Commentary / Thoughts / Unanswered questions

1. Commentary / Thoughts / Unanswered questions Lynne, Marc, Asad, Syaheerah, Susan, John

2. Overview • Playability / Interaction • Design and related issues • Link to models • Users • Expectations • Study Ideas • Evaluation ideas • Paper framework

3. Playability Issues • Achievements / Rewards • Do we have some sort of rewards system? • For characters • For user? • Win condition • More players playing the better the game is • Aim is to increase the number of people playing (dialogue needs to reinforce this)

4. Agent’s View • Based on autobiographical memory (as in FearNot) • Agent has to decide what to do • Don’t play any more • Play with someone else (perhaps own group) • Ask the rules • Competence • Affiliation

5. Learning the Rules • In episode 1, the user watches how the game is played and sees the rules for one group • Do we need the user to see how both groups play or do we achieve this through dialogue

6. Interaction with… • Activity with 6-8 agents (3-4 on each group) • Direct interaction with… • 1 character • 1 in a group where 3 of characters don’t speak • All of group – all interacting • In FearNot! it is with a single character

7. Interaction issues • User to explain what strategies character could use to improve situation? • Should the user choose which group to hear the story of or is the agent they talk to pre-determined?

8. Design Issues • All agents should look different and be distinguishable as individuals • We should include children of different races, we are focused on culture • Difference between two groups highlighted by some item of clothing (as is the norm for summer schools) e.g. caps, t-shirts, sashes. Uk will be t-shirts, not sure of Germany

9. Sets / Related animations • Grass with objects e.g. playground equipment, trees etc. • Dangerous locations e.g. water, dangerous barriers (e.g. barbed wire) • Idea of locked gate that hosts know how to open and visitors do not to more fun set • Back drop with props (animations focus on character interactions with props) • Animations: On, under, behind, in

10. Rules • Win condition • Back to base • All hiders tagged / seen / found • All hiders back to base or one person back to base • Hiding alone or together • Looking alone or together • When together, tagged people added to seekers • Amount of time people given to hide (e.g. how long before character goes to look) • Whether seeker announces that they are starting to look (Coming to find you) • When tagged • Frozen (forever) • Frozen until tagged by someone else and then can move again • Game over and back to base

11. Rituals • How do you win • How do you lose • Person who is it adds to team e.g. when people are tagged they become part of seekers

12. Game as metaphor for culture • Power distance • Uncertainty tolerance • Short term / Long term • Individual / Collectivist • Risk Aversion

13. Expectations • User will favour their selected team (just because they have chosen them) • The host school feel superior and user will perceive of them in that way (e.g. they are used to context and thus better idea of what should be happening) • User will typically want to be host rather than visitor group

14. Development Approach • Text Version (Scenario – Initial Draft) • Lynne to write • Everyone else to comment • Comic book version • Using comic life? John / Marc • When by? • Mid-Tech Solution • Authored FearNot!: Asad / Syaheerah • When by?

15. Study Ideas • Go to a primary school and ask children about the rules for hide and seek • Get school children to look at our comic book and see if they find it fun and interesting • Work out some quizzes and fun things to surround the application (which is about playing hide and seek and implicitly strategies / experiential learning related to cultural conflict and pilot these with student teachers • With refined comic book (probably migrated to mid tech e.g. authored) amalgamated with the seamless evaluation (e.g. nothing will look like an evaluation instrument or appear to be an evaluation activity) get children in a primary school to do the 
evaluation and the interaction • Evaluation with straight questionnaires and with seamless

16. Evaluation • Cultural Capsule – what were the rules dialogue • Focus groups / Questionnaires • Would you rather be host / visitor • What do you do to make friend • How would you make friends in MIXER • Would you like to go to this summer camp • What was going on? • What did you make happen? • Do you think groups getting on better • What do you do when you play hide and seek? • Card sort about the different groups • Engagement Techniques (e.g. grid of 8 adjectives)

17. Paper: Hide & Seek in the Moral Circle • Introduction / Lit Reviews / Background (approx 5 pages – e.g. write a hefty chunk) • eCUTE project overview: Asad • FearNot! Architecture, Fatima and the rest: Asad • Moral circle – children : Syaheerah • Learning and play : John • Using scenarios for design / early stage stuff: Marc • Empirical-ish • Problems of finding an appropriate scenario: Lynne • How we dealt with the problems (e.g. our approach): Lynne • Why Hide and Seek: Lynne • What scenario looks like: Lynne (Marc for pics) • How we are trying to reflect the theory (stuff on dimensions – Lynne to lead) • How we are trying to maximise use of software (stuff on how scenario designed to maximise potential of architecture and/or problems): Asad to lead • Discussion • What we are going to do with the scenarios: Lynne • How we get from scenario to mid-tech to application: Marc • Next steps: Syaheerah(authoring the mid-tech solution) / John (engagement techniques)