Journal articles: 'Designing for play'

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Woodyer, Tara. "Designing for Play." Space and Polity 17, no. 2 (August 2013): 257–60. http://dx.doi.org/10.1080/13562576.2013.781353.

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Back, Jon, Elena Márquez Segura, and Annika Waern. "Designing for Transformative Play." ACM Transactions on Computer-Human Interaction 24, no. 3 (July 22, 2017): 1–28. http://dx.doi.org/10.1145/3057921.

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Yamada-Rice, Dylan. "Designing play for dark times." Contemporary Issues in Early Childhood 18, no. 2 (June 2017): 196–212. http://dx.doi.org/10.1177/1463949117714081.

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This article reports on a knowledge-exchange network project that had the core aim of informing the development of a video game for hospitalized children. In order to do this, it brought together hospital play specialists, academics and representatives from the digital games industry to co-produce knowledge that could be used in the future production of such a product. The project came about in relation to having identified a lack of research about and actual physical-digital games designed specifically for children living in adverse (‘dark’) times. This is despite the fact that there is a substantial body of research that has shown how play is beneficial for helping children make sense of what is happening to them, and thus results in better mental, emotional and physical well-being. The article describes a selection of the knowledge-exchange presentations and activities that were used throughout the project. Specifically, these activities used art-and-design-based methods as a means of knowing through making. The methods are discussed in relation to how they generated knowledge that responded to the objectives of the project. These were, firstly, to allow children to express emotions about their illness and/or being in hospital; secondly, to offer information on the hospital experience; and, finally, to develop a design that could cross physical and digital platforms with a space for open-ended child-directed play. As the overarching intention of the project was to generate knowledge across the stakeholders, the project ended by materializing the core findings from the project into a paper prototype of a game on which a hypothetical digital-physical version could be based.

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Davis, Hilary, Frank Vetere, Martin Gibbs, and Peter Francis. "Come play with me: designing technologies for intergenerational play." Universal Access in the Information Society 11, no. 1 (June 12, 2011): 17–29. http://dx.doi.org/10.1007/s10209-011-0230-3.

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Wortham, Sue C., and Marshal R. Wortham. "Designing Creative Play Environments Infant/Toddler Development and Play." Childhood Education 65, no. 5 (August 1989): 295–99. http://dx.doi.org/10.1080/00094056.1989.10522456.

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Ahmadi, Samad, Stephen Jacobs, Jon-Paul Dyson, and Andrew Phelps. "Designing for Play: IGIC 2012 [Conference Reports]." IEEE Consumer Electronics Magazine 2, no. 1 (January 2013): 55–58. http://dx.doi.org/10.1109/mce.2012.2226991.

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Williams-Pierce, Caro. "Designing for mathematical play: failure and feedback." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 589–610. http://dx.doi.org/10.1108/ils-03-2019-0027.

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Purpose The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each. Design/methodology/approach Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments. Findings Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback. Originality/value The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.

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Stenis, Jenny Foster. "Book Review: The Power of Play: Designing Early Learning Spaces." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 68. http://dx.doi.org/10.5860/rusq.55n1.68b.

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The Power of Play: Designing Early Learning Spaces is a discussion of how libraries are reinventing space to offer “play and learn opportunities” (xiii) to families. Predicated on the idea that play and interaction with caregivers enhances literacy learning, this book is designed as a hands-on guide in developing a library plan to implement early literacy play spaces in libraries of all sizes and budgets.

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Crowther, Phil, Chiara Orefice, and Colin Beard. "At work and play." International Journal of Entrepreneurship and Innovation 19, no. 2 (May 2018): 90–99. http://dx.doi.org/10.1177/1465750318767109.

