Category: Visualization

In our lifetimes, video games and play have become a fundamental piece of popular culture and, as a result, a powerful tool for learning. For this week’s practicum, I will be looking at examples of video games, game editors, and interactive applications, including the ARIS Editor, Smithsonian’s Will To Adorn, and the game Do I Have the Right?

ARIS Editor:

ARIS Editor is a game creation site that, rather than requiring a software download, can be used on any device with Flash. The Editor is a part of the larger ARIS project, an open-source software project with source code fully available to the public.

There are three sections to the ARIS project: the Editor, the Server, and the Client. Essentially these are the places you create your game, the place your game “lives,” and the app through which users can play your game. The login and initial game creation (which simply requires a name) is easy. However, for users not used to the interface, the setup might be a little confusing.

The interface opens on a blank screen with a set of tabs at the top listing: Scenes, Locations, Quests, Conversations, Media, AR Targets, Notebook and Game Settings. In each tab there is a sidebar with “Game Objects.”

To start, you have to create a scene. While you can create multiple scenes, it is easiest to learn ARIS within a single scene. From here, the creator can add objects and triggers.

Objects are the items you want players to see and interact with inside the game, while Triggers are the avenue through which users access an object (i.e. most objects you create will require a trigger).

There are different trigger types that can be used in the ARIS editor: Location, QR Code, and Sequence. Two of these are rather obvious: location means when someone is at a certain location physically, and QR codes that require people to scan the codes to access the object (good for inside spaces or something more intricate, like a museum exhibit). Sequence triggers are triggers that allow an object to “appear” for a viewer once they have taken another specific action within the game that you choose as the catalyst for your object to appear. This type of trigger requires Locks (another type of game object).

Other objects include:

These objects can incorporate media, and a series of objects and triggers can be incorporated into different “quests” created in the editor.

While this editor certainly comes with a learning curve, it is a good entry point for people who have no experience creating a game or who have no coding skills. I do think that the website would pull in more users if they found a way to make the interface a little more tangible and user friendly. There is a lot of terminology that doesn’t explain itself within the interface at all, and it was difficult to visualize what something might look like in gameplay based on the interface experience.

The Will to Adorn:

Will to Adorn is a research and public presentation project created by the Smithsonian’s Center for Folklife and Cultural Heritage. The project represents the work of scholars and cultural practitioners to explore the aesthetics of African American identities as represented through artistic expression of the body, dress, and adornment. While there have been various programs and papers associated with this project, the project primarily lives on the Will to Adorn website and app.

Unfortunately, the website itself has been stripped down to not include all of the items it previously held, including some of the Research Tools, Field Notes, Events, etc. However, it still offers some resources with their research guide and access to contacts users can reach out to for questions.

The app is also still running, and functions in two ways:

1. Users can tell their story. You offer the app basic information about your age, gender, etc. and then choose a question to answer. Once you have chosen a question, you create an audio recording of your answer that is submitted to the app.
2. Users can listen to stories from other users and from fieldwork about dress and adornment.

• 

• 

The website and app are great examples of how digital tools can expand the reach and impact of a project, but it does also offer a lesson in terms of the longevity of the project. Perhaps upkeep on the site, for example, would allow for users to continue the project.

Do I Have A Right?

iCivics, a nonprofit organization created by Sandra Day O’Connor, works to promote civics education and encourage youth involvement in active citizenship. To do so, they create lesson plans and educational video games like “Do I Have A Right?”

The game allows students to run their own firm, focused specifically on constitutional law. The more cases won for each client, the more your law firm grows.

In the game, users have the option to play either the “Full Edition” or the “Bill of Rights Edition,” i.e. the cases you receive are only about the original 10 amendments. For this practicum, I decided to play the Bill of Rights Edition.

The game then takes you to create your avatar; I would say there was general success in using inclusive practices by iCivics, including avatars of multiple races and genders, as well as add on options of glasses or a wheelchair.

You then pick a partner and open your firm, with the aim to match cases with lawyers who specialize in the relevant amendment. Each potential client that walks in must be evaluated by the user, who decides whether or not the case is an infringement on the person’s rights. The game should ultimately help students gain a better understanding of their rights, and how they are protected by the judicial system. Overall, I found this game very engaging, while also remaining simple enough in design to allow for learning. However, some of the time constraints that make the game feel “high stakes” does prevent users from fully reading into each amendment.