by ellen.dressler -

18 | Usability testing of my sustainability version of GOPS

In my quest to create an engaging and educational card game based on the classic Game of Pure Strategy (GOPS), I recently conducted a usability test. This was the first time I saw the game mechanics in action after coming up with the idea. Two adult friends volunteered to play, even though the game is intended for children. Here’s what happened and what I learned.

What Didn’t Work

  • Card Placement Issue: It became apparent that players couldn’t always place a sustainable action card directly on the corresponding unsustainable action. This raised questions about whether the core concept of the game would hold up.
  • Text Size Problem: The text on the cards was mentioned to be a little small. It was fine to read but it didn’t immediately jump out at you, so it’s clear that for kids, it would be even more difficult.
  • Typo Trouble: There was a typo on one of the cards: „Vermeidung von FlugEisen.“ Oops! Proofreading is definitely needed.

Observations During Play

  • Engagement: Michi and Max both read through the cards and found the concept intriguing. Michi especially enjoyed matching sustainable actions to unsustainable ones when it worked out.
  • Strategic Thinking: As they played, both started to think more strategically. Michi, who won the game, mentioned it felt satisfying to win especially when the actions matched logically.
  • Enjoyment Level: Initially, there was concern about the game becoming repetitive, but it held their interest through several rounds. Michi commented that it was fun and had the potential to be a “mind game”, as the more rounds you play, the more you reconsider the tactics of the other player.

Positive Takeaways

  • Cool Concept: Both players found the game cool and fun. They liked the idea of learning about sustainability through play.
  • Subtle Learning: They felt that if the goal was to teach sustainability subtly, the game did a good job. The information was absorbed incidentally while playing.
  • Replayability: Despite initial thoughts, the game remained engaging through multiple rounds. They even found a new layer of challenge the second time around.

Ideas for Improvement

  • Game Mechanics: Michi suggested introducing mechanics similar to the card game Wizard, perhaps with trump cards to add depth.
  • More Information: Adding more information to the cards without overwhelming the player could enhance educational value.
  • Quartet Format: Converting the game into a quartet-style game was another suggestion to consider.

Overall, the feedback was incredibly valuable. While there are some kinks to iron out—like making the text more readable and ensuring the game’s mechanics are smooth—the core idea of combining fun with learning about sustainability was well-received. Of course to create a game that should be a hit with kids, I would also need to test it with the desired target group. But with a few tweaks, it might turn out as game, that could teach them important lessons while they play.

by ellen.dressler -

16 | Game of pure strategy

After my extensive research in the last blog posts, I finally wanted to get started and simply try out what possibilities there are to change existing game concepts in such a way that a game focused on the topic of sustainability is created.
In this blog post I’m going to explain my first game idea.

The game is based on the card game “Game of Pure Strategy” (GOPS), which is normally played with a simple deck of cards.

Customizations

  • There are only 12 instead of 13 cards per set.
  • Each playing card is thematically adapted to sustainability. Children learn through the pictures and themes of the cards which actions are sustainable and which are not.
    I created the drawings for this with AI.
  • Each prize card has a number that represents its negative impact on the environment. This reinforces the strategic element of the game, as children have to think about which of their cards to play in order to win the most valuable prize cards and thus “destroy” bad environmental influences.

Learning effects

  • Children learn which daily actions and decisions have a positive or negative impact on the environment.
  • Children have to think about which of their cards they play and when in order to win the best prize cards.
  • After the game, the cards can be discussed to deepen understanding of sustainability and discuss how to act more sustainably in real life.

Set of rules

Game materials

  • Player cards (12 per player)
    Each card shows a picture representing a sustainable action or solution, e.g. paperless office, using public transportation or using cloth bags instead of plastic bags. The cards are numbered from 1 (low contribution to sustainability) to 12 (high contribution to sustainability).
  • Prize cards (12 cards)
    Each card shows a picture depicting an unsustainable action or situation, e.g. leaving lights on, fast fashion or using plastic bottles. These cards are also numbered from 1 (low negative impact) to 12 (high negative impact).

Game preparation

  1. Prepare the decks of cards
    Each player receives a deck of 12 player cards. The 12 prize cards are shuffled and placed face down in the middle.
  2. Prepare the playing area
    The players sit opposite each other and place their decks in front of them.

