Evaluation of Play in Design for Behavioral Change - Essay Example

?RESEARCH METHODOLOGY In any dissertation research methodology plays an important role to objectively collect data which is objectively analyzed to come up with research findings on the best way to implement a project. The research carried out is concerned with analyzing play and design (Archer, 1993). Through the research it’s adept to conclude on various issues that arise from the findings. This should be carried out through organized simulation that involves both the players and audience they through interviews so as to conclude on the effects of the game. However, through the interview there are both mistakes and improvements that when well covered would lead to a better game design that would accommodate all the aspects that would have been ignores in the previous design (Wolock et., al, 2010). It would be difficult to design a perfect game without a trial version. Through gained knowledge on the research nature it would be easier for the researcher to come up with aims and objectives that are supposed to be taken into account when designing a game. This would reduce the common mistakes which are obvious even to the fans hence creating a better understanding about the research in both quantitative and theoretical manner (Breakwell, 2006). Through research methodology, the dissertation is aimed at utilizing the various aspects such as philosophy, research design, research approaches and data collection to ascertain the requirements of play and design through research methodology (Ackermann, 2008). Fig1. Designing a game, Accessed from: http://moerg.files.wordpress.com/2011/06/img_1469.jpg?w=390&h=289, on 6th Nov 2011. Research Philosophy: Through the philosophical aspects it is important that the designer realizes the philosophical content of the research, for instance the realism, positivism and interpretive. These factors will determine the effects of the players and the audience. Through philosophy, the researcher would realize the best approach to use in order to achieve the perceived objective of the research (Bell, 2006). Research Approaches: There are two main research approaches that could be used for example the deductive or inductive approach. The choice of research approach involved in the design play would depend entirely on the research philosophy (Fishel, 2001). Research Strategies: According to Wolock et., al, (2010), in order to achieve any researcher has to strategize on the best methodology to use which depends on the requirements of the research design and play. There are effective research strategies like data collection resources, research objectives and approaches that would enhance the achievement of research project within the requirement, limits and scope of research (Archer, 1993). Working on effective research processes includes but not limited to case study, interviews, experiments, observations, surveys and literature review. These factors bring out a wider perception and research integrity within the projects that were managed according to the experimental analysis (Hourcade, 2008). Data Collection Through appropriate data collection method, the researcher would achieve a good play design with valid and reliable data and information. The researcher should involve both primary and secondary data collection methods (Ackermann, 2008). The primary date collection methods can be done through first hand information obtained from surveys and interviews conducted directly between the interviewer and the interviewee. This reduces chances of conveying irrelevant information as the interviewer would be able to study the interviewee to get more information (Breakwell, 2006). The secondary data collection method includes reading from journals, books and academic articles lust to mention. Once both methods of data collection are conduce about the play design, comparison can be done to ascertain the required information to be implemented on the play design (Bell, 2006) Needs and Pleasures   In order to achieve research design; we have to consider the design practice itself. At first the design research design has to be outlined so that the designers would get an outline through which to follow when communing up with design process. These calls for a research methodology that will enable the required processes be followed to the letter focusing on the aims and objectives of deriving a fully designed game that could be enjoyed both by the players and the audience as well (Archer, 1993). Considering a scenario where a particular game is to be designed (Wolock et., al, 2010), there should be a well designed model of research so that the exact perceived requirements would be obtained, this would assist in determining the objective of designing which is either for specific needs or for delight. Despite all the reasons behind creating a game, the key issue is to delightful experience instead of utilitarian needs. People enjoy playing games for the respective intrinsic pleasures that they derive from games (Ackermann, 2008). Through the iterative processes involved in designing a game, sometimes the purpose of the game may not be achieved during the first design. Through answering the new questions that arise from the players and audience, it