A location based nature iPhone game for
Transcription
A location based nature iPhone game for
FINAL REPORT A LOCATION BASED NATURE IPHONE GAME FOR CHILDREN Student: Xiangxiang Gong - 105979 Supervisor: Dr. Kate Howland Word count: 12000 11/05/2015 Computing for Digital Media BSc University of Sussex University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Statement of Originality This report is submitted as part requirement for the degree of Computing for Digital Media at the University of Sussex. I t i s the product of my own l abour except where i ndicated i n the text. The report may be freely copied and distributed provided the source i s acknowledged. Signed: Date: 1 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Abstract This report explains and analyses the process of developing an outdoor l oca6on-‐based game for children which encourages them to engage with nature, as well as how background research was analysed to support the design and development. The report also gives an account of the tes0ng and evalua0on of the results. 2 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Acknowledgement Thanks to Dr Kate Howland for supervising this project. Additionally thanks to Cathy Grundy from University of Brighton for assis2ng this project, contac2ng young par2cipants for both testing sessions and providing the opportunities to take part in a helpful research session in a primary school. 3 University of Sussex Computing for Digital Media BSc Xiangxaing Gong Contents Statement o f Originality .......................................................................................................1 Abstract ............................................................................................................................................. 2 Acknowledgement ............................................................................................................................ 3 Contents ............................................................................................................................................ 4 1 2 Introduction .............................................................................................................................. 6 1.1 Statement of the background ...................................................................................... 6 1.2 Project Aims and Objectives ........................................................................................ 8 1.3 Relevance of domains .................................................................................................. 9 1.4 Summary of Report .................................................................................................... 10 Professional Considerations.................................................................................................... 11 Public Interest ............................................................................................................ 11 Professional Competence and Integrity ..................................................................... 12 Duty to Relevant Authority ........................................................................................ 12 Environmental Impact ................................................................................................ 12 3 4 Requirements Analysis ............................................................................................................ 13 3.1 Target User/ Stakeholders ......................................................................................... 13 3.2 Background research.................................................................................................. 13 3.3 Existing location based games ................................................................................... 17 3.4 Choosing Location for the game ................................................................................ 19 3.5 Use Case Diagrams ..................................................................................................... 20 3.6 Functional Requirements ........................................................................................... 21 3.7 Non Functional Requirements ................................................................................... 23 3.8 Extension Functions ................................................................................................... 24 Design...................................................................................................................................... 25 Initial design ............................................................................................................... 25 Game name, Icon and launch Image .......................................................................... 27 Storyline Design.......................................................................................................... 30 Gameplay ................................................................................................................... 31 Initial UML .................................................................................................................. 31 5 Development........................................................................................................................... 33 Application Architecture ............................................................................................ 33 4 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Technologies .............................................................................................................. 34 3D Modelling and Animation ..................................................................................... 36 Version 1.0 Overview ................................................................................................. 41 Version 2.0 Overview ................................................................................................. 45 iOS Implementations .................................................................................................. 50 Interface and HCI........................................................................................................ 53 Further Improvements ............................................................................................... 54 6 Testing ..................................................................................................................................... 57 User Testing................................................................................................................ 57 7 Evaluation & Conclusion ......................................................................................................... 68 Future work ................................................................................................................ 68 8 Appendix ................................................................................................................................. 70 Appendix A: Meeting Log ........................................................................................... 70 Appendix B: Gannt Chart............................................................................................ 71 Appendix C: Review against original Requirements................................................... 73 Appendix D: Ethical Reviews ...................................................................................... 75 9 References: ............................................................................................................................. 93 5 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 1 Introduction This sec(on presents the aims and objec(ves of the project, gives some key background, and explains how the project was approached. 1.1 Statement of the background Children nowadays are more likely to prefer stay at home rather than play outside. One online ar)cle from the Guardian par)cularly reported the nega)ve i mpact on children’s health and development without contact with nature [1] [Henry, 2010]. There are many potential advantages of engaging with nature for children’s growth and education, and it is important to address the issue that older children are less interested in playing outdoors than younger children due to indoor digital entertainment [2]. A technology ar.cle from the Guardian states the results from Ofcom research showing that “the use of mobile phones generally is growing strongly among children aged 8 to 11, rising from 55% a year ago to 61% now.” [3] Children often have access to the latest technology, such as iPhones and iPads, and find these engaging. As an iPhone and Apple Mac user, it would be easier to develop the game for iOS. Therefore, this project addresses the challenge of creating a game on the iPhone which encourages children to engage with nature, and aims to harness their interest in modern technology to encourage them to play outside. 1.1.1 Problems: As the indoor entertainment technology is rapidly developing, many problems appear. Britain’s children watch 17 hours of television a week, almost two and a half hours per day, every single day of the year. Despite the rival attractions of the Internet, this is up by 12% since 2007 [3].Additionally, children are spending 20 hours a week online. [4] 6 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Adults when they were children used their local nature settings more often than children nowadays. “Fewer than a quarter of children regularly use their local ‘patch of nature’, compared to over half of all adults when they were children.” [5] Unfortunately, children are unable to recognise some of the most common wild creatures. According to a 2008 National Trust survey, “one in three could not identify a magpie; half could not tell the difference between a bee and a wasp; yet nine out of ten could recognise a Dalek.” [5] 1.1.2 • Reasons why children are less interested in outdoor activities A wide range of a-rac/ve i ndoor digital entertainment i s rapidly ge7ng popular these days, such as video games. The i mpact of i ndoor entertainment i s varied. One nega've i mpact i s that children may get physical health problems i n cases when they are addicted to digital entertainment. Physical health issues such as dry eyes, back aches, neck aches, severe headaches and others are especially common [6]. Also children may develop mental health problems such as an9-‐social behaviour. Children are not allowed to go out by themselves. It is very difficult to keep children in a 100% safe environment. Some parents have no time to take their children outside. In some areas, children are spending lots of time on extra academic classes rather playing outside. This i s more l ikely to happen i n some Asian countries. 1.1.3 Advantages of engage with nature Children gain improved “learning ability, creativity and mental, psychological and emotional wellbeing” [1] The book Children with Nature [7] states children in middle childhood are very curious, capable of assimilating knowledge and able to understand the natural world. “Critical thinking and problem-solving skills achieved through interaction and coping in the nonhuman environment” will help their cognitive and intellectual abilities [7]. Direct contact with natural settings enhances children’s “self-confidence, selfconcept, and capacity to cope with adversity and challenge” [7]. Additional 7 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong improvements in “self-esteem, independence […] decision-making and problemsolving abilities…” [7] Another book named Children and their Environment [8] provides evidence of how nature supports children’s development cognitive, social, and emotional skills. [8] Gaining some knowledge about nature can also help them appreciate nature more, encouraging more outdoor play. 1.1.4 Use of mobile phones and games for children’s learning Lately using mobile technology has increased rapidly. A mobile application or game can be used for learning with children. According to a technical paper, “children's mobile phones [...] should be an assistant in learning and helping them to collect, collate, create and express.” [9]. The Savannah research [10] shows how mobile games are used in learning. For example, when children are running away in the game, they are physically running instead of moving on the screen. Additionally, it states the game “challenges need to be real and complex and difficult to solve” to encourage children in learning problem solving [10]. There are some existing applications for mobile learning like Geocaching, a location-based game “where the player tries to find artefacts in a particular place that has been left by other players” [2]. Therefore, it is a promising approach to create an outdoor digital learning game to attempt to change the fact that children aged 8-12 are less interested in going out than younger children due to indoor digital entertainment. 