Rules of the game

  1. Drawing a prize card
    At the start of each round, a prize card is revealed and placed in the middle.
  2. Choosing a card
    Each player chooses a card from their deck and places it face down in front of them.
  3. Reveal and compare
    Both players reveal their cards at the same time. The player with the higher card wins the prize card. In the event of a draw, the prize card remains in the middle and is played in the next round in addition to the new prize card.
  4. End of the round
    The played player cards are removed from the game. The next round begins with a new prize card being revealed.
  5. End of the game
    The game ends when all prize cards have been won. The player with the most points, based on the numbers of the prize cards won, wins the game.

The game is supposed to be an exciting and educational card game that helps children to learn more about environmental protection and sustainable action through play. By combining strategy and education, the game offers an entertaining way to promote and reinforce sustainable behavior.

Back of the cards

Sustainability
Pollution

Examples for the design of the price cards

leaving the light on
Frequent long-distance travel
Meat-rich diet
Running water while brushing teeth
plastic bags
fast fashion

Examples for the design of the playing cards

Use public transportation
Paperless offices
Ventilate in bursts instead of continuously
use renewable energies
Build passive houses or renovate energy-efficient
Eat more vegetarian
by ellen.dressler -

11 | How do children learn best?

At the end of last semester, I decided to focus my research on how to introduce the topic of sustainability to children in a way that is suitable for them, in order to raise awareness of this important topic at a young age.


Understanding how children learn is crucial for designing educational content that effectively engages and informs them.
Research has shown that children learn best through interactive, hands-on experiences that capture their interest and imagination. Games, whether digital or physical, play a significant role in this learning process due to their interactive nature and ability to motivate and engage young minds.


Children are naturally curious, and their learning processes are highly influenced by their environments. According to Piaget’s stages of cognitive development, children move from a sensory stage in early childhood to more complex stages of logical thinking as they grow. This developmental perspective suggests that learning activities should be age-appropriate and aligned with their cognitive abilities.
Vygotsky’s theory of the Zone of Proximal Development (ZPD) further explains that children learn best when they are guided by someone more knowledgeable and when the task is just slightly above their current ability. This is where educational games excel, as they can offer scalable challenges and immediate feedback—both of which keep children within their ZPD.

Games are particularly suitable for children’s education because they can incorporate several pedagogical principles:

  • Active Engagement
    Games require direct participation, keeping children actively engaged rather than passively observing. This engagement is crucial for learning, as active participation helps to consolidate new knowledge
  • Immediate Feedback
    Games often provide instant feedback on the player’s actions, which helps children understand the consequences of their decisions and aids in quicker adjustment of their strategies
  • Incremental Challenges
    Many educational games feature levels that progress in difficulty, catering to the natural development of children’s skills and knowledge
  • Contextual Learning
    Games can simulate real-world scenarios where children can practice and apply new knowledge in a safe environment, enhancing their understanding and retention
  • Social Interaction
    Games that encourage multiplayer interaction promote social skills and collaborative problem-solving, important components of cognitive and emotional development

While games need to be enjoyable to keep children engaged, they must also be challenging enough to promote learning without causing frustration.
Games should include various types of content and challenges to cater to different learning styles, such as visual, auditory, and kinesthetic.

The effectiveness of game-based learning has been supported by numerous studies. Resources like „The Cambridge Handbook of the Learning Sciences“ suggest that games are powerful learning tools because they simulate real-world processes and allow for experimentation and discovery. Additionally, organizations like the Joan Ganz Cooney Center at Sesame Workshop published reports and research findings that highlight the benefits of digital media, including games, as learning tools for children.

In conclusion, games are an excellent medium for educational content, particularly for children. They align with natural learning processes by providing interactive, engaging, and challenging environments that make learning enjoyable and effective.

by ingrid.hjelm-hansen -

Music jamming as a participatory design method

A case study with disabled musicians. Teodoro Dannemann.

I will use this blog post to write about an article published at the NIME conferences. In 2023, Teodoro Dannemann from Centre for Digital Music on Queen Mary University of London did a case study with disabled musicians. As a part of the course Interaction Design 1, I will discuss my thoughts about his article. 

I chose Dannemanns article because it has a certain relevance to my design and research topic. The aim of the study is to explore the possibility to design new or modified instruments, focusing on a character of disability. The researchers went through three stages to fulfill the needs of musicians with different disabilities: 

  1. A semi-structured music jam session and subsequent analysis

Undergraduate students, researchers and lecturers assisted to arrange jam sessions for four children from the Teletón rehabilitation center (hereafter referred to as the performers). The performers got the opportunity to choose which instrument to play, and worked in teams together with coordinators. Some of the coordinators worked as tempo leaders, and some as normal musicians. The performers actions were observed and recorded. 

