.png

For my instruction manual I have been inspired by the sectional based layout from my mood board last week. I have created the basic outline and now that I have higher resolution images can begin next week on filling in all necessary images and text. I also created a logo using Adobe Illustrator and Photoshop to create a brand identify which I feel will appeal to the adults buying the game by showing an educational aspect.

Questions

This week I also typed up the questions I will be applying to the question cards. This layout will be created next week also.

Card Questions

Am I on track?

Currently according to original set deadlines I am effectively on track. For the most part the card designs are finished with only moderate alterations to be made (such as swapping in the newer high resolution images with the current). Other then this I simply need to create a simple question card layout and the instruction manual. The more stylised instruction manual is currently working as an extension as I already have a differently styled existing instruction manual. Therefore for the most part the project is effectively finished with only these slight alteration to make. The decision to not include the choose your own adventure story line has been very effective at ensuring I do not spread myself too thin. Showing a simple mind map to explain how the process would work for a pitch works in a much better way to present my idea visually and gives me plenty of time to work on creating higher quality work for the other aspects of the game itself.

At my current work rate I should finish well within the allotted schedule I have set myself leaving myself more than enough time to evaluate.

Bibliography

IXL Learning. (2016). Practise Year 1 maths online. [online] Available at: https://uk.ixl.com/math/year-1 [Accessed 16 Nov. 2016].

IXL Learning. (2016). Practise Year 2 English online. [online] Available at: https://uk.ixl.com/ela/year-2 [Accessed 16 Nov. 2016].

Lynette, R. (2010). 20 Questions to Ask Kids – Minds in Bloom. [online] Minds in Bloom. Available at: http://minds-in-bloom.com/20-question-to-ask-kids/ [Accessed 16 Nov. 2016].

<Will update when back at college>

Week 7: Unit 10 Celia

Week 6: Unit 10 (Celia)

Peer feedback

This week I received a lot of peer feedback. Firstly it was suggested to me to go for a more child friendly design for my instruction manual. This will be done in InDesign in the coming weeks. I created a moodboard (seen below) which will be used to inspire the design of my instruction manual. It was suggested to go for a more info graphic design rather than plain instructions in order to further appeal to the children.

Another piece of feedback related to the font. Some people felt that the text should be partially pixilated in order to better fit in with the design style. However upon implementing this, it looked unprofessional as it looked like the image had not been rendered correctly.

More feedback related to the colour pallet. After a long period of trial and error with multiple pallets I decided to change my design completely. I firstly edited the image to have rounded edges as originally planned. I changed the border to be block colour as after looking at my previous card mood board it appeared all card games for children used a block colour. In order to appeal to the children I picked yellow as this is used by Pokémon for their background and goes well with multiple different colours. It is also a gender neutral colour. I removed the background of parchment with a colour overlay and created a more stylised background myself which I have explained in more detail below.

Card design progress

This week I finalised the monster card design as seen below.

Goblin Warrior.png

I originally found it very difficult to create a card design I felt was original and presented itself in a way that the intended audience would enjoy.

I decided yellow was the best colour to use for the border due to the fact it is a gender neutral and bright colour and is also used in the Pokémon card game (The Pokémon Company, 1997).

I struggled with finding a solid background colour to use for my monster cards. After discussing with my peers and trying out several cards I felt that the images didn’t suit the plain background. Using previous skills from my tutorial on illustrator I then created a background using the image below to create a more cartoon style background.

I simply did a line trace with the colour option turned on. This then created a more stylised vector image. I took this and applied it to the card and then after some feedback from the illustrator moved and resized the image to ensure the perspective of the card accurately portrayed the size of the monster. The discussion with the illustrator regarding this card be found in the illustrator discussion section.

Instruction manual for game

Mood board for inspiration for implementing more stylised design in coming weeks:

Am I on track?

Currently I am on track to finish my project within the alloted time set out in my timetable. However, due to restrictions on my illustrator I have had to change my originally ammount of evidence to provide for the final piece.

