Learn the game of Cricket - Bret Lee vs. Sachin

Learn the game of Cricket - Bret Lee vs. Sachin

IN BRIEF

Target user age group: 5 to 14 year olds

Scale: Small scale light weight app.

Skill development aim: Exercising the arm and reaction

Ideal context of use: Indoor or outdoor

Technologies used: Any phone with motion technology (i.e. Magnetometer, accelerometer, speakers, vibration motor and gyroscope)

PRODUCT DESCRIPTION

This product aims to make a child exercise and strengthen arm muscles. Exercise physiologist Dan Angresti says that long durations of hunching over computers and watching TV can cause chest muscles to become tighter, decreasing range of motion whilst also increasing the risk of potential injury. Through this product we hope that children will be able to lessen the effects of prolonged lengths of time on the computer and watching TV.  

The child will need to swing their arm whilst holding the phone in order to play this game. This allows for the strengthening of arm muscles which children are neglecting to do. The child will try to react as quickly as they can to the sound in hopes of getting the batsman out. Depending on how well the player reacts to the sound the score and accomplishment they feel will vary.

STORYBOARD

1. Screen starts off as a cricket ball spinning. A voice will then tell the child to start swinging and to stop when they hear the sound effect.

2. Once the child stops, they’ll be able to hear, how well they fared i.e. weather they were smashed for six or bowled the batsman out.

3. In order for the child to finish the game, they must bowl out all ten batsman. The score will vary depending on the number of runs the batsman were able to score if the child reacted too slowly to the sound.

Catch The Robber

Catch The Robber

Target User Age Group: Because the game may possibly result in injury, the age group is set from 5 -12 years.

Scale (size): Small indoor room to block out sounds which may distract the game and the small size to ease the game’s objective.

Skill development aim: Players will improve their running, walking, accuracy and teamwork skills. Playing the game in the long term can improve hearing familiarizing and connection skills.

Ideal context of use: The game can be used anywhere with the presence of smartphones and children, such as in family gatherings, schools, camps and other public places.

Technologies used:

1. Phone Hardware (no touch-screen)

2. Gyroscopic Sensor (vibration sensor)

3. Audio output (speakers)

4. Camera (detects motion)

Product Description:

What does this product do?

The product is able to detect motion from people, vibrate, and play audio.

Why? What for?

The idea is to encourage children to develop their physical skills.

What can people accomplish with it?

It can be used as an entrainment device that develops physical skills through bodily actions.

What physical action do users perform with it/on it?

The device is strapped to the user’s chest as they improve on their running, walking, accuracy, and teamwork skills.

How do they interact with it?

Users interact by playing the game, ‘Catch The Robber’ (with at least 2 players) by sensing the device’s vibration and hearing the device’s audio.

How does it respond or feedback?

If the device detects motion through its camera from the other players it will vibrate and play an audio to respond to the user’s performance.

Concrete Scenario of Use:

The game’s story line is set in the mist of night at a local town bank. Through the pitch black of the night a small group of men in black are identified to be surrounding the back entrance of the bank. It was clear what the group was there for and it seemed nothing was there to stop them.

The night grew darker as the time dragged on and finally, the group exited the back door the same way they entered, this time with bags containing the all too obvious money. Fortunately the black atmosphere blinded one man as he tripped and set off the bank's alarming system. The night suddenly got louder covering a mixture of alarm sirens, yelling and the scrape of old shoes against the concrete pavement as the group hastened away, leaving the tripped man still lying on the ground. Moments later when the tripped man had finally gotten up and limped off in the direction of other robbers, the bank was encompassed by the bright lights of police cars. Visionless, police officers run after the robbers while the robbers also, blinded by the night, try to flee with the money.

Unique Designs Group's Project Charter

PROJECT CHARTER

GROUP NAME: Unique Designs

Group Members

NAME	STUDENT NO	ROLE	PHONE NO	EMAIL ADDRESS
INAM ALVI
LIEN MAI
DWAYNE KIM
CHINA SYMONS
KHALFAN ALFALASI
JIE LI (JASMINE)

<For safety issue, these will be no detailed personal information included here :)  >

PROJECT: “Splash! Goes the Marble”

START DATE: 20th March 2014

Key dates: Project 1 charter should be completed and signed by all members and submitted by 20th March 2014 .i.e. In the 2nd workshop (hardcopy).