1.2 Project Aims and Objectives 1.2.1 Aims: The overall aim of this project is to build a Global Positioning System (based) iOS application for children to encourage them to engage with nature and learn about nature. 8 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 1.2.2 Objectives: The location of the game is chosen to be Park Village wood on campus of University of Sussex in Brighton. The reasons of changing the location from Stanmer Park to Park Village wood are explained in section 3. The main objective of the game is to be location-based. This means the application should load a real time map of Park Village wood and display the current location of the player and the targets. Second objective is children should be able to collect items as this gameplay increases their motivation. Another objective is using Augmented Reality technology, since it is more interesting than using Quick Response (QR) code. To create vivid video effects, animation or sound effects are another objective will make the game more appealing to children. The extension objectives are sharing results with friends or family by using third party accounts like Facebook which can motivate the children by showing off their achievements. The achievement of these objectives will involve the design, development and deployment of an iOS application. 1.3 Relevance of domains The nature of this project is programming, modelling, therefore is relevant to Computing for Digital Media degree. 1.3.1 Programming Concepts and Software Architecture There are a lot of programming concepts and techniques that will be required to build an efficient, reliable application in this project. To complete the project, a good understanding of software architecture will also help to plan and structure the application logically. 1.3.2 iOS Application Programming The project is an iOS application game, therefore an iOS programming language such as objective-c will be used. Objective-c is officially supported by Apple developer platform, 9 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Xcode. The reasons of choosing iOS platform are it is one of the most popular platforms and it is also important to learn the skills of self-learning. Knowing a different programming language will also be a great advantage in the future. 1.3.3 3D Modelling and Animation It is important to know the techniques of 3D modelling and principles of animation to be able to create interesting digital characters. 3D modelling will also include texturing and lighting techniques. 1.3.4 Human Computer Interaction The principle of Human Computer Interaction (HCI) is also important in this project due to the project including design and testing. HCI technique is used to ensure the user interface is effective and simple to use. In testing process, HCI is also applied to interviews, questionnaires and prototype. 1.3.5 Testing Testing is one of the most important parts of a software development project. Testing will be required before the application is complete to help evaluate and improve the usability. Test driven development will be utilized throughout development. 1.4 Summary of Report In the following section, the professional and ethical considerations of this project are explained. In section 3, there is an account of the requirements analysis process. Design process is described in section 4, followed by development and implementation. Testing and evaluation are included in the last two sections. 10 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Professional Considerations 2 This project has been completed professionally followed the rules of the British Computer Society Code of Conduct, the ethical standards governing the conduct of computing professionals in the UK. [11][12] A full ethical review has been carried out, and approval given by the Science and Technologies C-REC for the user-testing study. It was necessary and important to apply for an ethical review as the project involves children under 18 using technology to take part in an outdoor activity, making it a high-risk project. The ethical review is used to protect the safety, dignity and rights of the young participants and the researchers in this project. It also ensures the research is undertaken with high ethical and professional standards. The ethical review documents, consent forms, information sheet and study plans are included in appendix D. The BCS Code of Conduct, and its application to this project, is explained in detail below. Public Interest a. The game itself does not require and store any personal information which allows researchers to identify individuals. In the testing session, participants are asked some questions and asked to fill in questionnaires. Full permission is obtained from participants and their parents for the collection of this data. The information collected from participants is protected and secured to avoid security problems. The information can only be accessed by supervisors and the researcher. The collected information is not allowed to use without participants’ consent. b. The game activities should not contain any discrimination on the grounds of sex, sexual orientation, marital status, nationality, colour, race, ethnic origin, religion, or of any other condition or requirement. However, for safety reasons, unfortunately this game is not recommended for people with disabilities due to the location in which it is played (in a wood with uneven paths). Additionally, the project should not offend any parties and should be aware of using words, images and another content against different cultures. 11 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong c. Players will have equal access to the benefits of the App. They will not need to pay to access the game. Professional Competence and Integrity a. The main method to develop the professional knowledge is continuous studying online tutorials in Objective-C programming skills. Additionally, it has been important to pay attention to the technological developments, procedures and standards that relevant to iOS App development. a. I have knowledge and understanding of the relevant legislation, including the university ethical review procedure, which I have followed. This is a nonprofit project which will not be used to make money. b. “Avoid injuring others, their property, reputation, or employment by false or malicious or negligent action or inaction.” The game must be only played with adult supervisions. Duty to Relevant Authority a. The project does not break any UK, or EU laws. All relevant authorities’ requests will be complied with. Environmental Impact a. The application should not cause unnecessary negative environment impact. During development, it is obligational to choose the least environmental impact when there are choices. For example, recycling paper, reducing waste and not leaving anything that is unnatural in the wood while testing (e.g. litter). 12 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 3 Requirements Analysis It is important to plan the application before the design process. The purpose of analysing requirements i s to ensure that users’ and stakeholders’ needs are well-‐understood, so that a design can be developed for an appropriate application which meets those needs. 3.1 Target User/ Stakeholders Primary stakeholders are children aged in 8 to 12. Secondary stakeholders are teachers. Facilitating stakeholders are project supervisor, Dr. Kate Howland, and project advisor, Cathy Grundy (University of Brighton). 3.2 Background research The research paper “Games in the Park” [2] [Grundy, Howland, 2014] provides an account of designing games with children to encourage them to interact with nature, and includes some interesting results. People often believe that children will focus on the technology devices rather than play in the nature. However, the research suggested that children can forget about devices easily and focus on nature instead. It is important to create an interesting storyline to keep children’s attention on the game and the associated activities. According to the aim of the game is to encourage children to interact with nature, thus, the game should not keep children’s attention solely on the application, but it should also keep children interested to continue the game. 3.2.1 How to make the game interesting to children 3.2.1.1 Technology and storylines A child’s mobile can be used for l earning with enjoyment. I t should have i nterac;ons to motivate children. Therefore, the game will allow children to collect information, interact with virtual 3D characters and learn about nature via Augmented Reality (AR)1. Using 1 Augmented Reality is a digitally enhanced of a view of a real world. 13 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Augmented Reality i s more i nteres2ng compared to Virtual Reality (VR) for a children’s game. Children will be seeing the virtual 3D characters in front of real world through the camera on the device. Similar to Quick Response (QR) code2, a card with interesting graphics instead of black bars will be more attractive to children. Children can scan the interesting card to see the virtual 3D characters. 3.2.1.2 Design and style It is necessary to consider what children at the ages of 8 to 12 find interesting about nature. Research shows that boys and girls have differing views on nature. For example, girls are more interested in plants and flowers than boys [13]. The design and style of this project will need to consider the interests of both genders to keep everyone interested. By looking into some popular handheld device games for children, [14] children are commonly attracted by the graphics, exaggerated animation, and funny stories. Cathy Grundy, who was an expert advisor for this project, has carried out research with children in the area of creating stories and asking children to design characters. It was very helpful to observe one of Cathy’s research studies as part of my requirements analysis.The study was about what style of animal characters children like. Cathy provided children eight different styles of foxes, rabbits and owls. Children will choose one of the styles of each animal. Following the session, she made the character design work of 36 children available for analysis on this project. Characters such as foxes, cats and spiders were particularly popular, as shown in figure 1. 2 A QR code is a type of matrix barcode, contains information that can be read by machines. 14 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong What Characters do Childrens draw Squirrels Foxes Rabbits Spiders Snails Trees Others Snakes Figure 1 Number of different characters Children drew in the research Figure 2 Children's drawings provided by Cathy Grundy Regarding specific character design features, most children characters with big eyes, cute or funny looks. (see Figures 2 and 3) In summary, children are o2en a3racted to colourful things, animals and moving things. Therefore, to create a vivid 3D nature characters, animations or sound effects will increase children’s attention. 15 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 3 Most popular character between children 3.2.1.3 Gameplay The results of the research project “Savannah: mobile gaming and learning?” show that children can easily identify the rules and problems within a game and learn to abuse these. It suggests the game should be “developed with sufficiently sophisticated games rules, and sufficiently focused challenges” to avoid children repeating the same strategies, instead encouraging them to try and think about new strategies [10]. A respectable level of difficulty, clear goals, feedback and social interactions make a game more engaging to children [15][16]. 3.2.2 The needs of teachers and parents There are few additional points that teachers and parents will be concerned about: • Is the game suitable for the children? The aim of the game is to be educational and fun for children to play. The game is designed to be suitable for children over age 8. The benefit of the game is to encourage children to go out to play in nature instead of staying inside. • What would this game teach children? This game will teach children to observe, discover, and interact with nature. Additionally, the game will provide a suitable level of knowledge about nature. The game will also increase children’s cognitive ability. 16 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 3.3 Existing location based games In order to further understand the requirements for a location based game for children, a number of existing location based games were examined and analysed. 