In the beginning of the session, each group created a musical score based on a template (see picture below). The performers were welcome to freely create their own unique notation language. The group started the jam based on their home-made score. After a while, the tempo leaders initiated improvisation for ten minutes.

In the end of each round, the facilitator talked to the group to learn what they liked about the jam, what problems they faced, and their overall interaction experience. Then, teams were told to make a slightly more complicated score and start jamming again. This process was repeated three times. 

  1. Obtain individual performers profiles from the data collected

Each group of coordinators discussed the obtained data. Based on the results, they created profiles for each performer comprising the four dimensions: (1) movements and embodiment, (2) musical preferences, (3) difficulties, and (4) capabilities. This helped them organize the collected data and get an overview of the needs of each performer.

  1. Prototype music instruments

A team of designers got the task to elaborate a proposal of one or two instruments for each performer. They based the prototypes on the data gathered in each individual performer profile. The instruments needed to take into account not just the specific needs of each performer and their musical and performance styles, but they also had to be feasible in terms of time (around two months for construction) and budget constraints. Each team got feedback from coordinators and tutors, and iterated the prototypes up to the final delivery event. Each performer was handed their corresponding instrument and got one hour to explore its possibilities. In the end, all participants of the project gathered for a final jam session with additional instruments. 

In the end of the written article, final results are being discussed. They describe two cases of designed instruments, corresponding to two very different performers. The first of the two performers ended up getting a digital cello that could be played with one arm, and a 3D-printed prosthetic forearm. The performer showed a special interest for the prosthesis. However, it was found that the forearm socket needed more fine tuning for them to be able to exert more pressure against the cello. The other performer received a one-handed flute. Even though the performer was really excited about the idea, they were most interested in using the flute to make all sorts of unusual sounds and effects. So, the team ended up making a special „magic flute“. This flute was set up for the performer to easily change how it sounds using a computer, so they could try out different sounds. The design team also put together a simple guide to help the performer get started with fun activities. This would help them focus better on specific tasks and get into a rhythm.

My thoughts

I find the study meaningful and inspiring. It pertains to such an important topic, and the results are effective. I think the article communicated the research and outcomes in an organized manner. Each step in the study is described thoroughly, and the author evaluate how the steps could have been possibly done different. Dannemann is aware of weaknesses in the study, but I also noted down some concerns.  

Firstly, I think the performers should have been involved more in the prototyping phase. This is mentioned by the author in the paragraph: FINAL REMARKS: A CRITICAL REFLECTION. Based on the feedback the performers gave in the delivery event, it becomes clear that there should have been conducted user tests in an earlier stage. Especially concerning the prosthetic forearm that needed more fine tuning. If they tested the prototype iteratively on the real end-user, the prothesis could have worked properly against the cello. Each person with disabilities is different, so it is crucial to involve the designated end-user in an early stage. 

I am also curious about the instrument’s limitations. Does a one arm flute offer the same possibilities as a normal flute? It is designed for such a small user group, and I imagine how difficult it is to create it without any other limitations. It would be interesting to read more about every instrument they made and how they differ from the standards. 

Reference

Dannemann, T. (2023). Music jamming as a participatory design method. A case study with disabled musicians. Centre for Digital Music, Queen Mary University of London. Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://core.ac.uk/download/567597778.pdf&ved=2ahUKEwilpbWjpeKFAxWp4gIHHVSDDEwQFnoECBUQAQ&usg=AOvVaw1JJvVU71_5dazv_tB-4NSt

by ingrid.hjelm-hansen -

Research Summary

Throughout this semester, I have gathered a wide range of research related to music education. I have read numerous articles and talked to users with real experiences within the field. The focus has been on the visual part connected to colors and symbols in musical notation, but also on music education as a discipline in general. I wanted to find out what works well, and what needs improvement. In my last blog post of the semester, I will try to summarize my findings so far. 

I started my first blog post with this goal definition: 

“The goal is to simply make music education more user friendly to newcomers.”

I wanted to make it easier for children and beginners to learn how to play an instrument. The idea was to work with the use of colors and symbols, to make music more fun and uncomplicated. I quickly realized that the discipline is complex, and I needed to broaden my scope to understand how to solve the right problem. After reading a guest essay from Sammy Miller, I understood that music education in general has some areas to improve. 