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There is inadequate literature examining, and illustrating, the integration of play and business events and how this facilitates entrepreneurial opportunities. Business events are distinct from the patterns of ordinary life and increasingly offer participants an ‘invitation to play’, encouraging socialization and trust. This article examines the role of play in the design of business events and how this can enable entrepreneurial outcomes. Through examination of diverse, but related, literature and three contrasting, empirically based, case studies, this article illustrates how event creators take an increasingly entrepreneurial approach. These cases range from a charity event with participants sleeping with the homeless on a city’s streets, a major flooring manufacturer designing events to outsource innovation and an imaginative event activity termed ‘coffee and papers’. Designing events that fuse, rather than polarize, play and work enables business event settings, and activities, which trigger entrepreneurial outcomes. This article adds to the embryonic literature and concludes by identifying four principles that underlie the effectual facilitation of play in a business event setting.

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Carlisle, R. "Space for active play, designing play spaces for older children (8–12 years)." Journal of Science and Medicine in Sport 15 (December 2012): S265. http://dx.doi.org/10.1016/j.jsams.2012.11.642.

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Kojima, Yuta, Takahiro Sasaki, Tetsuya Taira, Kouji Yamaura, and Nobuyuki Yamasaki. "2P2-C21 Designing of Plug-and-Play System for Modular Robot." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2006 (2006): _2P2—C21_1—_2P2—C21_4. http://dx.doi.org/10.1299/jsmermd.2006._2p2-c21_1.

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Vanden Abeele, Vero, and Bob De Schutter. "Designing intergenerational play via enactive interaction, competition and acceleration." Personal and Ubiquitous Computing 14, no. 5 (January 16, 2010): 425–33. http://dx.doi.org/10.1007/s00779-009-0262-3.

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Bekker, Tilde, Janienke Sturm, and Berry Eggen. "Designing playful interactions for social interaction and physical play." Personal and Ubiquitous Computing 14, no. 5 (December 17, 2009): 385–96. http://dx.doi.org/10.1007/s00779-009-0264-1.

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Adbo, Karina, and Clara Vidal Carulla. "Designing play-based learning chemistry activities in the preschool environment." Chemistry Education Research and Practice 20, no. 3 (2019): 542–53. http://dx.doi.org/10.1039/c8rp00306h.

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This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.

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Hrastinski, Stefan, and Jason Watson. "Designing and evaluating an online role play in conflict management." Campus-Wide Information Systems 26, no. 4 (August 28, 2009): 287–97. http://dx.doi.org/10.1108/10650740910984628.

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Roskos, Kathleen A. "Designing and using play centers that promoto literacy: Two examples." Day Care & Early Education 15, no. 4 (June 1988): 26–27. http://dx.doi.org/10.1007/bf02361670.

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Leung, Shuk-kwan S., and Jane-Jane Lo. "Math by the Month: Sweet play." Teaching Children Mathematics 16, no. 6 (February 2010): 330–31. http://dx.doi.org/10.5951/tcm.16.6.0330.

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As part of her holiday preparations, Cathy decorates sugar cubes. Cathy's aunt, Ms. Betty, runs a bakery and likes to think of ways to make her store more attractive, especially for holidays. She enjoys cutting, arranging, and designing seasonal displays with her famous brownies almost as much as she enjoys baking them. And everyone loves the different sizes of Ms. Kate's chocolate sticks.

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White, Matthew M. "Designing Tutorial Modalities and Strategies for Digital Games." International Journal of Game-Based Learning 2, no. 2 (April 2012): 13–34. http://dx.doi.org/10.4018/ijgbl.2012040102.

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Contemporary digital games do little to help novice and disadvantaged players wanting to learn to play. The novice-expert divide is a significant barrier for entry for disadvantaged groups who want to play digital games; this is especially true for women (Jenson, Fisher, & De Castell, 2011). In response to this problem, three new tutorial modalities and strategies for World of Warcraft (WoW) were designed in an attempt to improve the existing tutorials. These new tutorials offered different modalities of instruction, as well as instructional strategies in assisting players. Results suggest that players react favourably to a faded or “just-in-time” instructional strategy, showing significantly increased motivation for play, engagement, and play mastery. Implications for game design, and specifically game tutorial design, are discussed.

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Sun, Emily. "The Importance of Play in Digital Placemaking." Proceedings of the International AAAI Conference on Web and Social Media 9, no. 2 (August 3, 2021): 23–25. http://dx.doi.org/10.1609/icwsm.v9i2.14680.