3.3.1 Ingress Ingress is an advanced location-based game which requires players to walk around outside to play the game, is similar to the basic aim of this project. The gameplay is simple to understand. The quests in the game encourage players to walk further distances to explore more. The level up and unlock system is challengeable. The in-game locations correspond to monuments and buildings in the real-world. Competition between two player groups encourages players to keep playing. Additionally, the game is fair (no pay-to-win). Figure 4 Ingress Screen shots On the other hand, the story is not engaging. Players will need to keep checking their status on their phones in case they are being attacked by the other group. The design is futuristic which might be unappealing to some users, but some children might find it cool. The features are detailed and complex which is not suitable for children as young as 8. 3.3.2 Treasures Treasures is a location-based game that suitable game for children. This game has very simple interface design and cartoony graphics which is very child friendly. The idea of the interface design of this can be referred to the project. The game designed input feedback, every time there is sound effect when a click is taken place. Additionally, when players collect a treasure, there will be a reward sound effect. A step by step tutorial is designed for 17 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong first time players. However, the game is very restrictive if the player does not pay for ingame items. Figure 5Treasures Screen Shots 3.3.3 L4C Lite (Demo of Geocaching) This game is a location-based nature game. It is very entertaining and motivating to find the physical hidden caches in different locations. It physically encourages players to explore their surroundings to look for the caches and leave their signature which is an alternative way of socializing. The interface design is laid out nicely with lots of features such as compass, flashlight and the way to the target. The icon design is simple and easy to recognize. It offers several different styles of maps. Figure 6 L4C Lite Screen shots 3.3.4 Tourality Tourality is a negative example of existing location-based games. The dimension of the game is incorrect for the device. It takes a while to start the game. It has an advertisement bar which pulled back the look of interface. The biggest problem of the game is performance as 18 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong it regularly crashes and freezes. Additionally, the return button disappears randomly. This game has poor usability. Figure 7 Tourality Screen shots From analysing the existing location-based games, there are various advantages between one and challenges with each. There are some of the features from other similar games in the game, such as a level up system, an easy to understand tutorial, a compass and a designed inventory. It is helpful to design a location-based nature game for children in target age. 3.4 Choosing Location for the game Stanmer Park was originally the planned location, as it has indigenous natural species and a large natural area. On another hand, there are some hazards present such as unleashed dogs and the most important ethical issue of this project is not to endanger child participants. Therefore, safety is the main ethical issue to be concerned about. Due to the ethical considerations, the location has been changed to the Park Village wood on campus to ensure that the testing with children can take place in a safe environment. Research trip to Stanmer Park: Obtained from the first research trip to Stanmer Park, there are some ethical issues that need to be concerned. The following issues arose from Stanmer Park. • There is lots of traffic on the main road through the park. 19 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong • Is it safe for children to leave the trail and run into woods? Even children are told not to go into woods. • Lots of people with dogs unleashed walking in the park. • Wild plants should not be picked and eaten. • It is not safe to try to catch wild animals or pick up dead animals. • Stanmer Park is a big open area, children might get lost in the park. Research trip to Park Village Wood on campus: Park Village wood is a small nature area on campus and with fence along the boundary of university, thus it is easier to keep track on children by adult supervisors to ensure their safety. There are no traffics or unleashed dogs around the wood area. Additionally, there are university emergency and health centre if something happened. 3.5 Use Case Diagrams Use case diagrams for the main functions of the game can be: Figure 8 This diagram shows the activities a user will complete when using this application 20 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 3.6 Functional Requirements 3.6.1 General Application Requirements Below are the general functionalities of the application that are required. 1. Players shall be able to click the icon on the device and open the app without problems (e.g. crashing or freeze). 1.1. The interaction response should be fast and easy to recognise. (e.g. The button will be highlighted or changed size immediately after clicked.) 2. The game shall have a start button to start the game. 2.1. The game shall have a short tutorial or clear instruction to guide players. 2.2. The game shall load a map and main interface when player clicked Start Game. 2.3. The application should be closed when Exit game is clicked. 3. The game parameters shall be pre-set and fixed. 3.1. The number objects should be more than 5 for players to explore. 4. The application should have high performance. 4.1. The map should be able to load fast. 3.6.2 Map 5. The game should have a functional map for player to find locations. 5.1. The map should have map pins to show players the pre-set locations. 5.2. Players should be able to tap map pins to see annotations which contain information and icon images of each location. 5.3. Players should be able to tab the annotation to go to a more detailed view with storylines and instructions. 5.4. The map should allow users to change different types of map. 6. Players shall be able to see their updated location on the map. 6.1. Players should be able to click a button/icon to center and zoom in to their current location. 21 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 6.2. The location of the player should be updated in regular intervals. 3.6.3 Augmented reality and camera 7. Player shall be able to use the camera to scan a card or a nature pattern. 7.1. The game should be able to track the pattern accurately. 7.2. The tracking pattern is only activated at a pre-set location. 8. Layers shall be able to see 3D models on device through Augmented Reality camera in pre-set locations. 8.1. The game shall load a 3D model after a card or a nature pattern is scanned. 8.2. The game shall withdraw the 3D model when the camera is turned off. 9. Player shall be able to use the camera to take photos of their activity outcomes in some tasks. 10. The game shall reward players for complete each tasks. 10.1 The game shall have different level of rewards. 10.2 The different rewards should determinate different results. 11. The game shall have an inventory. 11.1. It shall allow player to check their inventory. 11.2. The game shall be able to display the collected items in the inventory. 11.3. The game shall save the reward automatically into the inventory. 12. The game shall have at least one extra character to interact with the children. 12.1 Player shall be able to see a 3D model through camera directly. 12.2 The game shall also be able to load the character without scanning a card or a nature pattern. 22 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 3.7 Non Functional Requirements 3.7.1 User Requirements 1. The game shall encourage children to engage with nature whilst being educational. 1.1. The children should not concentrate on the device all the time. 1.2. The game environment should be safe for children to carry out activities. 2. The graphics of the game shall be designed with children’s tastes. 3. The game shall have a tutorial or a clear instruction to guide children. 4. The story of the game should be light-hearted. 4.1 The game challenges or tasks should be on a suitable level for children in target age. 4.2 The story shall be positive with a happy ending. 5. The language of the game shall be on a suitable level for children. 6. The game shall address reliable knowledge about nature. 3.7.2 System Requirements 7. The game shall be run on iPhone 5 or above. 8. The system should be able to render 3-Dimensional models. 9. The system should be able to load images. 10. The game shall have a camera function. 11. The system shall support GPS and have a map. 12. The game requires internet access to load the map. 13. The functions and attributes should be consistent. 3.7.3 Product Requirements Usability requirements ensure the game is simple to use. 14. The game interface shall be easy to understand and interact. 15. The game shall be available to all players. 16. The application shall require stability. (Developers will be able to improve the app easily later.) Performance requirements ensure the game runs smoothly. 23 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 17. The application should use reasonable size of images and graphics. 18. The 3D models should have low poly counts. 19. The texture of 3D models should be small size. 20. The game should be no bigger than 150 Mb (Megabytes). 21. Simplify the implementing algorithm. 3.7.4 Organizational requirements This will consider the requirements of environment. 22. The game will have to take place in Park Village Wood on campus under the supervising of adult supervisors or parents. 23. Good weather condition is required for this game to ensure children’s safety. 3.7.5 Ethical Requirements Ethical requirements are important in this project to ensure the game is in line with the Code of Conduct. It is also used to minimise risks when testing takes place. The Application of ethical review has been approved. 3.8 Extension Functions • Reward children for walking certain lengths of distance. • Allow setting a task as the target and show the distance between the child and the target task. • Time limit to complete each task will increase the challenge of the game and increase the motivation of children in the game. However, it is likely to cause more safety issues when children rush around the park. • Hand-drawn map for target location make the game more appealing to children. • Add second level with different stories and different characters. • Show the location of other children on the map but without showing identity. 24 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 4 Design Design was completed before the main development of the game. Initial design Some rough hand-drawn designs (see figure 9) of the game’s interface and interactions are one of the best ways to give an overview of how the game will be presented. 25 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 9 Sketches of initial design. The app will have a home page with simple instructions, a map button to go to the map page and a check button which navigates to a page to check the passcode. Simple interactions are easier for children to follow. The map page displays a map and some map pins to show the locations. The camera button is placed in the “Details page”. When scanning, virtual animals are visible through the phone camera sketching the ideas was helpful in developing the design quickly and efficiently. A further design was done using Adobe Photoshop to provide a more realistic perspective of the game. Some parts are differing to the initial design because navigation bar is more consistent (see figure 10). 