WELCOME TO GACOCOGAmified CO-design with COoperative learning

FROM SCHOOL

TO UNIVERSITY AND BACK

Santina

Hi, I am Santina! !

I will be here, and present to you the first part of this intro to GaCoCo.

Gabriella Dodero

Rosella Gennari

Santina Torello

Alessandra Melonio

CO-designMETHODS

ACTORS

PRODUCTS

REASONSfor designing together

GaCoCo breeds on co-design for designing together products for and at school !

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METHODS

ACTORS

PRODUCTS

REASONS

It does so by mixing designers, teachers and children. !

CO-design

for designing together

GACOCO

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designers children teachers

GAmificationMETHODS

ACTORS

PRODUCTS

REASONSfor engaging all

CO-design

for designing together

First one: gamification, for engaging all actors by playing.

GaCoCo refines co-design with two methods.

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designers children teachers

GAmification COoperative learningMETHODS

ACTORS

PRODUCTS

REASONSfor engaging all for team workingSecond one:

cooperative learning for creating cooperative teams.

CO-design

for designing together

First one: gamification, for engaging all actors by playing.

GaCoCo refines co-design with two methods.

GACOCO

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designers children teachers

GAmificationMETHODS

ACTORS

PRODUCTS

REASONS

So far so good… but what could GaCoCo produce till now?

for engaging all

CO-design

for designing together

COoperative learning

for team working

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designers children teachers

METHODS

ACTORS

PRODUCTS

REASONS

How exactly? It’s Alessandra’s turn to explain!

GaCoCo produced digital game prototypes!

GAmification

for engaging all

CO-design

for designing together

COoperative learning

for team working

designers children teachersGACOCO

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Alessandra

Hi, I am Alessandra. I will be explaining to you how we used GaCoCo for producing game prototypes— low, middle and high.

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4

Firstly, education stakeholders researchers, designers and educators, together, analyzed the Italian school context, producing a GaCoCo protocol.

context analysis protocolideas

4

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4

Then, in primary schools, game designers, children and their teachers designed 18 low-fidelity game prototypes with GaCoCo.

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

4 4

Prototypes were evaluated via expert reviews by game designers and teachers.

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

3

The experts’ evaluation lead to the selection of 4 low-fidelity prototypes. !

These were turned into middle-fidelity prototypes, that is, videos, by game designers.

expert design4 middle

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

2 264

The middle-fidelity prototypes were enriched at school by designers, teachers and children via GaCoCo.

GaCoCo designin primary schools

4 middle +design data

expert design4 middle

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

3

Finally game designers realized high-fidelity prototypes from middle fidelity prototypes.

expert design4 highGaCoCo design

in primary schools4 middle +design data

expert design4 middle

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

Next, let us see with Rosella what happened during the first GaCoCo design in primary schools.

expert design4 highGaCoCo design

in primary schools4 middle +design data

expert design4 middle

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

4

56

4

Rosella

Hi, I am Rosella! !

I will be presenting to you the GaCoCo study for designing low-fidelity prototypes in primary schools.

The GaCoCo study protocol was gamified. !

How?

The protocol had missions (objectives) that is 3, with their own challenges (tasks), cooperation, reward elements, and feedback.

Mission 1 for individuals 2 challenges for reading

teacher feedback

Mission 2 for groups: 4 challenges for prototyping

designer feedback

Mission 3 for class 2 challenges for sharing

class feedback

And what did GaCoCo use of cooperative learning?

It used cooperative learning methods for organising teams and their work.

co-op co-op

~ gallery tour

Gallery tour was adapted for organising class work in the class mission (3).

Co-op co-op was used for organising team work in the group and class missions (2 and 3).

And what about co-design in the GaCoCo study?

10-11 olds

8-9 olds

The GaCoCo study used co-design methods for producing paper-prototypes, e.g., layered elaboration, in the group mission (2).

expert design4 high expert design4 middle

expert review evaluation

evaluation data

GaCoCo designin primary schools 18 lowcontext analysis protocolideas

THE LIFECYCLE OF GAMES FROM PRIMARY SCHOOLS

Hi, I am Gabriella, explaining you the results of the study. !

Game designers and teachers evaluated all low-fidelity prototypes, with the expert review method, and selected 4.

4 4

game value

heuristics

1st: game value with respect to specific heuristics.

This evaluation used 4 criteria.

2nd: performance of groups in challenges.3rd and 4th: cooperation and engagement of individuals in missions.

performance

challenges

cooperation

missions

engagement

missions

(not really)

REFERENCES AND ACKNOWLEDGMENTS

G. Dodero, R. Gennari, A. Melonio and S. Torello. GAmified CO-design with COoperative Learning. In Proc. of the alt chapter of CHI 2014, Toronto, April 26–May 1 2014.

G. Dodero, R. Gennari, A. Melonio and S. Torello. How to Engage and Learn with Playful Codesign—An Exploratory Study in Primary Schools. Submitted.

Original images by: N. Mastachi; L. Buley; WB; Cipì by M. Lodi and his class…

innaffiatoio

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