FINISH DATE: 28th April 2014

PROJECT DESCRIPTION:

The Unique Design team has been given a project by the Australian Childhood Association (ACA) to develop a physical, interactive and skill-building product for children aged 7 to 12. The ACA is aiming to use this product as the solution to the today’s concerning issue; where children are moving away from physical activities and more towards computer gaming. To attract the children, this product will need to be fun, challenging, aesthetically pleasing and creative. Furthermore, due to the importance in building social skills from early childhood, the client has specified that this product need to be used by more than one child at a time.

PLAN:

A developing idea for this project named, “Splash! Goes the Marble”, is a product where children will have to work together to maneuver a small marble using paddles from point A to point B on a terrain of water. The game will be played in a container with small open spaces on the sides for the players to fit their paddles. It is these ‘paddles’ that will be used for maneuvering the marble. Difficulty is increased by restricting the movement of the marble through the use of obstacle walls. Players are prohibited from making direct contact of the marble. Teams can also prove their superiority in this game by achieving the fastest time to accomplish goal.

WORKSHOP: Workshop 2

STAKEHOLDERS:

Schools, after school care, day care, kindergartens, refugee camps and children’s hospitals.

MEETINGS:

One regular meeting will be arranged every week on Monday at 4:00pm in Heath Room.  All members must attend or send an apology in advance along with any allocated task that they were assigned. More meeting can be arranged through general secretory if necessary.

Group members are required to attend any arranged meetings to work together for the assignment.

Group members can contact each other through e-mail or wechat/texting.  An online group is also set up to collaborate:

https://groups.google.com/forum/#!forum/deco-1100

Emails can also be broadcasted to all members through:  deco-1100@googlegroups.com

GROUP RULES:

It is worth mentioning before the rules that each group member represents all actions and outcomes of the group as a whole. This includes all work done and the correct and timely submission of the project.

Hence group should not halt their work for any length of time than is necessary when dealing with group problems. Issues have to be addressed quickly and appropriately. Each member of the group should be aware of what task other members are doing and ensure that they cooperate for the smooth flow of information and provide necessary help in bringing the project together as a whole.

Rules for restructuring the group:

1. Rules for one member leaving.

If for some reason one member leaves the group then the task(s) must be equally divided amongst the remaining five members. Course coordinator and tutor must also be informed. Also make sure no contribution from that member is included in the final assignment.

2. Rules for settling disputes between partners.

If there is a dispute between two or more members then remaining members should try and resolve the issue. In case it does not get solved then tutor or course coordinator should be asked for help and voting can be used to further determine the results.

3. Rules for excluding one member of the group.

Procedure and guidelines for excluding a member(s) from a group:

The group leader should do polling amongst the members to determine whether or not someone should be excluded. Once enough votes for exclusion, following steps must be taken before exclusion of that member.

Step 1: The group leader should send a warning email as soon as possible advising the member(s) that they will be excluded from the group, and for a justifiable reason i.e. not doing their part of the group assignment or not communicating with the group, with a copy to the group leader’s tutor and to the assignment coordinator. If the student answers and reacts positively to this warning they must be allowed to continue being a member of that group.

Step 2: If there is no reaction from the student, after a few days (depending on urgency), the group leader should send another email advising the student that they have been excluded from this group and that their contribution (if any) will not be used in the group assignment. A copy of this email should be sent to the assignment coordinator. The group should try to find a replacement member(s). If this is not reasonably possible the group must explain the reasons for this to the assignment coordinator may then authorise that group to submit the assignment with only five (or less) members.

Step3: If the member(s) was finally excluded from the group, the group cannot use any contribution from that member(s) in their group assignment. If they use even a small contribution from that student they cannot exclude the student from the group.

Above mentioned steps should be taken for a member(s) having difficulty arising for any other reason, for example a member(s) who falls ill, leaves the course and so on. In this case the member(s) may have to be excluded from the group.

The same rules and procedures apply for the group leader. The other group members are equally responsible for dealing with issues concerning their group leader, such as replacing them or managing the assignment on their own. If the group leader no longer exists every effort should be made to elect a new one.

SIGNATURES:

1. Jie li/ jasmine
2. China Symons
3. Khalfan Alfalasi
4. Inam Alvi
5. Dwayne Kim
6. Lien Mai