26 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 10 A Photoshop designed version the game interface The initial designs helped to prevent the user getting confused due to inconsistencies. Furthermore, using system-provided controls, icons throughout the game will be easier for the users since they might have previous experiences. On the other hand, a nice designed icon can also increase user experience. The same icons such as the camera always mean the same thing. Game name, Icon and launch Image Game name and app icon give children the first impression of the game. Giving the game a good name and iconic app icon might increase children’s interests, hence the style of the name and app icon should be appealing to children. At the same time, the name and logo should be related to the theme of the game and storyline. Some Game name ideas: Location Game Find Them Adventure in the Woods Eventually Find Them was chosen because it directly addresses the theme of the game. 27 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Once a name was chosen for the game, designing an icon and launch image were the next thing. Some rough design ideas were quickly sketched out on paper (see figure 11). Further designs were carried out using Adobe Photoshop. Figure 11 Some sketches of ideas for the game icon Some Game icons: Figure 12 Three icon designs There are few designs for the app (see Figure 13). The first one is a cartoon style of a forest painted in Adobe Photoshop. The design has nice contrast but it misses a focusing point. The 28 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong middle design with a bird shape on top of a map clearly relates to location and animals. However, the simple colour contrast design in feeling of a utility application and is less likely to be appealing to children. The icon with a magnifier was picked as the final design. A magnifier is on top of the high contrast forest background to bring up the idea of adventure in the wood. The forest design was also used for launch screen. Figure 13 Launching design 29 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Storyline Design Aris games [17] a platform for creating location-based games and play games. It was used to design a storyline in this project. The created story can also be tested on location which is very helpful as it allows designers to see how a storyline connects each location. Figure 14 A story about a character bird requires children to collect stones from different locations and created with Aris 2.0 Figure 15 A story about a fox asks children to build a den for it. 30 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong After writing out some stories, the story of freeing trapped animals was used in the game. The story starts with the Park Village wood is embraced by mist. All the animals in the wood are trapped by some unknown dark magic. The only way to break the dark magic is to visit all the animals and receive all the hidden magic codes. Gameplay The fundamental gameplay of this game is to visit different locations and complete the activities. A reward system was also designed in form of giving hints to players. The received hints were designed to free the animals and complete the game. The hint message was initially designed with a four-letter words “HOPE” as each letter is hidden in one location. “Hope” is a positive word with multiple meanings. It can be the animals are hoping the player will free them. Having hope is an alternate explanation. Initial UML 4.5.1 Object diagram This class diagram is only the initial design. Figure 16 An early Entity Relationship diagram showing classes 31 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 4.5.2 Activity Diagram An initial design of an activity diagram was created to illustrate all the action states of the game. Figure 17 An initial design of activity diagram 32 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5 Development Application Architecture Model View Controller architecture (MVC) [5.2] is the most-used design pattern for implementing user interfaces. It divides software into three parts, model, view and controller which are connected to each other. (See figure 18) Controller Model View Figure 18 MVC design pattern The model manages the data, rules of the application. The object stores application data. A model example in this project is the MapPin class which defines the attributes of a mapPin object. A controller can send a request to the model to update the model’s state. In the map pin case, the MapViewController class is a controller to create map pins and setting the location coordinates value, the location names and another attributes within MapPin class. A view is a visual representation of the model which also requests information from the model. In XCode, views are represented using UIViews, MapViews, TextViews and different view for different purpose. 5.1.1 Version Control A small change will easily cause some undesired problems, when working with a large code base. It would be hard to find where the problems were. Version Control is always a good 33 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong habit to track changes in a project. And a git version control system has been used to backup and save changes of the project using command lines. Figure 19 A screetshot of terminal within the git reponstory Technologies Number of technologies will be used in conjunction to complete the development of the iOS application. 5.2.3 iOS Development Technologies Xcode Integrated development environment (IDE) was chosen to develop the game as it is an environment for building apps for Mac, iPhone and iPad provided by Apple. The newer versions of Xcode introduced a new user friendly programming language, Swift3 as well as the primary programming language, Objective-C (Object-oriented programming). As Swift is a new programming language based on Objective-C, Objective-C is more stable. Additionally, Swift inter-operates with Objective-C. Knowing Objective-C will be easier to learn Swift in the future. Consequently Objective-C was used to implement the game. Apple also delivers sufficient system interfaces in frameworks to develop a location based application. A Foundation framework was commonly used. Data types such as strings (NSString) and arrays (NSMutableArray) for collection of MapPin class were used. Additional 3 Swift is a multi-paradign, compiled programming language for Cocoa and Cocoa Touch. [19] 34 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong frameworks like CoreMotion, MapKit, CoreLocation , CoreAnimation and AudioToolbox were applied for the development. 5.2.4 Augmented Reality SDK An augmented reality technology is an approach to display virtual animals (3D models) in real-world environment in order to increase children’s motivation in this game. Augmented Reality algorithms consist of computer vision by detects interest points in the real world images and overlay with the virtual image [20]. Figure 20 Augmented Reality Technology [20] Tracking technologies of Augmented Reality are using digital cameras and GPS for this game. As the main focus of this project is not Augmented Reality algorithms a pre-made Augmented Reality software development kit was used to produce an Augmented Reality for mobile application. Augmented Reality SDK is the start of an Augmented Reality application development. There are numbers of SDK to help develop Augmented Reality applications easily. Metaio and vuforia are the well-known ones. During developing, vuforia was the first choice to start with for augmented reality; however there were compilation problems on both Unity and Objective-c which could not be solved for weeks. At the same time, Metaio SDK was another choice. In addition, Xcode has chosen to be the platform to create the iPhone game since it is the official software developed by Apple. At the beginning, there were difficulties to come across some issues due to lack of knowledge of objective-c and using Xcode, but Metaio provides much more detailed resources including tutorials and examples for developers. It was one of the reasons for choosing Metaio over Vuforia. [21] 35 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 3D Modelling and Animation As discussed in the requirement analysis section, 3D animated models are one of the main approaches to make children excited. What is more, the software and basic principles of 3D modelling and animations will be explained in this section. 5.3.3 3D Modelling and Animation Software There are many choices of 3D modelling and animation software for developers. Autodesk provides various professional software in the area of 3D modelling and animation, including 3DS Max, Maya and Softimage. Other software like Blender and Cinema 4D are also an option. 3DS Max was chosen to be the ideal software for creating 3D models and animation, since it is a professional level application which provides complete functionalities to create 3D contents. A student license can be registered easily, moreover, some experiences on using 3DS Max was obtained through previous projects. 5.3.4 3D Modelling 3D modelling is the process of creating a three-dimensional virtual object based on mathematical coordinates to represent a real life object. 3D models can be connected by geometric entities like lines, faces and polygons. The most basic object is vertices (points) which can be connected to form a line(edge). A triangle formed by connected vertices is a polygon. And polygonal modelling is the chosen approach to create the 3D models in this project, as it is easy to construct meshes by connecting primitives (e.g cubes, cylinders and spheres) together. Meshes can be modified with different features (e.g extude, subdivide and attach). Non-Uniform Rational B-Splines (NURBS) is an alternate approach which is commonly used in engineering and manufacturing. The shape of the surface is determined by the weight of the control points. [22] The bird model was created first in order to test the scanner which will be explained in the implementation section. The other three models were also planned and modelled using the approach of polygonal modelling for the game. According to the researches on which kind of wild animals children like, a spider, a fox, a bird and a bunny were chosen. The development 36 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong of the bird model will be explained in detail, as all other models were created using similar principals. The bird model was initially modelled from a cylinder primitive, which was extruded out and its vertices were adjusted and scaled to form the body shape. Due to the feet having more details, one leg including the foot was modelled seperately which made it easier to extrude the claws. After group smoothing the leg, it was attached to the body. Head was the next hard part of this model because of its shape. The head was also created from a cylinder, but some vertices were merged to create a narrow head. A similar process was applied to create the tail. To ensure both side of the bird are symmetrical, half of the bird was deleted first and mirrored afterwards. The last process was smoothing the model with group smooth because it allows more controls on ploygon counts and still create a smooth look. Figure 21 The wireframe of the bird model Models need to be loaded into the mobile phone, thus it is important to keep the polygon count as low as possible. Large number of polygons (“high-poly-models”) requires more memory space, render slower and decrease the performance of an application [23]. 5.3.5 5.3.5.1 Texturing and lighting Texturing Models can be textured with the standard material which consists of diffuse, ambient, glossiness and other features. UV mapping is a texture technique which is commonly used in 37 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong this project, as textures can be designed for children (see figure 22). UV mapping is the process of representing a 3D model’s surface by making a 2D image. Well made UV maps minimise texture distortion, however creating a UV map is time consuming. Use of Standard material Use of UV mapping Figure 22 Comparison of different texture methods Applying a UVW unwrap modifier in 3DS Max to the geometry for creating the bird UV map. Faces were aligned and flattend in the UV map to make the process of painting texture easier (see Figure 23). The bird UV map was imported as an image into Adobe Photoshop for creating the texture (see Figure 23). The large resolution of textures can also decrease the performance of an application. The resolution value of “power of two” is also recommended to avoid decreases of performance [23]. After the texture was finished, it was wrapped back onto the model. The same UV mapping techniques were also applied to the other animal models. 38 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong UV map Texture 512 x 512 pixels The bird model with an unwrapped texture and light Figure 23 The bird model 5.3.5.2 Lighting Basic lightings techniques were applied to illuminate the models. Since realistic shadows are not important in mobile application, four photometric Omni lights (free light) were used to illuminate the model from different directions. 39 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 24 The bird model with two Omni light is off 5.3.6 3D Animation Rigging techniques are often used to support animating complex models. One rigging technique is used by creating an IK chain (Inverse Kinematics) inside the leg of spider. The IK chain allows translating the whole legs by translating the lowest part of the leg. The Bird model is animated with FK (Forward Kinematics) system which is opposite to the IK. Animation can be very complicated when it applies all the principles of Animation. Some principles are applied such as staging, weight, strong silhouettes to provide a more interesting animation for children. A weight was applied to the bird when it jumps. In this project, animated 3D models were developed for a mobile application. It is more reasonable to create a simple animation with few key frames in order to improve the performance. 5.3.7 Export FBX (Filmbox) is a commonly used file format for Autodesk’s 3D products. It contains most of models and animations features. OBJ (Object file) and MD2 (Model format) are alternate file formats which can also be used for 3D models. However, Metaio SDK has limitations of supporting OBJ and MD2 formats. OBJ format does not support animations and MD2 format can only use one texture. In the end, the FBX format is the best choice for this project. Metaio SDK also provides a tool named FBXMeshConverter to make FBX file suitable for mobile devices by removing unwanted items and turning it into a fast runtime format [24]. 