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In this position paper, I argue for the importance of play when designing systems for digital placemaking. I offer examples of existing placemaking systems that embody the openness prescribed by ludic design and provide an idea that could be further developed during the workshop: digital graffiti.

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Yamada-Rice, Dylan. "Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy." Global Studies of Childhood 8, no. 1 (March 2018): 5–22. http://dx.doi.org/10.1177/2043610618764228.

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This article looks at the way in which changes in technology, as well as wider social and cultural patterns, bring about new materials in the landscape of young children’s communication practices and play. This is done in relation to a new form of screen-less digital toy known as Avakai. Avakai are a set of digitally interactive wooden dolls that combine set movements and sounds. The study had two parts that focused first on the toy’s design and second on how it was used in combined play and communication practices by seven 4- to 6-year-olds. This was to ascertain the extent to which the design and children’s use aligned. Data were gathered through conversations and email exchanges with the toy designers and observations of the children’s play and communication practices with the toy. All data were transcribed and analysed using thematic analysis. Three key findings are discussed in relation to the alignment of these two areas: (1) children’s customisation of the toy design, (2) designing to produce emotional narratives in play and (3) the use of a compartment in the toy’s base. Each finding is described in relation to the designers’ backgrounds and intentions for the toy, and then the children’s use in terms of play and communication. In doing so, the extent to which the child and the toy’s design influenced play and communication practices is shown. These findings make a contribution to the field of materialities in young children’s communication practices when playing. This is ever important given the evolving speed of new materials and technologies for play and communication. In particular to how non-visual modes of communication are foregrounded in the absence of screens. In addition, it adds to prior research that has taken an object ethnographic approach by uniquely considering the toy in relation to primary data about the toy designers’ backgrounds and design decisions rather than from what can be inferred from the object.

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Shona, Khoirul Fikri, Albertus Dwiyoga Widiantoro, and Bernardinus Harnadi. "Designing Horticulture Education Game." SISFORMA 6, no. 1 (September 18, 2019): 34. http://dx.doi.org/10.24167/sisforma.v6i1.1930.

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Learning about fruit crops can be done by utilizing the gaming media. The purpose of this research is to design a game with a concept of horticulture including planting, caring for, and maintaining fruit trees. This game is packaged in an attractive appearance and resembleing the state of the garden. The game was tested by 43 hortimart visitors the result shows that the game is easy and fun to play so that users will continue to use it but it isn’t influence by age, gender, and usefulness of the game

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Maurer, Bernhard, and Verena Fuchsberger. "Dislocated Boardgames: Design Potentials for Remote Tangible Play." Multimodal Technologies and Interaction 3, no. 4 (November 7, 2019): 72. http://dx.doi.org/10.3390/mti3040072.

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Conventional digital and remote forms of play lack the physicality associated with analog play. Research on the materiality of boardgames has highlighted the inherent material aspects to this analog form of play and how these are relevant for the design of digital play. In this work, we analyze the inherent material qualities and related experiences of boardgames, and speculate how these might shift in remote manifestations. Based on that, we depict three lenses of designing for remote tangible play: physicality, agency, and time. These lenses present leverage points for future designs and illustrate how the digital and the physical can complement each other following alternative notions of hybrid digital–physical play. Based on that, we illustrate the related design space and discuss how boardgame qualities can be translated to the remote space, as well as how their characteristics might change. Thereby, we shed light on related design challenges and reflect on how designing for shared physicality can enrich dislocated play by applying these lenses.

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Motoyoshi, Tatsuo, Takashi Hattori, Hiroshi Kawakami, Takayuki Shiose, and Osamu Katai. "A Mathematical Framework for Interpreting Playing Environments as Media for Information Flow." Advances in Human-Computer Interaction 2008 (2008): 1–7. http://dx.doi.org/10.1155/2008/258516.

