Playing in the Arcade: Designing Tangible Interfaces with MaKey MaKey for Scratch Games
Playing in the Arcade: Designing Tangible Interfaces with MaKey MaKey for Scratch Games
复制标题
在街机中玩：使用 MaKey MaKey 为 Scratch 游戏设计有形界面
DOI：
10.1007/978-981-4560-96-2_13
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
R. Davis
中科院分区：
文献类型：
--
作者：
Eunkyoung Lee;Y. Kafai;Veena Vasudevan;R. Davis
大多数制作游戏的工具都专注于基于屏幕的设计，而忽视了有形界面设计潜在的丰富空间。在这一章中，我们讨论了中学生(10-12岁)如何设计和构建自己的有形游戏界面来建立一个游戏厅。我们举办了两个研讨会，学生们使用MaKey MaKey，一种低成本的有形界面构建工具，使用日常导电材料制作触敏游戏控制器，他们在Scratch中混合游戏。我们解决了以下研究问题：(1)年轻人为他们的游戏创造了什么类型的有形界面？(2)年轻人设计师如何处理协调有形界面与在线刮刮游戏设计的复杂性？(3)年轻用户对他们的有形界面设计有什么看法？我们发现，年轻设计师大多复制常见的控制器设计，但他们对功能或美学的关注有所不同。一个意想不到的发现是，这些不同的方法是如何遵循传统的性别界限的，女孩更注重美学，男孩更注重功能。这些发现可能指向不同的期望和非正式经验，在将有形的设计活动引入教育环境时需要考虑这些因素。在游戏厅期间，年轻人对自己的游戏和遥控器的看法发生了变化，因为他们观察到其他人在玩他们的游戏。他们对自己的创作表示自豪，并看到了改进设计以提高可用性的方法。在我们的讨论中，我们讨论了如何包含有形的界面设计来扩展游戏制作活动以供学习。归根结底，我们希望年轻人超越传统，更多地尝试传统，不仅增加他们对技术的理解和灵活性，还作为一种更批判性地接近日常事物设计的方式。
Most tools for making games have focused on-screen-based design and ignored the potentially rich space of tangible interface design. In this chapter, we discuss how middle school youth (ages 10–12 years) designed and built their own tangible game interfaces to set up a game arcade. We conducted two workshops in which students used the MaKey MaKey, a low-cost tangible interface construction kit, to build touch-sensitive game controllers using everyday conductive materials for games they remixed in Scratch. We address the following research questions: (1) What types of tangible interfaces do youth create for their games? (2) How do youth designers deal with the complexities of coordinating the design of tangible interfaces with online Scratch games? (3) What do young users have to say about their tangible interface designs? We found that youth designers mostly replicated common controller designs but varied in their attention to either functionality or esthetics. An unexpected finding was how these different approaches followed traditional gender lines, with girls more focused on esthetics and boys more focused on functionality. These findings might point toward different expectations and informal experiences that need to be taken into consideration when bringing tangible design activities into educational settings. During the arcade, the youths’ perspectives on their games and controllers changed as they observed other people playing their games. They expressed pride in their creations and saw ways to refine their designs in order to improve usability. In our discussion, we address how the inclusion of tangible interface design can extend game making activities for learning. Ultimately, we want youth to move beyond and experiment more with conventions, not just to increase their technological understanding and flexibility but also as a way to more critically approach the design of everyday things.