would be easier to come up with a comprehensive play design that would achieve its objectives and as well encourage the players and audience to participate to their best (Fishel, 2001). Through enjoyment derived from the games, both the payers and audience grow healthier as they have to contain the tough conditions and duties involved in the game. However, should the game be boring, players would not derive pleasure in the pitch lowering the morale of fans (Laurel, 2003). Iteration Basing the design on iteration, the methodology is carried out through a cyclic process through prototyping, trials and testing analyzing and refining a design work in progress. In the process; however, there is interaction with design system leading to information relevant for the designs are implemented (Wilson, 2005). RESEARCH DISCUSSION IN PLAY AND DESIGN According to Bell (2006) it is considering that any form of play is essential in the life of a student; however, being that the students are supposed to use play and design both in class and as a subject it is possible that the students are able to achieve the best results ever as they enjoy both play and design (Wilson, 2005). Through educational research students get encouraged to ensure that the kind of environment under which they carry out game simulation is exactly the kind of environment that would be preferred for the kind of game they intend to design (Laurel, 2003). This would create the perception of the students in regard to what they feel should be ignored, through discussion the students are likely to come up with a perfect design that suites every class of individuals. In spite of the moral outcome from any game, it is important to exhibit interest and to enjoy the game which in turn is healthy to the participants and the audience at large (Ackermann, 2008). Through forums with opportunities to carryout simulation (Vogiazou, 2007), the game model get improved through visualized and a better understanding of the game requirements are also what may be over utilized to the extent that no player enjoys the fact that it is included in the game. Modeling entails a lot of dynamics that requires practical aspects so that the real situation is experienced. Through curiosity, students would be able to create both a demand for knowledge and also discover new ideas through exploration to enhance the play (Breakwell, 2006). However, it is evidenced that through motivation and engagement the participants and audience would have a better understanding as both the game and simulation provide powerful and better opportunities for learners. In the discussion, it is important to consider simulation as a learning tool that enables a lot of opportunities which aid in creating models that could be used to explore a variety of strategic obligations to enhance play and design (Druin, 2008). Through involvement into role play, students are able to collaboratively invent new ideas which could be practiced enabling each participant to exhibit interpersonal skills reducing the rate of risk within the game environment (Fishel, 2001). However, there are distinct differences between game and simulation that must be taken into consideration so that the true picture involved in the game could be crearly brought to the public. In any game there is supposed to be a winner and a looser, while in simulation no specific person wins, while the participants showcase their prowess and expertise in the specified game resulting into either benefiting from the decisions and actions or suffering from the same (Hains, 2009). Through discussion, it is evident that simulation has got two main categories namely non linear and multi modal simulation which are based on user choice (Vogiazou, 2007). Through authentic rules, simulation should mirror the actual results which would be used further to determine the importance of simulation to both players and the audience, when considering school environment we would relate to the lessons that the students learn from simulation (Archer, 1993). Students get to experience some situations that are either hazardous of cost prohibitive (Bell, 2006), such situations would not have come their way without the involvement into the play or design. For example when simulating on an atom smasher which uses gum balls, the students and other participants including the audience gets opportunity to see and witness such situations for the first time in life of which they would not have come across. There are serious games and other games that are played for entertainment and refreshment (Hourcade, 2008). However, serious games are applied to goals instead of entertainment hence causing gaming technology to be involved in other fields like policy development. Education, and leadership as well as major government institutions and corporations, this involves both learners and educators who are currently turning gaming and technological approach training, simulation, education and other applications that involve practical aspects (Laurel, 2003). Fig2. Designing a game, Accessed from: http://moerg.files.wordpress.com/2011/06/img_1469.jpg?w=390&h=289, on 6th Nov 2011. RESEARCH FINDINGS IN PLAY AND DESIGN In research findings we realize that both modeling and simulation environments involves unique