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This paper proposes a novel strategy of designing play equipments. The strategy introduces two loose constraints as a guideline for designers. The first constraint is “describing unit of play action chain_ based on Barthes_ semiology, and the second is the infomorphism between designer, play equipment, and players based on channel theory. We provide detailed explanation of the strategy through an example of a designing process of playing environment where the players usage of the play equipment cannot be foreseen.

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Legaard, Jesper Falck. "Crispi: A Model for Designing Toys That Facilitate Immersive Play Experiences." International Journal of Designed Objects 16, no. 2 (2022): 75–87. http://dx.doi.org/10.18848/2325-1379/cgp/v16i02/75-87.

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Bekker, Tilde, Linda de Valk, and Berry Eggen. "A toolkit for designing playful interactions: The four lenses of play." Journal of Ambient Intelligence and Smart Environments 6, no. 3 (2014): 263–76. http://dx.doi.org/10.3233/ais-140259.

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Olds, Anita Rui. "In My Opinion . . . Designing for Play: Beautiful Spaces Are Playful Places." Children's Health Care 16, no. 3 (January 1988): 218–22. http://dx.doi.org/10.1207/s15326888chc1603_15.

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Sharritt, Matthew. "Designing game representations: How game interfaces constrain and promote collaborative play." Journal of Gaming & Virtual Worlds 3, no. 2 (July 15, 2011): 145–57. http://dx.doi.org/10.1386/jgvw.3.2.145_1.

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Ke, Fengfeng. "Designing and integrating purposeful learning in game play: a systematic review." Educational Technology Research and Development 64, no. 2 (December 29, 2015): 219–44. http://dx.doi.org/10.1007/s11423-015-9418-1.

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Cooney, Martin, Takayuki Kanda, Aris Alissandrakis, and Hiroshi Ishiguro. "Designing Enjoyable Motion-Based Play Interactions with a Small Humanoid Robot." International Journal of Social Robotics 6, no. 2 (September 6, 2013): 173–93. http://dx.doi.org/10.1007/s12369-013-0212-0.

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Woolley, Helen. "Watch This Space! Designing for Children's Play in Public Open Spaces." Geography Compass 2, no. 2 (February 15, 2008): 495–512. http://dx.doi.org/10.1111/j.1749-8198.2008.00077.x.

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Evett, Lindsay, Allan Ridley, Liz Keating, Patrick Merritt, Nick Shopland, and David Brown. "Designing Serious Games for People with Disabilities." International Journal of Game-Based Learning 1, no. 4 (October 2011): 11–19. http://dx.doi.org/10.4018/ijgbl.2011100102.

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Serious games are effective and engaging learning resources for people with disabilities, and guidelines exist to make games accessible to people with disabilities. During research into designing accessible interfaces and games, it was noted that people who are blind often report enjoying playing Wii Sports. These games are pick-up-and-play games for casual and non-gamers. They have simplified rules and a natural and intuitive feel. Games designed specifically for players with particular disabilities are often not of interest to other players and take a lot of development time. Because of their niche market, these games are not widely available, developed, or maintained. In contrast, games like Wii Sports are cheap and available, and represent an exciting opportunity as inclusive games. Two blind players were introduced to the games and found Wii Tennis the most accessible. The blind players learned to play the game quickly and easily, found it enjoyable and engaging, and could play competitively against each other, as well as a sighted opponent. Small accessibility enhancements of the existing game could enhance the game for other players. In this paper, implications for the design of accessible, inclusive games are discussed.

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Rowe, Jonathan P., Eleni V. Lobene, Bradford W. Mott, and James C. Lester. "Play in the Museum." International Journal of Gaming and Computer-Mediated Simulations 9, no. 3 (July 2017): 96–113. http://dx.doi.org/10.4018/ijgcms.2017070104.

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Digital games have been found to yield effective and engaging learning experiences across a broad range of subjects. Much of this research has been conducted in laboratory and K-12 classrooms. Recent advances in game technologies are expanding the range of educational contexts where game-based learning environments can be deployed, including informal settings such as museums and science centers. In this article, the authors describe the design, development, and formative evaluation of Future Worlds, a prototype game-based exhibit for collaborative explorations of sustainability in science museums. They report findings from a museum pilot study that investigated the influence of visitors' individual differences on learning and engagement. Results indicate that visitors showed significant gains in sustainability knowledge as well as high levels of engagement in a free-choice learning environment with Future Worlds. These findings point toward the importance of designing game-based learning exhibits that address the distinctive design challenges presented by museum settings.