40 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Version 1.0 Overview The game has been improved from the initial design. The class diagram and activity diagram illustrates the implementation structure and gameplay. 5.4.1 Class Diagram Figure 25 Class diagram for the first version 41 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5.4.2 Activity diagrams Figure 26 Activity diagram for the initial version 42 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5.4.3 Application Interface The version 1.0 was tested in the round one testing session. Screenshots of the game are shown in figure 27. Home page with introduction of the story and two buttons for map and checking the code The map displays map pins, user’s location and choices of different maps 43 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong The map pin annotation appears when a map pin is tapped. The 3D content is displayed on the screen with a real life image An image of the tracking pattern with instructions and a camera button The check page is for checking the passcode. It gives alert if the passcode is incorrect Figure 27 Screenshots of game interfaces. Including a home, a map, a detail and a check page 44 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Version 2.0 Overview 5.5.3 Game Play After the round one testing, some updates were designed and changed. Different types of gameplays were designed to improve the testing result. I will help finding out what types of activities that children are more interested. Apart from the original two types of gameplays, scanning tree pa,erns and a paper card, a G PS tracking and a nature ac4vity were added. The GPS tracking allows children to see the characters through the camera directly without scanning a pattern. The nature activity was designed with building an animal shelter. To increase the difficulty of the game, a word instead of a letter were designed. Words “nature”, “colour”, “spirit” and “adventure” were chosen for each activity. The reason of choosing these words is because of a beautiful phrase “Nature always wears the colours of the spirit.” And the game is an adventure in the wood. 45 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5.5.4 Class diagram Figure 28 A further designed version of class diagram for the game 46 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5.5.5 Activity diagrams Figure 29 An activity diagram for the second version game 47 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 5.5.6 Application Interface The map page with connected locations and map pin annotations The designed home page with a map button The detail page shows the image and two buttons with instructions (speech bubbles) which are interactive The instruction shows in a popup box with a close button 48 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong The nature activity instruction of building a shelter is designed with simple graphics Check word page has a 4 text fields, a line of text shows the states and a button Clicking the enter magic code button to go to check page. The camera button is hidden in this page. An alert message appears when incorrect code entered 49 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong The ending image appears with a sound effect Figure 30 Screenshots of version 2.0 game interface iOS Implementations Detailed process of implementing the scanner system and map system is included in this section. 5.6.1 Implementing a Map system The map system was implemented to achieve the main objective of location-based. MapKit4 and CoreLocation5 frameworks provided by Apple library were used to build a map system. First of all, a map view was added in order to develop the further functionalities. Getting user location needs to request user’s permission to retrieve location. LocationManager object which is responsible for location data. It was used for receiving updated locations in order to get user’s location. 4 MapKit framework provides an interface for embedding maps directly into views. It also support for annotating the map and adding overlays. [26] 5 CoreLocation framework uses the available hardware to determine the user’s position and heading. [27] 50 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong MapViewController class creates number of MapPin objects. Each MapPin object stores the coordinates, locationName values which are assigned by the controller. MapPin object is inherited from MapViewController. In the later version, map pins with custom icons were added to distinguish between other default pins. After an array of map pins were created and added to the map view, annotation views were added to each map pin. A map pin annotation with an icon image, title and description provides information to children. A calloutAcessoryControlTapped event method was used to make the annotation interactive which navigates to a detailed page with an image and instructions. (See figure 31) Figure 31 Map pin annotation call out event It is more efficient to load a sequence of images in the detail page (see figure 32). Images can be replaced easily without changing the code. Figure 32 Loading images in a efficient way A map overlay polyline which connects all the map pins was added in the latest version to help children find the locations. drawLineSubroutine method executes the process of creating a polyline. Iterating an array of location coordinates and increases the index by 1 to create a polyline on each increment. 5.6.2 Implementing a Scanner system Augmented Reality is the second objective which was implemented. A scanner system is an essential part of any Augmented Reality system. The Metaio SDK played an important role in the implementation of this. Implementing the scanner system included two main methods. One loads a tracking configuration file and another one loads objects. Metaio SDK provides a sample tracking file with tracking configurations which was modified to fit with this game. The tracking files stores tracking images and loaded into the application. Tracking configurations consists of the performance of the application and the tracking accuracy. 51 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong In initial versions of the application, one tracking file was designed for tracking all three models and message letters, because the tracking file is able to track multiple objects simultaneously. A sensor ID is used to identify different objects. A 3D model and a letter in image format were also loaded with an ID in order to load the right tracking sensor. However, the tracking file takes a while to load due to all of 3D models and letters share the same tracking file and needed to be loaded beforehand. Children are asked to scan one pattern at a location, so only one object is needed to be loaded. The solution to improve the performance was to use one tracking file for one object. With this setup, children will not be able to scan different patterns simultaneously, but this not required functionality. In the final version, another tracking method was added into the game. There is no need for a tracking configuration file since it uses GPS tracking. The latitude and longitude values were used to support tracking. Animations and sound effect was implemented to reach the objective. Within the scanner system, when the model is tapped on the screen, an animation takes place. This was done by using a touch event within the Metaio window to activate the animation. In the final version, sound effects were added to some models. It is activated when the model is tapped and implemented using the AudioToolbox6 framework. 5.6.3 Implementing a Photo Camera The functionality of taking photos and saving photos into an album were implemented to provide activities for children. This functionality was included in the second version of the game. An imagePickerController method and an UIImageWriteToSavedPhotosAlbum method were created to pick up the image which was taken and save it to the photos album. 5.6.4 Implementing a Passcode System The objective of item collecting system was implemented in a way of collecting clue messages. The passcode system was implemented to check the validation of the collected 6 AudioToolbox framework provides interfaces for recording, playback, and stream parsing. [25] 52 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong messages. A string inputted into the text field is compared with a pre-defined string. If the input string is not equal to the pre-defined string, a warning window will pop up. In the latest version, four text fields were used to check four different strings. Each text field was implemented to check validation of each string in both lower case and upper case (first letter). After all text fields are correctly filled in and the check button is clicked, a finishing image shows with a sound effect. A line of text was implemented to shows the states of each action. Displaying the finishing image was implemented with an animation feature (see figure 33). Figure 33 Animation for displaying an image and a text To improve the usability, the text field will be reset when an incorrect string is input. In opposite, if the input text is correct, the keyboard cursor will move to next text field automatically. This is done by assigning the next text field to become the first responder (see figure 34). Figure 34 Move to next text field automatically Interface and HCI The most important part to the user is the front-end of the application. Therefore, interface and HCI design principles were considered, since it is important for user experiences. The custom icon such as a star is different to other map pins to emphasize the start point and finishing point. Every detailed page has the same layout when an annotation is tapped. The position of the camera button was fixed in different activity modes. 53 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 35 The top star is the start point and the bottom one is the finishing point Further Improvements Some improvements were made after the round 2 testing session. First the map was improved by implementing a tracking direction feature which is activated by a button setting the user tracking mode to MKUserTrackingModeFollowWithHeading (see figure 36). 54 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 36 The pink button is added to activate the tracking heading function The most obvious issue from the second testing session was the usability of the instructions and confusing gameplay. A new method of presenting the instructions was designed using CoreAnimation and designed graphics (see figure 37). Some names of the locations were edited to avoid confusions. (“Start” is changed to “Find Venessa”). 55 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 56 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 37 A different method of showing instructions with animations 6 Testing Testing is one of the most important parts of this project. It ensures the application is reliable, usable and efficient. This project has used black box (tests functionalities) tests. In addition, the project benefitted from two rounds of user testing on location in Park Village woods. Testing with real users and in the final interested environment is essential to gain accurate and realistic feedback on the tool, and to test the functionality in situ. User Testing Two rounds of user testing were planned and carried out. The purposes of the tests were to receive feedbacks and improve the application. The feedbacks are used to determine the usability of the application, the enjoyment of the game and the effectiveness of the application in encouraging children to engage with nature. 57 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Children will be asked to complete a designed questionnaire at the testing session. Using questionnaire over interview for collection information is mainly because it is more suitable for children. It will be difficult to interview group of children outdoor. In contrast, questionnaires allow children to provide detailed feedbacks anonymously. A sample questionnaire is included in appendix. 