Originally I intended to create 6 monster cards, an example of the question cards, 6 spell cards an instruction manual, an example of a choose your own adventure for the game and 3 character cards. Due to my illustrator having a high work load he has not had the opportunity to create all 6 spell cards and therefore I will be creating 3 examples rather than 6. The characters were also something that he was unable to create due to time constraints however he instead created class logos which will be used instead.

To summarise I will now be presenting evidence of:

  • 6 monster cards
  • 3 spell cards
  • Question card example
  • Class logos
  • Instruction manual
  • Possibly a choose your own adventure story.

The choose your own adventure creation will be quite time consuming and therefore this is more of an extension than a priority.

Illustrator Discussion

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Bibliography

Discover the forest, (n.d.). Image of a forest. [image] Available at: http://www.discovertheforest.org/images/hero/home/6.jpg [Accessed 9 Nov. 2016].

The Pokémon Company, (1997). Image of a Pokémon card. [image] Available at: http://1.bp.blogspot.com/_EqYSOZLTe9s/S8D3tl28B2I/AAAAAAAAAHI/Mf-10o62wAg/s1600/90-misty’s-psyduck.jpg [Accessed 16 Nov. 2016].

Week 6: Unit 10 (Celia)

Self Directed Week: Unit 10

Feedback from survey

chart 1.png

chart 2.png

chart 3.png

Using the feedback from both parents and children it has been made apparent that the most popular name for the card game is “Brain Squidge” I will therefore be using this as the name of the product moving forward.

There was a split between 3 of the 4 fonts I had picked for the title font for the cards. However Flower Kingdom received one more vote. Therefore moving forward I will be using this font for my card designs.

Peer Feedback

The major thing to come out of peer feedback was a realisation that I need to do some research and think about possible colour schemes. This is something I will now be looking into in order to make a more appealing design.

There was also some concern that children would not be able to comprehend a card game. This was mainly due to confusion as to how the game is played (and also due to misinformation as my CACHE level 2 and experience in the nursery has taught me children are fully capable of comprehending simple card games from the age of around 3 provided they have help from an adult). Due to this I will be writing up a simple instruction sheet detailing how the game is played and explaining the rules etc…

Rough draft of a card design

Below is a rough draft of a simple design for a card. It is in no way finished and more a proof of concept. This was created using InDesign due to the creation of layouts and its ability to be millimeter accurate in creating a design. However, after having used it I realised I spent most of my time actually on Photoshop using the select tool with an alpha channel to select the monster image. Therefore I feel it more prevalent to just use Photoshop entirely moving forward.

basic-idea-of-card-outline

The design is basic and bare bones implementing the ideas I was given from the feedback last week from the child I interviewed regarding card designs. He preferred the design of Munchkin due to it being simple with an interesting picture. He also like the neat layout of Pokemon with the energy symbol. I have therefore gone with a similar approach with my question counter in the top right. The image itself is very low resolution. I have contacted the artist regarding this and he has agreed to resize the images accordingly. He will also be mocking concept art for designs which I can then use my skills with InDesign to implement. Once I have mocked up several basic designs I will ask some children which card layout they prefer and then use this design for the rest of the cards.

Discussion with illustrator

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Full extensive timetable

While I have been working with smart objectives I felt it appropriate to create a more in depth timetable with which to organise my time effectively.

Week Date Phase Task Criteria
1 September 21st – September 27th Pre production Target audience and demographic research and basic idea generation Unit 10 1.1
2 September 28th – October 4th

 