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Diana, Diana. "PELATIHAN AKTIVITAS JASMANI ADAPTIF BERBASIS MERDEKA BERMAIN UNTUK ANAK BERKEBUTUHAN KHUSUS BAGI GURU TK." Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ 9, no. 3 (September 30, 2022): 242–48. http://dx.doi.org/10.32699/ppkm.v9i3.3057.

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This public submission aims to provide teachers with knowledge and skills in adaptive physical activity training for inclusive Early Childhood Education institutions by referring to the freedom-to-play principle. The initiative implemented physical activity training and adaptive physical activity designing in the framework of freedom to play based on the children’s needs. The community service was limitedly performed offline by imposing safety protocols. It involved 25 teachers who were members of the Kindergarten Education Teachers Association (IGTKI) in Semarang City. All necessary materials, in addition to direct practice of adaptive physical activities and adaptive physical activity designing based on the freedom to play, were given to children with special needs. The public submission activity was smoothly implemented, as it could contribute to providing knowledge for kindergarten teachers in designing and guiding adaptive physical activities for inclusive classes based on the freedom to play.

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Protsyuk, Marina V., and Natalia I. Barsukova. "BIONIC PLAY FORMS IN OPEN URBAN SPACES." Architecton: Proceedings of Higher Education, no. 3(71) (September 29, 2020): 17. http://dx.doi.org/10.47055/1990-4126-2020-3(71)-17.

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The typological features of bionic design forms in open urban spaces are considered for the first time. International experiences in the designing of such objects are reviewed from the perspective of not only their artistic characteristics but also play functions. The term «bionic play forms» is proposed, and these forms are broken down into play sculptures, play art objects and play landscapes. Arguments are provided in support of the application of bionic design criteria to the construction of a model of interaction between nature, man and urban environment.

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Nurhaya, Isnaini, and Arita Destianingsih. "The Modification of Plinko Game to Learn Speaking for College Students." Humanitatis : Journal of Language and Literature 8, no. 1 (December 27, 2021): 183–92. http://dx.doi.org/10.30812/humanitatis.v8i1.1574.

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The purpose of this study was modifying a game as a media in teaching and learning to encourage university students in learning English especially speaking skills. The game was plinko game. In this study, the game was called plinko speaking game. A plinko speaking game was a game which used board, balls and task cards as media to play this game. This study belongs to descriptive method, which was aimed to describe the processes and the rule to play this game. Descriptive research “Is designed to provide a picture of a situation as it naturally happens”. It may be used to justify current practice and make judgment and also to develop theories. In designing the product, there were several ways that in designing the product; first, preparing the equipment and the material, preparing material of the topic cards’ theme, designing the board, designing the card, printing the cards, designing the ways how to play the game, doing the evaluation the product at university, and finishing the product design. The result of this study is a set of A Plinko Speaking Game that consists of a board game, 50 task cards and 10 balls of plinko speaking game.

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JENA, P., S. N. KHANNA, and B. K. RAO. "DESIGNING CLUSTERS AS SUPERELEMENTS." Surface Review and Letters 03, no. 01 (February 1996): 993–99. http://dx.doi.org/10.1142/s0218625x96001789.

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Atomic clusters formed by agglomeration of atoms constitute a new state of matter with novel properties which depend uniquely on their size, shape, dimensionality, and composition. If clusters could be designed in such a way that they can retain their structure when assembled into a material form, it is possible to envision a new class of solids with clusters as building blocks. These cluster-assembled materials would exhibit rather uncommon properties, thus enlarging the frontiers of material science. Self-consistent calculations have been carried out to study the effect of composition and geometry on the stability and reactivity of clusters. An understanding of the role that atomic and electronic structure play on cluster-cluster interaction would enable us to design cluster materials. This paper deals with the design guidelines, as well as properties of cluster-assembled crystals. It is shown that clusters designed to mimic the properties of known atoms can be viewed as superelements and thus help extend the limits of the current periodic table.