6.1.1 User Testing, Round one The testing session was roughly an hour. Four girls aged 11 and 12 were recruited to take part in the first round of user testing, through personal contacts of the project advisor. The aim of this round of testing was to determine the effectiveness of children engaging with nature and enjoying the game. Figure 38 A photo from the round one testing session The participants were asked to play the game and follow the story. They were told that while them walking through the wood, they will need to find particular nature patterns and scan them. There were five locations, and four of them required participant to find the correct locations and scan patterns. The first location has only one letter “H”. An animated bird model and a letter “O” are placed on the second location. The first two nature tracking patterns are on the trees. The third location is placed with a spider model and a letter “P”. The last task was asking them to find the part of the biggest tree as the image shows and scan the printed image instead. The return information is a fox model and a letter “E”. In the end, they will need to input the correct information (“HOPE”) to success the game. 58 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong During Testing, children were observed to help analysing in order to improve the game to reach the aim. Detailed notes were taken to record the observations. At the end of the testing session participants were asked to fill out a questionnaire. 6.1.1.1 Observation Summary The weather condition was cloudy, which may have had an effect on the camera’s scanning ability. The children did sometimes have trouble, and took a while to get the phone into the right position to see the model. However, this appeared to be more of a problem with getting the right angle, and framing the shot exactly right. When the children saw the letter “H” at the first tree, they did not realise that this was what they were looking for and expected something else. When they see the animated bird at the second tree, they were really excited and did not pay much attention to the letter. In this case, girls are more attracted to the animated animal characters rather than letters. There were a few squirrels running around in the woods that the children missed because they were focused on their phones. Later, they did get excited and try to take photos when they saw a bunny. The aim of the project is to encourage children to physically interact with nature, thus it is not a good thing that the phones take their attention away from real nature. On the other hand, the game is interesting to them, and did encourage them to look closely at other natural elements that they may otherwise have not been interested in. The children had trouble finding certain locations. The Park Village wood is a small area and the distance between each location is small, so that the trees cannot be triggered precisely. Besides that, the tree stump is obscure which can be easily missed. Though the children did not mind spending some time on searching around, and still sounded excited when they said 'found it' when they found the tree stump. In fact, the children having trouble to find the right locations immediately will give them more chances of discovering nature. They had the idea of using one phone to get up the photo so they could see what they were meant to scan using the other phone. It is a creative work around for when they had trouble with scanning. It is also a way of improving their team work ability. 59 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong When they need to scan the paper for the last one they seemed confused. They did not see why they would have to scan a photo rather than the real thing. It is helpful to know children are more interested in interacting with real nature. 6.1.1.2 Questionnaire Summary Four girls took part in the questionnaire. The result shows that all of them enjoyed playing the game in the woods and would like to go to a wood to play again in the future. They all liked the characters, particularly the bird. Three girls think the game is not easy and locations were not so easy to find. One girl mentioned she liked the game made her look at the different things on the trees, as well disliked scanning the sheet. The others think that it was difficult to scan the tree patterns. 6.1.1.3 Usability feedback & Solution There is some usability problems need to be fixed. The navigation buttons on top bar of the screen navigates to correct pages occasionally. Besides the flow of the pages was ordered differently, instructions were designed with a popover box. The children had trouble finding the right angle to trigger the text and models in Metaio. This was solved by placing the hint message on top of the interface instead of next to the 3D model in Metaio. It was difficult to track on the tree. It took a long time. Due to different nature factor, it decreases the pattern detect accuracy. Adding GPS tracking rather than tracking patterns was another solution. The children also did not expect to remember the letters. It was emphasizes it in the main text to remind them. Difficulties to find the location can be improved by adding overlay trails on the map to help children find the way easily. An overly polyline was added to connect each map pin on the map. The children were confused what the camera function does. More clear description was included in the text to explain what the camera is for. The children could not found one of the locations, due to the leaves were moved and differ to the photo. It is reasonable to choose locations which is more 60 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong distinguish and unchangeable. Therefore, a different photo was taken and substituted. Original Substitute Figure 39 The unstable photo was substituted. It seemed the word “HOPE” was too easy for the target age due to the children guessed the last letter before they visited last location. Words were used instead of letters to encourage them to visit every location. Each word is checked separately. At the beginning the children were very concentrated on the game, did not notice the nature animals. Take and save photos functions were added to encourage children to observe the nature. Different tasks such as build a physical animal shelter from branches were included. The children were confused when they were scanning a paper. A designed card with related graphics was created to make it more appealing to children. 61 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 40 A designed card for players to scan The children were a little bit confused where to enter the word. The Enter Magic Word button was designed to be only visible in the final location page. One of the girls suggested to add a nice animation or picture after entered the correct word in the end. A designed finishing image with sound effect was added. Overall, the children really enjoyed the game and especially loved the animated bird and provided very helpful feedback. Nevertheless, the game should improve the game play to encourage children more to physically engage with nature. 6.1.2 User Testing, Round Two The round two testing session lasted less than two hours. Participants included 4 girls and 3 boys aged 11 to 12 (plus one 5 years old brother who joined in on certain tasks such as the den building) were recruited to take part in the second round of user testing, also through personal contacts of the project advisor. Three boys took part in the second round of testing which improves the testing result. Same as the first round of user testing, the aim was to find out how effective the game encourages children engaging with nature and enjoying the game. The participants were divided into two groups, 4 girls and 3 boys. Four girls were working in pairs and took turns of using the phone. They were informed to read instructions as they went along and be safe. They were also given a designed card which was used in one of the tasks. The game had been updated and certain parts had been changed completely. They still needed to find and scan particular nature patterns. In addition, they needed to physically interact with nature. In the updated version, the hint will appear after the model is tapped. The start point requires players to use the camera to scan around at the location to see the bird with the word “nature”, to scan the tree pattern at the second and third location to see an animated bunny with the word “colour” and a fox with the word “spirit”. The third activity is to place the given card on top of the tree stump and scan it to see a spider and the word “adventure”. The next activity is to find the biggest tree in the wood and take a photo of the animal shelter that players are required to build. Entering all the hints they have received 62 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong from different places in the final location. When all words are entered correctly the game completes. Similar to the first testing session, the children were observed during the testing and observation notes were taken. Additionally, participants were asked to fill out a questionnaire at the end of the testing session. A sample questionnaire is included in the ethical reviews in appendix D. 6.1.2.1 Observation Summary At the beginning, the boys also did not expect the map pins are interactive. They were trying to rotate the phone and expecting the map will rotate according to the direction they are facing. Both groups of the children missed the activity at the start point. They did not expect activities at the start point. This might due to the map annotation of the second location is numbered with one (“1.Eye Pattern”). After being told about the first location, the boys were able to see the bird, and were quite excited by it. Especially, the boys were jokingly saying it was scary, as it appeared next to their heads. One of the boys tried to touch the bird in front of the camera. The girls went back to the start point later but still had problems seeing the bird. Eventually they saw the bird when they were suggested to rotate the camera fully. When they the bird, they did not know how to get the hint. Later, the girls tried to take a photo of another girl with the virtual bird which shows their creativity (see figure 41). 63 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 41 A girl was taking a photo with the bird At the second location the boys went straight to the camera, without clicking on the second location and read the instruction. They also found difficult to find the right orientation while they were trying to scan the tree pattern. However, in the third location, they could scan the pattern and saw the fox without problems. The boys often went off in the wrong direction, before realising their mistake and going back on themselves. Although they took a while to find the location, they were still very excited when they found the right location. Another point is the boys kept switching between the map and the photo view in order to find the right place. At the third location, the children had difficulty to work out what the spider was at first. They could only see its leg (see figure 42). One boy says "Let's go. We have got the hint". It seemed getting the hint is more interesting to him than seeing the spider. Figure 42 The girls were trying to scan the card 64 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong The children did not read the text instructions even when they got stuck. This means they did not know when a different mode of interaction was needed for some locations, such as the card based trigger. The shows the instructions were not very helpful to them. On the shelter building task the boys were initially very unexcited and commented: “What? We have to build a shelter?” “This is hard” “I hate this” In the end, this was the task they spent the most time on. One of the boys seemed to enjoy this task better the more time passed, and even his 5 year old brother became involved to build an impressive shelter. Most likely this was because they first felt that it was “work” rather than a game activity. There was competition between the boys and girls on building the shelter. The boys were trying to finish before the girls and did not let them join in their shelter building. They also did not want the girls to learn the secret words from them, as one boy even said “Don’t say it out loud!” They were very happy about getting it correctly on their first tries, exclaiming: “Yes, we’ve done it!” When they had finished the game, the boys carried on with their shelter building. One of the mum’s suggested they made use of a tree trunk which was already there to build the shelter against. The boys became quite proud of their work. “We made a swagger one!” one of them said (see figure 43). The girls were bouncing on the branch (see figure 44). None of the children questioned whether they really needed to build a den and take a photo of it, or whether they could just take a photo of anything and the game wouldn’t know. Figure 43 The boys were building a shelter after completed the game 65 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Figure 44 The girls were bouncing on the tree branch The secret words were much harder to remember than the simple letters spelling out a single word in testing session one, but it did not seem to be a problem for the boys. The girls entered the wrong words on their first try and were disappointed. Once they worked them out correctly, they were happy. One girl remarked “It's cute that all animals are happy