capabilities that enhance learning (Ooi, 2010). Through gaming both players and audience learn about competition strategies, team work and cooperation hence finding an amicable way of resolving conflicts caused by differences in gaming affiliations. For the game to achieve its effectiveness, it must rely on the level and degree to which the game emulates the real life situation (Wolock et., al, 2010). The games students get to understand the need to explore new information especially in science using modeling tools deepening their understanding through sharing the information achieved with others. This enables them understand the baseline phenomena of investigation. Games vary creating intrinsic motivation through the level of involvement which provides a kind of feedback to the players and audience as well. However, the feedback is either the actual anticipated or mistakes that are supposed to be corrected in order for the next game to be a success. Through games, participants gain immensely for instance, they get educated and explore practical attitude of change and skills that they would have longed for (Stangor, 2010). Educational areas where games are applicable are key factors to consider when determining the use of specific games (Vogiazou, 2007). Through research it was found that language arts, mathematics and physics are the key areas through which games assist the students to gain from. Despite of the success findings, subjects like biology, logics and social studies were found not to be associated with games. Benefiting from game was found to require precisely defined targeted objectives with specifically defined subjects (Ackermann, 2008). According to the research carried out in the USA in connection with games, it was found that more games are associated with and draws emotional spectrum other than competition and conflict (Touchstone Research, 2011). The process through which people get to understand the effects of games and be able to withstand the outcome of any game, it would be realized that the emotional theory is well covered through game study and design. Considering games like rugby which involves a lot of rough and forceful play, the players have to understand and accept the rules which are governing the games (Nielsen, 2010 and Ooi, 2010)). Considering the theory of cognitively, it was found that emotions are categorized into various groups for instance the prospect based emotions, attribution emotion, fortunes of other emotions, well being emotions and attraction emotion. Through games and designs such emotions are likely to be experienced in any organization (Hains, 2009). In the current games played (Ooi, 2010), privileges available are prospect based “which are tied to events,”. The attribution emotions are rate due to the influence of emotions on others, through games such situations do happen and should be clarified to both the players and the audience before the game considering then unexplored design space regarded as emotions of attraction (Druin, 2008). The altruism and eliciting empathy involving the game objectives that would benefit the fellow game characters, however, it is important to consider the metaphoric importance. Although most people playing any game require recognition despite the immense gain from the games which are physical, emotional and psychological in the process of refreshing minds (Wolock et., al, 2010). More findings suggests that in the process of understanding the cognitive and psychological patterns, people realize the success for instance when animals are crossing in front of Nintendogs, through acting differently emotionally, there would be a wider difference in emotional spectrum which would lead to a more advanced implementation of similar goals (Laurel, 2003). There are different research findings which entirely depend on the perception of either the players or audience in the specific gaming designs, considering the level of changes that rea exhibited in the well known sports (Hourcade, 2008). Thorough experience and the risks involved in some games like football people tend to rely on the mass media. Instead of being hurt in a live game, it’s better to watch the game through the media. However, to some extent, technology has reached a point that network is being involved in the game (Stangor, 2010). Through determination, it was found that both live and virtual sports affect funs in the like manner despite mixed realities on the same. This is a perception by individuals that virtual games are not as entertaining as live matches, to the participants they are playing the games live and are, likely to benefit regardless of the audience. However, to the real fans, they would tend to make follow ups regardless of both picture and sound quality in case of virtual matches (Nielsen, 2010). To the fans, they are able to interact with each other prior, during and after the matches in both situations of live and virtual matches (Bell, 2006). Through virtual matches the teams can be able to design their team to the tune of the match they watched through the television. Virtual matches too creates a perception of belonging to the team or fans due to the effect of the pictures that are in the form of 3D, if 2D pictures are able to emotionally move crowds what of 