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Pawlowski, Charlotte S., Jenny Veitch, Henriette B. Andersen, and Nicola D. Ridgers. "Designing Activating Schoolyards: Seen from the Girls’ Viewpoint." International Journal of Environmental Research and Public Health 16, no. 19 (September 20, 2019): 3508. http://dx.doi.org/10.3390/ijerph16193508.

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Girls are typically less active in the schoolyard during recess than boys. It is therefore necessary to understand influences on girls’ recess activity in schoolyards. The aim of this qualitative study was to investigate girls’ perceptions of physical environmental factors influencing recess physical activity in re-designed schoolyards and to compare the perceptions of girls from different age groups. In 2018, 50 girls from five Danish schools were interviewed using photo-elicitation. The girls were from Grade 4 (n = 28, age 10–11) and Grade 6 (n = 22, age 12–13). Data were analysed using pen profiles constructed from verbatim transcripts. Ten factors emerged: variety, accessibility, size, designated spaces, greenery, playground markings, active play facilities, sports facilities, play equipment, and speakers. Play facilities (trampolines, obstacle courses, dancing and gymnastic appliances) were favoured over traditional sport facilities. Designated spaces, greenery and speakers were important for feeling comfortable within the schoolyard. Although similar factors were raised by the two age groups, some factors were perceived as enablers by the youngest and as barriers by the oldest girls, highlighting the complexity of designing schoolyards that cater to all ages. A greater understanding of how different designs and facilities may be perceived by girls of different ages is important for the design of future schoolyards.

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Zenk, Lukas, Nicole Hynek, Günther Schreder, Agnes Zenk, Attila Pausits, and Gerald Steiner. "Designing Innovation Courses In Higher Education Using LEGO® SERIOUS PLAY®." International Journal of Management and Applied Research 5, no. 4 (December 21, 2018): 245–63. http://dx.doi.org/10.18646/2056.54.18-019.

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Modaberi, Sara, and Mahdi Momeni. "The Role of Municipality in Crime Prevention." Journal of Politics and Law 9, no. 2 (March 31, 2016): 18. http://dx.doi.org/10.5539/jpl.v9n2p18.

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Environmental factors can cause criminal impetus, motivation, realization and intention and, on the other hand, they may act as a barrier against crime realization. Right architecture designing and crime prevention initiatives in the environment are a necessary solution in crime prevention. Changes in spatial structure and environmental conditions would lead into changes in criminals’ behavioral patterns. The question of this article is to clarify the role of municipality in crime prevention at urban ambiences through spatial designing. By such assumption, municipality can play a very constructive role in reducing the crimes by relying upon crime prevention strategic principles through spatial designing. Therefore, by using the principles of crime prevention theories through spatial designing, one can prevent or reduce crime and delinquency occurrence in urban environment. Thus, citizens’ security will be promoted. On this basis, the origination of many criminal acts in marginal areas should be looked for in contradictory social and economic structures and their problems. In addition to play a vital role in spatial designing, Municipality would assist and provide vulnerable classes with its services such as identifying and retaining homeless people or begs. Cultural poverty, unemployment, low self – esteem, lack of infrastructural services and absconding are, inter alia, the factors which play a vital role in leading these people toward criminal acts.

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Saleh, Asmalina, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford Mott, Yuxin Chen, Jonathan P. Rowe, and James C. Lester. "Collaborative inquiry play." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 547–66. http://dx.doi.org/10.1108/ils-03-2019-0024.

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Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.

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Mokhtar, Tarek H., and Joseph Manganelli. "Designing Human-Robotic Interactions for an interactive Home+Exercise (iHE) Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 66, no. 1 (September 2022): 1785–89. http://dx.doi.org/10.1177/1071181322661214.

