Self Directed Week: Unit 10

Feedback from survey

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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
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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.

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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

Week 3: Unit 10

Verbal feedback based on pitch

The class were overall quite positive about my intended idea. They felt that the medium was a good an different way to introduce learning in a more fun way. However the point was raised that some children do not enjoy the idea of learning due to the negative stigma surrounding homework. In this regard I think it is important to take this forward in terms of designing the more intricate aspects of the game, it should not be too question oriented, therefore perhaps it would be a good idea to incorporate the questions in a different format. Or maybe take out the question element all together and use the encounter cards of the monsters more for illustration purposes rather than as the question cards. I will take these ideas forward when I interview a child next week while baby sitting.

Current concept art and design artwork for creature cards

Photoshop exercise

Upon being given the concept art by my friend I decided to experiment with the sketches to trial a different aesthetic. I did this through using layout filters by selecting certain parts of the image and then adding a pattern layer and solid colour filter and then lowering the opulence.

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I will be showing the child next week which design they prefer. If they prefer the Photoshop edited sketch then I will focus on making a more refined version.

Typography

After looking over multiple children’s books and regarding an online article (Strizver, n.d.) I have found that children’s books tend to stick to the style of Serif or Sans Serif. It appears as if older style books use the Serif style and also books that are aimed at younger end of 5-11 year-olds tend to use sans Serif. The article referenced also states that one should not use a font that is too bold or too thin, and should avoid either to the extreme. Examples of this being used professionally in children’s books are below.

Below is also an image board of card games in regards to design and typography. Card games for based on children’s shows (Pokemon and Adventure Time) both incorporate Sans serif fonts. Due to this coupled with the previous image board I will likely go with Sans Serif. I will look at various fonts and then narrow it down based on style and simplicity. Next week I will show the various fonts to the child I am interviewing and see which they prefer.

Bibliography

Strizver, I. (n.d.). Typography for Children – Fonts.com – Fonts.com. [online] Fonts.com. Available at: https://www.fonts.com/content/learning/fyti/situational-typography/typography-for-children [Accessed 5 Oct. 2016].

 

 

 

 

Week 3: Unit 10

Week 2: Research and Preparation Unit 10

mood-board

I again went through the idea generating process in terms of format and subject matter. Below is evidence of a spider diagram done during a lecture.

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I have also contacting a friend in regards to doing the artwork for my project. He has agreed to do the artwork and even some subtle animation if I wished to take it further.

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In the coming days and weeks I will be giving him more description in terms of style for the drawings and give basic outlines which I shall document on my blog.

This project I intend to create will incorporate fantasy creatures and style based around Dungeons and Dragons. This is due to survey responses of the children often preferring books and television shows without human protagonists, therefore I felt a fantasy setting for my learning resource would be ideal. While I have still not centred around whether the format would be card based, board game or book related but feel these three elements would be the best. This is due to the interactive element allowing children to be involved in the learning in order to retain their attention. I feel that this would work best in a game based format in order to encourage interaction and allow the children to enjoy the learning experience.

I have also created some concept art as to how the cards would look for the card concept. I will be sending this to my artist to ask his opinion on layout as he has experience in card game creation and layout design.

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I have also thought about how this could translate into a board game. I have a basic layout design concept however upon looking back later feel the design is flawed. It looks very straightforward and boring and will likely not engage the children. While the gameplay element I do believe would engage the children. I am currently leaning more towards the card based story telling variant of my idea as apposed to a board game due to practicality and time.

The boarder is something I’ve noticed as a type of design aesthetic seen in many different card based games. The abilities are something I think would allow the child interactivity with the game through choice to use. The name section at the bottom will be laminated so that the child can write their name on each time encouraging literary based skills. The learning element from this method will come from the various story based games and could also be opened up to parents/ teachers to create their own once they have used up the available stories. This also opens up a potential future market for creating more stories which could be sold as additional content packs. Such as with the game Rush Hour.

ThinkFun_Rush_Hour_3.png (Bright Beans, n.d.)

Who created additional content packs with their limo addition with additional cards.

38506.gif(Mastermind Toys, n.d.)

Bibliography

Bright Beans, (n.d.). The board game Rush Hour. [image] Available at: http://www.brightbeans.co.za/thinkfun-rush-hour.html [Accessed 29 Sep. 2016].

Mastermind Toys, (n.d.). Image of Limo card set addition for the Rush Hour board game. [image] Available at: http://www.mastermindtoys.com/RUSH-HOUR-GAME-Card-Set-3.aspx [Accessed 29 Sep. 2016].

 

Week 2: Research and Preparation Unit 10