in the ending page.” Before leaving, the boys commented on the testing session, saying “That was cool, I liked that game” “I really liked that” “It was cool!” A parent said that she liked the game and thought it was a great way of getting them outside. She suggested that activities like the shelter building should maybe be given a specific time period to try to encourage them to spend more time on it (they rushed through it at first, so they could get the magic word, but did come back to it after the game was finished.) During the game, the girls were trying to work out who holds the phone and take turns scanning a pattern. It was a good attempt of team work. The boys were trying to remember the hint during the game. 6.1.2.2 Questionnaires Summary The results show all children enjoyed the game in the woods during the testing session and six of them would like to go back to the wood to play again in the future. However, only two children think the game is very easy to play but the characters make it more engaging. Six out of seven children love the characters in the game especially the bird (one boy, 2 girls) 66 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong and fox (one boy, 2 girls) and one boy likes the spider. When they were being asked about what animals they would like to see in the game, all of them have different thoughts about it (Chipmunk, eagle, pig, owl, monkey, squirrel and ladybird). Moreover, all of them think the sound makes the game better. Six children found the l oca1ons were easy to find although the boys took a while to find the right location. In the questionnaires, three children suggested making the map better and four of them would like to see more animals and more things to look for. In gameplay aspect, five children prefer seeing animals without scanning patterns and two prefer nature ac+vi+es. 6.1.2.3 Usability feedback & Solution The children missed the start point. This can be simply solved by moving the activity from the start point to the next point, removing the start point or no numbering system for each location at all. The boys did not expect they need to click the map annotation for each location. An instruction panel can be added on top of the map. The children found the map was hard to follow. To improve the map by adding a compass heading feature so it rotates the map to the player’s heading direction. The boys found it hard to scan the pattern at the second location pattern. To solve this is to choose a high contrast pattern. Only the part of the spider were shown on the screen. This can be done by scaling down and translate its coordinates. The children did not read instructions, it is perhaps not helpful or difficult for them to understand. In addition, reading a paragraph with small text sizes outdoors can be difficult for them. Different representation of instructions and a step by step tutorial can be added to the screen. The children found the game was not engaging with the activities very well. More work of designing an appealing story with gameplays are needed. • As a mom suggested, a -me period for nature ac-vi-es can be added to encourage them to spend more time on interacting with nature. 67 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 7 Evaluation & Conclusion The aim of this project was stated in the introduction: The overall aim of this project is to build a Global Positioning System (based) iOS application for children to encourage them to engage with nature and learn about nature. The project has reached its aim as the children enjoyed the game most of the time and physically interacted with nature in the second testing session. The game is overall very close to the original dra/ed specifica2on, but some changes were made during development. The project has fully achieved all the primary objec6ves. The external objec6ve about sharing system can be fulfilled i n the future with a more stable version. Any feedback issues that were provided from first testing session have been improved and different functionalities were added for the second test. Problems from the second testing session will be addressed i n the future i f needed. Future work External requirements were l isted i n sec2on 2 which can be i mplemented i n future versions. I mprovements from the second tes2ng session are i mproving code efficiency, a better way of designing instructions and improving the map. Participants have also given feedbacks on game expectations. They would like to see more animals and more things to look for. From analysing the testing and questionnaire feedbacks, more than half of the children from the testing session prefer the GPS tracking. In this matter, the game can be designed with GPS tracking intersecting with some nature activities in the future. Children will not have troubles of finding the right angle to scan the tree pa4ern. On top of that, the game will also be more flexible and can be developed for nature areas i n another city or country. 68 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong In implementation view, the iOS game can be developed with Swift programming language interopera)ng with Objec)ve-‐C since i t i s the future of i OS applica)on development. For now, the iOS game will not be uploaded into the Apple Store since more research and improvement work i s needed to complete i t. I f the i OS game will eventually be uploaded into the Apple Store, i t will be free. 69 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 8 Appendix Appendix A: Meeting Log Meetings Meeting 1 23/09/14 Summary Confirm on a project Meeting 2 30/09/14 Details The aim, purpose and general idea of a location aware nature game to encourage children to out and engage with the environment. Timeline of the project Going through the specification of the proposal. Meeting 3 07/10/14 Meeting 4 14/10/14 Discussion on storylines and proposal More details on proposal Discussion on Interim Report More discussions on objectives of the proposal. Going through the specification of the proposal and overall of the ethic proposal. Meeting 5 28/10/14 Discussion on Ethical Review and design Filling in DBS check form. Launch image and logo Meeting 6 27/01/15 Ethical review – Change the location of the game to campus wood (Park Village Wood) Adding the map feature on the app. Meeting 7 03/02/12 Discussions on Ethical Review and implementation Discussions on Ethical review Make changes in Information sheet DBS check form Meeting 8 10/02/15 Discussions on usability Card designing for scan Adding images to the map pin annotations Meeting 9 17/02/15 Discussions on implementation and 3D models Discussion on Augmented Reality game play Discussion on testing Adding destination (The finish point) to the map Loading spider to the app Texture and rig the spider Set the tracking pattern to the tree pattern then test it in the wood Try with different tree patterns Testing session date Testing details : Print out documents (Concern forms, information sheets and questionnaires) Meeting 12 17/03/15 Discussion on analysing the testing and poster exhibition Add different activities Need Better design of scanning cards GPS tracking Poster design Meeting 13 24/03/13 Discussion on final report Write the final report based on the interim report Meeting 14 31/03/15 Discussion on testing session 2 Confirm the next testing session Preparation for a small speech before testing session Testing details Discussion on draft report Meeting 10 24/02/15 Meeting 11 03/03/15 70 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Appendix B: Gannt Chart 8.2.1 Gannt Chart – First Term: 71 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 8.2.2 Gannt –Second Term: 72 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Appendix C: Review against original Requirements 8.3.1 Functional Requirements Original Functional Requirements The app should have a start button Achieved? Yes The app should have a short tutorial or clear instruction to guide players The app should have an exit game button More than five objects should be included in the game. The app should have high performance The app should have map pins Players shall be able to interact the map pins Player shall be able to change the types of map The map pin annotation should provide information of the location Players shall be able to see their location on the map The game should track patterns accurately. The tracking pattern is only activated at a pre-set location Yes Users shall be able to see the 3D models Users shall be able to take photos The game should reward the players Yes The game should have an inventory No The game should be able to see a 3D model without scanning a patter Yes No Yes Comments The map button navigates to the next page On the updated version The game exists when the app is closed. Six locations were designed Yes Yes Yes Yes Yes Yes Yes No Yes Yes It is no need anymore, because one 3D model is assigned to one location and children will have to visit the locations. In nature activity location The game will give them a clue message when they have visited a location The gameplays are differ to the initial plans, no need for an inventory anymore 73 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 8.3.2 8.3.2 User Requirements Original User Requirements The game shall encourage children to interactive with nature The game shall keep children interested Achieved? Yes The graphics of the game shall be designed at children’s states Yes The game challenges and task should be suitable for children The story shall be positive with a happy ending The language of the game shall be suitable for children Yes Yes Comments The nature activity (Building an animal shelter) The gameplay of looking for clues and seeing 3D animals in reality. The design of the launch image and the instruction icons. Yes Yes 74 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Appendix D: Ethical Reviews 75 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 76 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 77 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 78 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 79 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 80 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong PARTICIPANT INFORMATION SHEET Animated Location-based Games for Children Your child is invited to take part in a research study. Before you decide whether or not to let your child take part, it is important for you to understand why the research is being done and what it will involve. Please take time to read the following information carefully. What is the purpose of the study? This aim of this study is to develop two iOS games which encourages children to go out and play in nature, specifically around the wooded area next to Park Village residences. The aim of this project is to determine whether the games are interesting and fun for children and help them to interact with nature. I would like the participants to interact with the applications and answer some questions on how much they enjoyed the applications and what improvements they’d wish from it. Why has your child been invited to participate? The applications were designed for children between the ages 11 to 12. Your child has been chosen to participate in the research study as they are in target age range. There will be at least 6 children that will be asked to participate, supervised by two University of Sussex staff members. Does my child have to take part? It is you and your child’s decision whether to take part in this project. If you and your child do decide to take part you will be given this information sheet to keep and be asked to sign a consent form. If you and your child decide to take part your child is still free to withdraw at any time and without giving a reason, but once the data has been included in the final year report you can no longer withdraw. If you choose to let your child take part or not take part in the study will have no impact on their marks, assessments or future studies. 