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This research investigated how home exercise systems may evolve when augmented with human-robot-interaction technologies. In a covid/post-covid era, families seek options for play and exercise at home. How will the homes of tomorrow accommodate the dynamic, intensive, and social nature of human play, exercise, and sports? What does a home play/exercise system entail that is usable by individuals or groups of all ages and that fosters developing the physical, cognitive, social, and distributed dimensions of sports activities? This research explores an interactive “Home+Exercise” (iHE) concept. iHE incorporates a non-humanoid social robotic environment providing game-based, structured play for individuals and groups to foster athletic and team skills. This research used three theoretical frames: (1) embodied interaction, (2) activity spaces, and (3) neuro-ergonomics. The analysis usefully maps relevant design concerns and identified the following challenges: (1) the criteria of evaluation are mainly qualitative, the complexity of interactions with non-humanoid social robots, and limitations mitigating external threats to validity.

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Kotliar, I. A., and M. V. Sokolova. "Playground: just a Place to Go out or a Space for Child Development?" Psychological-Educational Studies 11, no. 4 (2019): 36–48. http://dx.doi.org/10.17759/psyedu.2019110403.

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The article discusses the relevance of modern play spaces to the tasks of the mental and physical child development, as well as modern approaches to the examination of children's outdoor play environment. A historical analysis of changes in domestic and foreign theories about ideas - what kind of playground children need, also empirical studies of child behavior at different play environment allow us to highlight the main lines of psychological and pedagogical analysis of play spaces. New standards in the field of education and development, as well as in designing educational environment, the request of teachers and designers (architects, engineers) makes relevant to work out the methodological support of the creation of play environment. Interdisciplinary approach and dialogue in this area will allow us to solve the problem of designing such play environment that meets the tasks of the child development.

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Eernstman, Natalia, Kelli Rose Pearson, Arjen Evert Jan Wals, Åse Eliason Bjurström, and Anke De Vrieze. "Designing Collective Artist Residencies." Airea: Arts and Interdisciplinary Research, no. 3 (September 30, 2021): 17–34. http://dx.doi.org/10.2218/airea.5314.

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Starting with an argument for a humanistic approach to climate change, this paper discusses the concept of the ‘Collective Artist Residency’ as a practicable means for engaging with complex socio-ecological issues that require collective answers. Through our analysis of the research project ‘Imaginative Disruptions,’ we propose that there is a need for creative spaces that include artists and non-artists alike, and which engender aimless play, inquisitive making and dialogic contemplation in the face of issues which are too painful, overwhelming and complex to rationally comprehend. We further argue that such residencies can generate comfortable, and even light-hearted, spaces in which people can be uncomfortable together. In other words, environments that feel safe and caring but that also encourage us to challenge status quos and experiment with alternatives via emotional, aesthetic, cognitive, somatic and social processing. The paper closes with five (suggested) guiding principles for designing a Collective Art Residency that supports groups of people to co-reflect upon their fragility whilst re-imagining present and future possibilities for being in the world: deeply participatory, balanced between comfortable / uncomfortable emotions, highly experiential, cross-sectoral and intergenerational, place-based.

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Ragani, Taoufik, N. Amar Touhami, and M. Agoutane. "Designing a Microstrip coupled line bandpass filter." International Journal of Engineering & Technology 2, no. 4 (September 6, 2013): 266. http://dx.doi.org/10.14419/ijet.v2i4.1173.

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Bandpass filters play a significant role in wireless communication systems. Transmitted and received signals have to be filtered at a certain center frequency with a specific bandwidth, in this paper, a coupled-line bandpass Filter at the center frequency 6 GHz with the wide bandwidth of 2 GHz. this type of filter can be used in WLAN and other applications for the frequency range of 5-7 GHz.

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Toft, Ida Marie, and Amani Naseem. "Designing a Game for Playful Communication within Families." Eludamos: Journal for Computer Game Culture 6, no. 1 (May 25, 2012): 39–52. http://dx.doi.org/10.7557/23.6137.