Pre production Research material and format research Unit 10 1.1, 1.2
3 October 5th – October 11th Production Pitch, begin work on artwork, concept art, typography research Unit 10 1.2, 2.1, 2.2,
4 October 12th – October 18th Production More work on concert art and completion of research. Complete interview with child regarding research and show concept art. Unit 10 1.1, 1.2, 2.1, 2.2
Progression week October 19th – October 25th Production Begin work on design for monster cards, make concepts receive feedback. Research into colour scheme Unit 10 1.1, 1.2, 2.1, 2.2,
Self-directed week October 26th – November 1st Production Continue monster cards, begin work on instruction manual Unit 10 2.1, 2.2
5 November 2nd – November 8th Production Finish instruction manual and begin writing example of chose your own adventure. Unit 10 2.1, 2.2
6 November 9th – November 15th Production Have all artwork finalised. Have monster cards design completed. Begin work on spell cards. Continue work on adventure story. Unit 10 2.1, 2.2,
7 November 16th – November 22nd Production Complete spell cards and begin Unit 10 2.1, 2.2
8 November 23rd – November 29th Production Complete adventure story. Unit 10 3.1, 3.2
9 November 30th – December 6th Post production Evaluate work completed against the target audience and reflect on learning Unit 10 3.1, 3.2,
10 December 7th Deadline Post production Ensure all work is polished and evaluation is down in full Unit 10 3.1, 3.2
Self Directed Week: Unit 10

Week 4: Unit 10

Created outline of SMART objectives to ensure task completed to best of ability in necessary time frame

Objective: To create a learning resource for children aged 5-11

S – Create a card based learning resource story game in which the children can interact with the story, supplying an example of 6 monster encounter cards, 6 spell/equipment cards, 1 example story sheet, example of 3 question cards, 3 blank question cards and an instruction sheet on how to create own campaign.

M – Yes, can receive feedback from children and parents

A – Yes by following time management and taking advantage of skills of illustrator and discussing with him I am able to easily work out and follow weekly tasks to ensure achieved on time.

R – Yes, will include questions to entertain children, will be marketed towards parents but use artwork and setting to encourage children to play with friends. Retains relevance by using friends and family for surveys and interviews.

T – by 10th of November have all the illustrations done using my colleague. By 1st of December have all pieces of game finalised and examples created giving time to evaluate and make any final changes in the last week.

Naming of product

The product is related to the fantasy genre and should therefore reference this. Good examples of this are the card game Munchkin. The name is simple and short and therefore easy to remember. Therefore I should find a way to reference the game to the fantasy genre but also interest parents, as it is a learning resource the name should reflect this. I will be brain storming several ideas and then doing another survey to create a measurable chart to see which name the children aged 5-11 prefer and which the parents prefer (as they will be who would be purchasing the learning resource).

I also had peers in my class brainstorm the ideas with me and took their suggestions as well.

New-Mind-Map.jpg

Typography notes

After the lecture I had this week I have taken into account the idea of having a more artistic text for the card titles. Any descriptions would be simple plain text (sans serif style). As part of the survey I have included several fonts that I think would look good for the card designs and asked the children which ones they think look the best. The fonts are all more artistic in style and one in particular looks as if it has been painted. I feel these would resonate well with the children.

Artwork

(From left to right) Monster artwork for mimic, demon eye, troll, spell artwork for fireball spell, monster artwork for slime.

Interview with a child

After explaining the premise of the game to a child of the age of 9 I asked them some questions relating to the game and whether it would be something they would be interested in.

Interview with a parent and researcher

After interviewing the child I took some time to talk to the mother who is a professional researcher. The mother gave me some very important factors to consider in terms of the game. Firstly distribution, how  would his be distributed and could it be downloadable as well as a physical project? I have decided as the game is fairly simple and could be easily made available for download as a PDF that a cheaper version could be sold as a digital download where parents/teachers pay a smaller fee to access the PDF files and print for themselves. However, there would still be a physical boxed version available to purchase also. This has been something many Kickstarter (a crowd funding website) campaigns have used as perks for cheaper pledge rewards (Kickstarter, 2012)Untitled.png

Another aspect I was informed to take into account is what would happen if the children keep getting the questions wrong. However, this is rectified by the child then trying a different question. This led me to thinking about discussion question cards where there is no right or wrong answer, as well as adding blank cards so the parent could write their own questions that could be used for specific weeks where the child has spellings etc…

There was also the questioning of age range and questions, this was solved quickly through my explanation that the game would have various cards of different age ranges such as 5-7 8-9 and 10-11. This means you can have one question pack for a 5 year old and another for an 11 year old. Therefore all the ages in the range of 5-11 can play unhindered together. This also means older children could help younger children and encourages working together.

