‘Entertainment media’ are entertainment products and services that rely on digital technology and include traditional media (such as movies, TV, computer animation etc) as well as emerging services for wireless and broadband, electronic toys, video games, edutainment, and location-based entertainment (from PC game rooms to theme parks). Whilst most of the digital entertainment industry is found in the developed countries such as USA, Europe, and Japan, the decreasing costs of computer and programming technologies enables developing countries to really benefit from entertainment media in two ways: as creators and producers of games and entertainment for the global market and as a way to increase creativity and learning among the youth of the developing world. Focusing specifically on initiatives that use entertainment technologies to promote economic development, education, creativity and cultural dissemination, this book explores how current technology and the use of off-the-shelf technologies (such as cheap sensors, Kinect, Arduino and others) can be exploited to achieve more innovative and affordable ways to harness the entertainment power of creating. It poses questions such as ‘How can we convert consumers of entertainment into creators of entertainment?’ ‘How can digital entertainment make a contribution to the emerging world?’. Academic researchers and students in human-computer interaction, entertainment computing, learning technologies will find the content thought-provoking, and companies and professionals in game and entertainment technology, mobile applications, social networking etc. will find this a valuable resource in developing new products and new markets.
Author(s): Adrian David Cheok; Anton Nijholt; Teresa Romão
Series: Human-Computer Interaction Series
Publisher: Springer
Year: 2014
Language: English
Pages: 160
Contents
Contributors
Chapter 1 Entertaining the Whole World
1.1 Introduction
1.2 Digital Entertainment Media Importance to the Developing World
1.3 Benefits to Local Industry in Developing Countries
1.4 Conclusion
Chapter 2 The Kathmandu Kids Entertainment Workshops
2.1 Introduction
2.2 The Schools
2.3 The Workshops
2.3.1 Dancing with the Oriboo
2.3.2 Parapara Animation
2.3.3 Puppets Duets
2.3.4 The t-words
2.3.5 Creative Design Workshop
2.4 The Workshop Experience
2.5 Conclusions
References
Chapter 3 Digital Pop Kids
3.1 Changing Digital Society
3.2 Digital Reality
3.3 Digital Kids' Power
3.4 Digital Kids Project
3.5 Digital Learning Project
3.6 Pop Power and the Future
Chapter 4 Fostering Learning and Behavior Change Through Computer Entertainment
4.1 Introduction
4.2 Technologies for Behavior Change
4.3 Playing to Save Energy
4.3.1 MAID
4.3.2 LEY
4.4 Rethinking Your Attitude on the Move
4.4.1 Gaea
4.4.2 eVision
4.4.3 The Imaginary Friend
4.5 Engaging Children
4.5.1 Smart Bins
4.5.2 Ecosystem Room
4.5.3 T-Games
4.6 Conclusions
References
Chapter 5 Yellow is Mine!: Designing Interactive Playgrounds Based on Traditional Childrens Play
5.1 Introduction
5.2 Interactive Playgrounds: Environments for Pervasive and Emergent Game Play
5.2.1 Pervasive Gaming
5.2.2 Emergent Game Play
5.2.3 Technology for Interactive Playgrounds
5.3 Project Goals
5.4 A Taxonomy for Playground Play
5.4.1 Play, Games, and Playgrounds
5.4.2 Elements From Related Work in Interaction Design
5.4.3 Gamespace
5.4.4 A Design Taxonomy for Playgrounds
5.5 A Novel Approach to Interactive Playground Design
5.5.1 Concepts
5.5.2 Interaction Methods
5.5.3 Systematic Variation on Interaction Methods
5.5.4 Selection
5.6 Case Study
5.6.1 Concept Generation
5.6.2 Interaction Generation
5.6.3 Systematic Variation
5.6.4 Selection
5.6.5 Implementation
5.6.5.1 Hardware
5.6.5.2 Software
5.7 Evaluation
5.7.1 Methods
5.7.1.1 Experimental Design
5.7.1.2 Measures
5.7.1.3 Data Gathering Process
5.7.1.4 Demography
5.7.2 Results
5.7.2.1 Gamespace
5.7.2.2 Physical Play
5.7.2.3 Social Interaction
5.7.2.4 Concluding Group Interviews
5.7.3 Discussion
5.8 Conclusions & Recommendations
References
Chapter 6 Embedded Smarthouse Bathroom Entertainment Systems for Improving Quality of Life
6.1 Introduction
6.2 Bathonify: Sonification System to Reflect Bather's Motion and Vital Signs
6.2.1 Concept Underlying Bathonify
6.2.2 System Overview and Design
6.2.2.1 Measuring Movement Information
6.2.2.2 Measuring Vital Signs
6.2.2.3 Extracting and Processing Control Information
6.2.2.4 Sound Control
6.2.2.5 Bathonify Remote Controller
6.2.3 Software Components
6.2.3.1 Sensing Module
6.2.3.2 Sound Controller Module
6.2.4 Sound Design
6.2.4.1 Sound Set 1
6.2.4.2 Sound Set 2
6.2.5 Bath Remote Control
6.2.6 Evaluation of Bathonify
6.2.7 Bathonify Concluding Remarks
6.3 TubTouch
6.3.1 System Overview and Design
6.3.2 TubTouch Entertainment Applications
6.3.2.1 Bathtuboom
6.3.2.2 Batheremin
6.3.2.3 BathCount
6.3.3 TubTouch Concluding Remarks
6.4 Bathcratch
6.4.1 System Overview
6.4.2 The Bathtub as an Interaction Medium
6.4.2.1 Detecting Squeaks
6.4.2.2 Using TubTouch and Projection Display on Bathtub
6.4.3 Scratching Music Controller
6.4.3.1 Overview of Scratching Phrase Generation
6.4.3.2 Switching Between Scratching Phrases
6.4.3.3 Sound Sources and Effects for Scratching
6.4.3.4 Rhythm Tracks
6.4.4 Demonstrations and Exhibitions
6.4.5 Bathcratch Concluding Remarks
6.5 Related Work
6.5.1 Bathonify
6.5.2 TubTouch
6.5.3 Bathcratch
6.6 Discussion
6.7 Conclusion
References
Chapter 7 Social Presence and Artificial Opponents
7.1 Introduction
7.2 Related Work
7.2.1 Social Presence
7.2.2 Social Relationships with Intelligent Agents
7.3 Towards Socially Present Board Game Opponents
7.3.1 Physical Embodiment and Face-to-Face Interaction
7.3.2 Believable Verbal and Non-Verbal Behaviour
7.3.3 Emotion or Appraisal System
7.3.4 Recognise, Greet and Remember Users
7.3.5 Simulate Social Roles
7.4 Scenario
7.4.1 Physical Embodiment and Face-to-Face Interaction
7.4.2 Believable Verbal and Non-Verbal Behaviour
7.4.3 Emotion or Appraisal System
7.4.4 Recognise, Greet and Remember Users
7.4.5 Simulate Social Roles
7.5 Conclusions
References
Chapter 8 Observations on Tinkering in Scientific Education
8.1 A Return to Grass-roots Technology Development
8.2 What is Tinkering, Really?
8.3 What Tinkering can Teach You in Science Education?
8.4 Tinkering Across Various Learning Environments
8.5 Psychological Factors of Tinkering Success
8.6 The Future of Tinkering in Scientific Education
References
Appendix Enhancing Learning Experience Through Robotics in Nepal
Introduction
Background
History
Activities
``Yantra 1.0'' National Robotics Competition
Technology
Building the Community
Conclusions
References