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This article presents the game Junomi, a game designed to give families and teenagers opportunities to play with the way they communicate and also experience closeness and togetherness. Taking a research based approach and getting a detailed understanding of the situation to design for facilitated an investigation that helped seeing potentials for playful moments and spaces in the situation, as well as how the different elements and aspects of the situation could be made playable. Everyday communication is considered complex, heterogeneous and indefinable and the game does not, which models or simulate the complexity of the situation, but to create a frame that invites, suggests, reminds and encourage for a playful mind in the everyday and thereby gives possibilities for the families to, through play, explore and experiments with ways of communicating and ways of being together. The experience of the game depends largely on how the players choose to engage with the game.

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Franckel, Sonia, Elizabeth Bonsignore, and Allison Druin. "Designing for Children's Mobile Storytelling." International Journal of Mobile Human Computer Interaction 2, no. 2 (April 2010): 19–36. http://dx.doi.org/10.4018/jmhci.2010040102.

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Mobile technologies offer novel opportunities for children to express themselves in-context, seamlessly, without disrupting the flow of their formal learning activities or informal play. Most contemporary mobile devices are equipped with multimedia support that can be used to create multimodal stories that represent the rich life narratives children experience, imagine, and want to share. The authors investigated these issues over a 9-month series of participatory design sessions in the Human-Computer Interaction Lab (HCIL) at the University of Maryland. In this article, the authors describe their work with children in designing mobile tools for story creation and collaboration. Throughout this work, they asked the following questions: What stories do children want to tell, and how do they want to convey them in a mobile context? The findings suggest the need for mobile technology-based applications that support children’s unique storytelling habits, particularly interruptability and multimodality.

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Duus Henriksen, Thomas. "Moving educational role-play beyond entertainment." Education in the Knowledge Society (EKS) 11, no. 3 (November 18, 2010): 226–62. http://dx.doi.org/10.14201/eks.7462.

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Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.

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de Castell, Suzanne, and Jennifer Jenson. "Digital Games for Education: When Meanings Play." Jouer, no. 9 (August 10, 2011): 113–32. http://dx.doi.org/10.7202/1005533ar.

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This paper documents the development of an educationally focused webbased game, Contagion, detailing how such a practical development project has led us to retheorize questions about what is “educational,” and how and in what ways that relates to the ludic. With reference to and within the framework of design-based research, we detail here the challenges we encountered designing this “alternative” game, and how we came to see content, not simply as “what the game is about” but as essentially tied to and enacted through all aspects of the game. We argue that content, i.e. educationally valuable knowledge, is infused through all relational aspects of the game as the player's activities accomplishments: character selection, art, narrative, programming, goals, game structures and play.

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Carvalhais, Miguel, Pedro Cardoso, José Raimundo, and Ricardo Melo. "Designing games that prioritize meaning over fun." Contemporânea - Revista do PPGART/UFSM 2, no. 4 (December 20, 2019): e14. http://dx.doi.org/10.5902/2595523341302.

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A majority of contemporary game design is focused on developing a hedonistic loop, a frictionless aesthetic that hinges on familiarity and comfort to promote states of flow and player satisfaction. Not disregarding the advantages of designing for the hedonistic loop, this paper questions it and develops a critique that advocates for a focus on aesthetic friction, a shift of the play experience from the prioritisation of fun to the creation of contexts for the construction of meaning.

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Murillo, Adolf, María Elena Riaño, and Jesús Tejada. "Aglaya Play: Designing a software solution for group compositions in the music classroom." Journal of Music, Technology and Education 13, no. 2 (December 1, 2021): 239–61. http://dx.doi.org/10.1386/jmte_00025_1.

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This article details the design for Aglaya Play, a proposed software system that aims to meet three basic needs in the music classroom: the incorporation of creative processes, the adoption of collaborative-cooperative strategies and the reduction of reading‐writing- and theory-based learning in the early stages of music education. The text contextualizes the needs that the software intends to meet and describes its phases of construction from a design-based research perspective. Finally, a full description of the system is offered based on its functions, and suggestions for its didactic implementation are provided.

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Journal articles on the topic 'Designing for play'

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