The variety of the cards and age ranges as well as the nature of the choose your own adventure aspect went down very well with the parent who stated “he [her son] gets bored after about 10 minutes of one set of flash cards and then I’ve got to get different ones out”. She also was very pleased with the idea of the game being different every time and the ability for there to be expansion packs with additional questions and story lines.

 

Transcript of interview with child – 9 year old boy

Transcript has been summerised in order to only include relevant information

<in regards to original concept art drawings by hand>

Child: Yeah I think that’s a bit scary

Me: So you think this design is something you’d prefer not to see in the game?

Child: Yeah I think it would scare younger children

 

<Artwork>

Child: *points to eyeball design* That’s a good one I like that one

*Looks at concept art of other drawn goblin* This one is cool

Me: So we took this design and made this *shows design of pixel artwork

Child: That’s actually kinda cool

Me: Do you like the design?

Child: Yeah

Me: And then we’ve got the different versions of it

Child: Oh yeah you can get a helmet with it and stuff that’s good

<Kobalt design>

Me: So do you like this design?

Child: Yeah it’s cool and it’s funny *short laugh*

Me: So you don’t find them too scary?

Child: No they’re not too scary except for the first picture (The original concept art of the goblin)

 

<Shows photoshop version>

Me:So we took the drawings and changed them on photoshop, so do you prefer this style or the pixel style?

Child: It looks quite good like that (in regards to photoshop image). I like the pixel ones because if you did it online you could have them move.

 

<Shows moodboard of card games from previous week>

Me: Out of these which design of cards do you like the best?

Child: Probably Pokemon because I like the picture at the top, actually like this. *points to munchkin card* I like the big picture in the middle and then the name at the top.

 

<Shows image of goblin in armour pixel art and mimic artwork>

Child: The goblin’s cool, the only thing I wouldn’t like about the chest is the legs are a bit scary. I like the graphics and the chest could eat your money if you get damaged and then when you beat it you can get the money back.

Me: That’s a good idea, so if you get a question wrong you lose some of your gold when you fight the chest.

 

<looks at eyeball artwork again>

Child: I really like the eyeball, it’s like half squid half eyeball it looks cool.

 

<Shows troll image>

Child: *excitedly* I like that one

Me: He is going to have clothes

Child: Like a stripy thing *motions a tunic shape with his hands*

Me: Yeah like a tunic

Child: Yeah yeah a tunic. You could have different ones with like different coloured beards and horns

 

Me: So with the story element, do you like the idea of being able to be a part of the story and make decisions in the story?

Child: Yeah like picking which character you get. And you could unlock other characters like have pack where you can play as the monsters.

 

Me: Do you like the idea of being able to pick a character at the start of the game?

Child: Yeah, so it comes up as a choice at the start.

 

Child: Do you get powers and stuff like that?

Me: There’s going to be spells that you can buy when you get to certain parts of the story with gold you get throughout the story.

Child: But like you can’t have more then three because then you could skip too many fights.

Me: Yeah that’s what we were thinking of going with.

 

<After explaining how the game is played through answering questions>

Me: So is this something you’d like playing in school?

Child: Yeah or with mum

Me: And the answering questions don’t put you off?

Child: No, that’s the point of the game to learn things isn’t it.

Me: And you like the idea that you can learn in a different way?

Child: Yeah I’d like it if we played it at school

 

Child: I really like the design, it’s kinda like Minecraft and it looks like video games.

Me: So it doesn’t look boring or anything?

Child: No it looks really fun to play.

 

Discussion of game play and art with illustrator

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Bibliography

Kickstarter. (2012). Evil Baby Orphanage. [online] Available at: https://www.kickstarter.com/projects/1334239018/evil-baby-orphanage-0/description [Accessed 12 Oct. 2016].

Week 4: Unit 10