Things I have learned

Sammy Miller made me comprehend the importance of music education. According to the Grammy-nominated drummer, studies show that students who play an instrument may have less anxiety and do better in English, science and math. Quoted directly from his essay: “The fact that many children don’t stick with music is bad news not only for the state of self-expression and joy but also for education.” (New York Times, 2023). It is important to clearly communicate these benefits to children that consider quitting music lessons. They should know what they are letting go of. 

It is crucial to let music learners experiment and have fun. If it becomes too serious, it quickly turns demotivational. On the other hand, if the students enjoy playing, they will be more interested in practicing and unintentionally improve their skills. A lot of children think they need to work very hard and do boring exercises to be successful. The truth is that you could become a good musician just by having fun and playing around. Experimenting and improvising can lead to a higher sense of achievement, which is an important factor. Music teachers should encourage students to play around and not be afraid to be terrible. And acknowledge hard work. 

Through my research, I also realized how important the social aspect is. Especially for children, sense of belonging is critical. If you are the only one in your family or friend group that plays an instrument, it could be hard to maintain motivation. Other activities such as football and handball offer a higher level of team spirit. I knew this in beforehand, but got surprised when understanding how big of an impact it really makes. I have been writing about pros and cons with digital music education, and the social situation is an important aspect to consider. 

Conflicts – what makes people quit?

This became one of my big research questions. It seems like a lot of people quit music education because of a lack of time. This means that they find other activities more valuable. But why are they prioritizing football over piano lessons? Throughout my research, I found eight answers to this question. To a great degree, they summarize my learnings written in the paragraph above. 

  1. Lack of social aspect
  2. Wrong difficulty level
  3. Too little focus on the benefits
  4. Time-consuming transportation
  5. Practicing becomes boring
  6. Too much focus on performance
  7. Low attention span
  8. It gets serious too quickly 
    – it is important to have fun and play around

Reference

Miller, S (2023). We’re Teaching Music to Kids All Wrong. The New York Times. Retrieved from https://www.nytimes.com/2023/09/23/opinion/teach-music-better.html

by ellen.dressler -

10 | Exploring Early Environmental Education

Since my research so far has been very broad and I have not pursued a very clear goal, it is important for me to sharpen my topic a little in my further research and to do more research in a specific direction. To this end, I would like to find out to what extent it would make sense to teach sustainability topics at a young age.
When looking at the various facets of sustainability, it became clear that this is not just a topic for adults.
Especially the interview with my friend led to the realization/assumption that a lot of knowledge can be imparted at an early age.

It is a dialog that needs to be initiated at a young age, as many habits and values are already established in this early phase of life. The earlier people become aware of the effects of their actions, the more profound and lasting the impact.

Sustainability does not have to be limited to textbooks and classroom lectures. It is a lifestyle, a way of thinking that influences every part of our lives. So the question is: how can this be seamlessly integrated into children’s lives? How can the topic become a part of their daily routine, their family discussions and their community interactions?

Children are curious creatures by nature. They question the world around them and soak up information like sponges. Harnessing this innate curiosity could be important and useful. Early sustainability education tends not to be about bombarding them with facts, but about nurturing their sense of sustainable action and encouraging them to explore and question the world they live in.

Static lessons and theoretical knowledge are probably not enough in this context. To make a real impact, sustainability education for young people needs to be dynamic, interactive and connectable. It’s about making learning a fun, engaging experience that sparks genuine interest. Whether through games, hands-on activities or simple experiments, the goal must be to make sustainability a part of their everyday lives.

Questions that need to be answered

At what age does it make sense to start sustainability education?
Is there a perfect age, or is it a gradual process? I want to address these questions by researching, perhaps talking to parents or teachers or interviewing experts to find out more about the receptivity of children at different ages.
It’s not just about teaching, but also about understanding children’s particular needs in relation to sustainability. What appeals to them? How can we ensure that the message is not lost in the teaching?

Staying realistic

When researching this area in depth, I want to take a realistic approach. It’s not about realizing an ideal, but about tangible, practical steps. What inspires children to learn about sustainability? Can it be as simple as a fascinating story, an engaging game or a hands-on project?