3D pictures. The effects would be high depicting both the mood in the field and the perception of the audience as well (Druin, 2008). The research findings reveals that the only difference between the virtual game and live game is that the mood of the fans in a virtual game does not affect the game while the reverse happens in case of a live match involving both the fans and players. When the players realize that the fans are able to cheer them up till the end they gain momentum and fight on till the end in case of s live match (Ackermann, 2008). Through observation of the fans, the game players are able to redesign the game and ensure that all fans are locked out and not allowed to access the playground; this is to avoid time wastage when there is a score and also to reduce cases of fights in case the teams fail to meet the perception of fans and sponsors. Such issues have to be taken into consideration in case there is need for an enjoyable game where both the winner and looser feel secure and protected from any unbecoming conduct (Wolock et., al, 2010). Test The process that comes immediately after the specified game is designed, followed by interviews that would enable the designer to realize the pitfalls that are still unsolved. The interview should include both the players and the audience. This is in a broad perspective (Hains, 2009). It may be an indoor game, a poem of a skit that the designer wishes to bring out specific issues that interprets the situation under which the game is designed to instill into both the players and audience. However, the test should also affirm the moral values and teachings that the play entailed. From the information obtained (Archer, 1993), both the perception of players and audience are essential in determining the mistakes that still have to be looked into so that the game could be perfected to the objective ad aims that lead to the design strategy. The decision of designers testing audience and the design itself is enough to realize a difference between the design prototype and the real project developed (Wolock et., al, 2010). Croquet on the lawns (one of the many challenging contrasts!) Fig 3, Accessed from: http://moerg.files.wordpress.com/2011/10/img_1755.jpg on 6th Nov, 2011. CONCLUSION Implementation of a valid research play and design begins from the introduction of the kind of the research where the play designer comes up with a proposal on which kind of play to carry out a kind of research on. Through the literature review the anticipated outcome is clearly brought which in our case should consider the targeted players and audience. However, the ethical and educative part of the play and design should also take into consideration. When it comes to the research methodology, the various sources of information that would lead to the achievement of the research results should be considered. The researcher should not determine the information to be indicated on the play. But the researcher should consider what the players and audience likes so that they would perform whole heartedly leading to healthier life. From the research findings, a final valid research is obtained which on implementation would create an impact not only on the players and designers but also the audience, through relevant consideration in an aspect of education, consideration and ability to interact with others through mutual understanding to enhance social responsibility. Appendix1 Fig1. Designing a game, Accessed from: http://moerg.files.wordpress.com/2011/06/img_1469.jpg?w=390&h=289, on 6th Nov 2011. Fig 2, Playing a game, Accessed from: http://moerg.files.wordpress.com/2011/10/img_1735.jpg on 6th Nov, 2011. Croquet on the lawns (one of the many challenging contrasts!) Fig3, Accessed from: http://moerg.files.wordpress.com/2011/10/img_1755.jpg on 6th Nov, 2011. References Ackermann, Edith. (2008), The Whole Child Development Guide. LEGO Learning Institute, December 2004. Retrieved 6th Dec, 2011. Archer, Thomas. (1993), Focus Groups for Kids. Journal of Extension, Spring. Retrieved 6th Dec, 2011. Bell, John. 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(2003), Design research: methods and perspectives: Media works Pamphlets Series. New York- USA: MIT Press. Nielsen, Jakob. (2010), Children’s Websites: Usability Issues in Designing for Kids. Alertbox, Retrieved 6th Dec, 2011. Ooi, Yeevon. (2010), Designing Interactive Products for Children: How Is It Different? Webcredible. Retrieved 6th December, 2011. Stangor, C. (2010), Research Methods for the Behavioral Sciences. London- UK: Cengage Learning. Touchstone Research. (2011), Child Research. Touchstone Research. Retrieved 6th Dec, 2011. Vogiazou, Y. (2007), Design for emergence: collaborative social play with online and location-based media. Volume 153 of Frontiers in artificial intelligence and applications. IOS Press. Wilson, P., J. (2005), 2nd Edition. Human resource development: learning & training for individuals & organizations. New York- USA: Kogan. Retrieved 6th Dec, 2011. Wolock, Ellen, Ann Orr, and Warren Buckleitner. (2010), Child Development 101 for the Developers of Interactive Media: An Overview of Influential Theories of Child Development, Applied to Practice. Revised edition. Flemington, NJ: Active Learning Associates. Read More