81 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong What will happen to my child if he/she take part? Your child will be asked to interact with the applications in the wooded area next to Park Village residences while the researcher observes and video records the play session. Your child will be asked to fill out a questionnaire to provide feedback, which will take no more than 10 minutes. The whole research activity will take roughly 2 hours. It is up to you and your child to decide whether or not to take part. What are the possible disadvantages and risks of taking part? The project is taking place in the wooded area next to Park Village residences. Your child will need to travel to the University of Sussex campus and give up approximately two hours of their time to take part in the study. They will be exposed to the possible risks which would normally be faced in a public park, but will be in eye contact of a responsible adult at all times. What are the possible benefits of taking part? The information you provide can contribute to the future development of the application. Your child has the chance to try new locationbased games before any others. Your child will be able to enjoy a modern way of teaching, making use of smartphone technology. The games will encourage children to play outside more and engage with nature. Will information in this study be kept confidential? All information collected from you or your child will be kept strictly confidential and stored securely on the university network with a protected password. The information will not be shared with anyone other than the supervisor. Participants will not be identifiable in the project output. In the project report participants names will be replaced with a pseudonym. The identifying details in video recordings will be hidden by a mosaic and a voice filter. What should I do if I want my child to take part? If you would like your child to participate in the study, you will simply need to fill in and sign the consent form. What will happen to the results of the research study? All information provided by your child will be stored securely. The results of researching will be used in my presentation and in the final year report for BSc 82 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Computer Science degree. A copy of the published research can be obtained by contacting me via my contact details below. Who is organising and funding the research? The research is being conducted by a student at the University of Sussex studying in the school of Informatics. The University of Sussex has insurance in place to cover its legal liabilities in respect of this study Who has approved this study? The research has been approved by the Sciences & Technology Cross-Schools Research Ethics Committee (C-REC) ethical review process ([email protected]) Contact for Further Information Research conductor: Xiangxiang Gong, [email protected] If you have any concern about the way the research has been conducted you may contact the project supervisor Kate Howland at [email protected] Thank you for taking time to read the information sheet. Date [ ] 83 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Project Description The purpose of this project is to design two iOS games to encourage children to go out and engage with nature through an informal and fun learning activity. The main approaches are using GPS and augmented reality. I would like to test the game with young participants (ages 11 to 12) to receive feedback and improve the applications. All information collected will be used to determine the usability of the applications, the enjoyment of the games and the effectiveness of the applications in encouraging children to engage with nature. This research study requires roughly six participants of different ages from 11 to 12 and at least two adult supervisors (University of Sussex staff) to take part in the research. The location will be in the wooded area next to Park Village residences on campus of the University of Sussex. Children will be asked to interact with the applications and discover the wood. Afterwards, the children will be given a short questionnaire for each game to provide feedback. The whole research session will take roughly 2 hours and the play session will be video recorded. The procedures involve the following: Stage 1: Before user testing It is essential that the legal guardian of the participant has read the information sheet, explained the research to their child, asked the child if he/she would like participate, and signed a consent form before user testing can commence. Stage 2: Day of user testing The guardian will take their child to the wooded area next to Park Village residences on the day of testing. At the beginning of the first test session, the researcher will explain their role in this research. Script: Hello my name is [Name]. I am here today to see if you guys can help me test two games I have made called. My first game is [Name of game] (Show children the game on the device). I am testing this game to see if it is easy and fun to play. Afterwards, I would like you to tell me your opinions about the game and how I can improve it. The purpose of documenting the activity and conversation will also be explained to the child. Script: Do you want to take part in this research activity and test this game? [Yes/No] I will take some notes down and video record the whole testing process, so I can remember everything. Is it alright with you if I film you 84 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong playing in the wood? [Yes/No] If you don’t want to be filmed, can I take some notes? [Yes/No] I will explain the storyline of the game and some features in the games. Children will be advised to work in pairs to walk around in the wood to complete each tasks. Script: So you can see the target on the map that’s where you need to go and complete the task. After the first test session concludes and the children have filled out their questionnaires, they can take a break before continuing. Script: I’d like you to test my second game now if you want. This game is called [Name of game] (show children the game on the device). Just like before I’d like you to try it and then tell me what you think of it. Just as before, I will explain the storyline of the game and the basic features. Again, children will be advised to work in pairs to walk around in the wood. Script: Do you want to test another game? [Yes/No] I’d also like to video record you again during this play session, is this okay for you? [Yes/No] If you don’t want to be filmed, can I take some notes? [Yes/No] You can quit at any point. List equipment and materials present during user testing: iPhone or iPad Pen and paper Camcorder 85 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Recruiment Email Dear Sir / Madam, I am an undergraduate Computer Science student at the University of Sussex, conducting research on my final year project. The purpose of this project is to develop two iOS games (iPhone games), which encourage children to play in nature. I would like to ask your permission to have your child as a volunteer test candidate for the games and give feedback on what could be improved. Any input gathered from the selected participants will be used to determine whether the developed application is easy to use, educational, enjoyable and effective at encouraging children to engage with nature. I have prepared an information sheet explaining what the potential participant s can expect from this session. There is a copy attached for you to read. Ideally, and would like to begin data collection on [Date]. I would anticipate that the whole research session will take no more than 2 hours; the questionnaires would take no more than 10 minutes each. The play sessions will be video recorded, but only with your and your child’s agreement. The video will also be edited to protect your child’s identity, and will only be accessed by me and my supervisor. You are invited to join us during the testing session. Alternatively, you may opt to let your child take part under the supervision of [University of Sussex staff]. Participation in this study would be entirely voluntary and you or your child may choose not to consent or to withdraw consent and discontinue participation in this study at any time. I hope that you find the attached project description of interest. Alternatively, you may wish to contact my supervisor, Kate Howland at [email protected] if you would like a reference or other information. Many thanks for taking the time to read this and I hope to hear from you soon. Kind regards, Xiangxiang Gong 86 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Animated Location based Game Questionnaire 1. How much did you enjoy playing the game in the woods today? 2. Would you like to go to a wood to play again in the future? 3. Was the game easy to play? 4. Did you like the story? 5. Did you find the locations easily? 6.Did you like the characters? 6a.Which character did you like the most? _________________________ 87 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 6b. What animals would you like to see in the game? ______________________________________________ 7.Was the text easy to understand? 8.Did the sound make the game better? 9. Which type of activity do you like most? A. Characters appear without scanning tree patterns or cards. B. Scanning tree patterns to see characters. C. Scanning a card to see characters. D. Nature activities and take photos. 10. What did you like about the game the most? 11. What did you not like about the game? What could it be improved? 88 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 89 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 90 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Response to Reviewer Comment 1: CREC members requested more information about what the games entail. Response: The games are short interactive stories about nature. The player will meet characters such as a fox and a bird who will ask for help with things such as building a habitat or finding food. For the Aris game, children will need to follow the storyline and walk around in the wood to find the correct locations and collect virtual items. Children will be given some printed cards which they can scan to get a 3D model in the augmented reality game. Children will also be rewarded in-game when they reach each location. Comment 2: There is insufficient clarity about what will be done with the video data. If details are to be edited out does this mean that the recordings will be published or put on a website? If so, then the child and parent would need to consent to this. Response: The details of video data including the data to be edited out will not be published or put on a website. All data will be kept private. The editing is suggested as an additional data protection measure, on top of the secure storage of data. Comment 3: Clarify who is responsible for the 11 year old getting to and from the university campus. Explain what arrangements will be in place to ensure children's welfare if they are on campus without a parent. Response: Following this comment it has been decided that children can only take part if they attend with a parent or guardian. Children’s parents will take them to the university campus. Parents will now also accompany their children throughout the whole study session. Comment 4: CREC members recommended engagement with the University Health & Safety Office to obtain advice in light of the terrain, risk assessments, etc. and to report back on their advice. Clarify whether the university staff helping will always be the same here. CREC members felt that rather than relying on campus security staff, it would be wise for at least one person involved to have a first aid qualification. Response: The risk assessment has been sent to the health and safety office, and we will report back on their advice. Both members of staff will attend all sessions, and both have previously attended first aid training courses, although not in the last 5 years. However, given that parents will now be present throughout, we believe that it is no longer necessary for a first aider to be present during the session. 91 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong Comment 5: Please add the following statement to the information sheet: "The University of Sussex has insurance in place to cover its legal liabilities in respect of this study" Response: "The University of Sussex has insurance in place to cover its legal liabilities in respect of this study" has added to the information sheet. Comment 6: The following section of the consent form should be clarified: "I believe that ___________________________ (name) understands the above project and gives his/her consent voluntarily. Name: " It is difficult to understand whether this is primarily a parent consent form, or whether it is a form for both parent consent, and for parents to confirm child assent. Presumably the first "name" is the name of the child, while the "name"/address details should be the name of the parent? Maybe taking out the box around "I understand that my child's participation..." would help, and then modifying the final statement to something like "I have explained the project to my child, and I believe that he/she understands it and gives his/her assent voluntarily". Response: The final statement of the consent form has been modified with “I have explained the project to my child, and I believe that he/she understands it and gives his/her assent voluntarily”. 92 University of S ussex Compu3ng for Digital M edia BSc Xiangxiang Gong 9 References: [1] Jon Henley (Monday 16 August 2010) Why our children need to get outside and engage with nature, Available at: http://www.theguardian.com/lifeandstyle/2010/aug/16/childre-natureoutside-play-health Last accessed 10th May 2015. [2]Cathy Grundy, Kate Howland. 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