My conclusion after this first research phase

Shifting the focus to sustainability education at an early age seems to be a valid approach at the moment. Within this process, I hope to find out what resonates with young people in order to lay the foundations for a future where sustainability is not just a concept, but an integral part of the collective consciousness.
However, I do not rule out also moving a little in other directions and, if necessary, taking a closer look at the problems and needs of other potential target groups.

by dragana.maksimovic -

Inclusive educational content for children

Students with disabilities are increasingly spending most or all of their school day in general education classes. Accessible educational materials and technologies are essential to the independence, participation, and progress of these general education students who function in highly varied ways — physical, sensory, and learning (AEM Center).

There are different types of conditions that impact cognitive functions, which include abilities related to learning, memory, problem-solving, attention, and general intellectual functioning. These disabilities can affect a child’s ability to process information, acquire new knowledge, and perform various cognitive tasks, especially in early childhood, which is why it’s important that interactive materials and technologies used for learning are accessible to all children with disabilities.

The idea would be to create content, such as printed or digital book or an interactive platform that is inclusive for children with cognitive disabilities, in a way that encourages engagement through tasks and exercises. While being accessible to those children with cognitive impairments, it should also be alluring to other children and encourage them to interact with the content. The task would be to try and find the middle ground, where the content is exciting enough to keep children interested while also having their possible disabilities in mind.

Ensuring that children with disabilities can participate in a range of activities in early childhood is very important if these children are to benefit from learning environments.

Examples / existing solutions

  • Multisensory learning tools

Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language, which can be very helpful for children with autism spectrum disorder (ASD), dyslexia, or learning difficulties: https://mein-kleines-baby.de/products/sensory-book-board-erforschen-und-lernen-durch-fuhlen-filzbuch?variant=46486197797202&gclid=CjwKCAiA6byqBhAWEiwAnGCA4PAO3BxCz9ok_h2uLY0IwbjNJTHUfQjN2VnaYXrNJFGHMTfqt2o9IhoCwXUQAvD_BwE

  • AAC devices

For children with communication difficulties, AAC devices, including communication boards and speech-generating devices, can facilitate expression and interaction:

  • Augmented Reality (AR) and Virtual Reality (VR)

Immersive experiences can make learning more engaging and help children understand abstract concepts in a concrete way:

Personal motivation

As someone who has struggled with dyslexia my whole life, I am really passionate about this topic, because I was never treated any differently than my peers in school, even though they didn’t face the same difficulties as me. This obviously affected my learning ability and I was forced to find means of dealing with these issues on my own, which was not an easy task. Thankfully, this didn’t affect my ambitions to continue my education, since my disability was not that severe, but that is not the case for everyone. Young children often struggle a lot to find a way to first understand their disability and then learn how to cope with it.

By creating content that is inclusive for all children, we avoid singling out people with disabilities, while providing them with helpful ways of achieving everything they want and more!

Relevance of design fields

Design fields play a crucial role in creating a positive and effective learning environment. The design of educational spaces encompasses a variety of elements, including architecture, interior design, graphic design, and instructional design.

There is an educational framework called Universal Design for Learning (UDL). The goal of UDL is to remove barriers to learning and provide multiple means of representation, engagement, and expression to meet the varying needs and preferences of students. UDL is based on the premise that there is no one-size-fits-all approach to teaching and that instructional design should be adaptable and accessible to a wide range of learners.

Expected challenges

The term „cognitive disabilities“ is extensive. The research of cognitive disabilities is a multidisciplinary endeavor that involves contributions from various fields, such as psychology, neuroscience, special education, genetics, educational psychology, etc. This might be really challenging and input from a lot of experts as well as people who have experience on the topic will be extremely necessary.

Approach / upcoming research

My next step would be focusing on specific disabilities I would like to address and doing more research on what they represent and how they are traditionally approached in the educational field.

I would also like to learn more about the existing solutions, their pros and cons, and also choose which media channel would be the best to address the problems.

References and relevant links:

https://www.cast.org/impact/universal-design-for-learning-udl

https://aem.cast.org/create/creating-accessible-websites

https://uxdesign.cc/universal-design-for-learning-for-students-with-autism-a7d12c0d35f7

https://www.ldau.org/multisensory-teaching-for-dyslexia#:~:text=They%20need%20specialized%20instruction%20to,engagement%20of%20all%20learning%20modalities.

https://4experience.co/vr-ar-teaching-for-students-with-adhd-and-asd/#:~:text=Visual%20Cues%20Help%20a%20Lot,to%20real%2Dworld%20situations%20difficult.

https://www.speechandlanguagekids.com/teach-your-child-to-use-an-aac-device/