PAH 160D1

PLAY: An Interactive Introduction

Prof. Harris Kornstein, Spring 2023

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Final Project: �Play Experience Design

FINAL PROJECTS

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For their final projects, students worked in groups to develop, test, and analyze a play experience that addresses a social issue and/or learning outcome in partnership with our community partner the Children’s Museum Tucson (CMT). ��CMT asked students to focus on one of four program areas: 1) Wee Rhythm (music and movement for ages 0-5); 2) Family Brain Boost (an all-ages STEM based activity); 3) Nature Niños (an outdoor program focused on nature); and 4) Crecemos (an early childhood bilingual program devoted to exploring culture and community).

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Students worked on these projects throughout the semester, using an iterative design process, including creating and playtesting multiple prototypes, delivering a final presentation (using the attached slides), and preparing a final report that both connected their designs to themes from the course and served as documentation for CMT to implement their projects if desired. They participated in multiple critiques with their peers and representatives from CMT.

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This partnership was supported by funds and training through the University of Arizona Experiential Learning Design Accelerator program.

PAH 160D1

PLAY: An Interactive Introduction

Prof. Harris Kornstein, Spring 2023

GROUP 1

Final Game Project

Nick F, Devin A, Anna L, Chau V

Children and Adult Quiz Game (D)

• A fun environment for children and their parents to learn new information.
• Consists of children and adult

quiz cards.

• Cards for adults when they want

to play.

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• Online: Kahoot
• A fun way for kids to play at home or for future generations.

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• Have Fun and be competitive at their own pace!

Notecards (N)

• English & Spanish Cards!
• Added pictures for easier comprehension!

Kahoot! (A)

Children Kahoot

Adult Kahoot

English

Children Kahoot

Adult Kahoot

Spanish

We made different kahoots for children and adult’s in both english and spanish. All you need to do is just scan the qr code and make sure to have seperate devices, so one person can be the host of the game. We couldn’t add any pictures to these kahoot questions because we would need to then pay for the premium version.

Little things we adjusted along the way (CH)

Index flashcards—------------------------ > fancy quiz cards

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Random questions around the world—----- >questions about math and science

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Questions in only english —------------ > questions in both english and spanish

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Physical —----------- > digital

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Children, Teen, Adult cards —---------- > Only Children and Adult cards

GROUP 2

Interactive Sonoran Storybook and Prickly Pear, Coyote, Javelina!

By: Sasha Bojic, Sarah Chambers, Miles Mentag, and Amber Shawgo

Inspired and Created for the Nature Ninos Program and the Children’s Museum Tucson

Overview

• Sonoran Desert Activity Book
• We wanted to create something for all ages that could be reusable and grow with the child
• Prickly Pear, Coyote, Javelina!
• A game for all ages that also teaches children about the sonoran desert

Learning Outcomes

• Being informed about the flora and fauna of the desert
• Having fun while learning
• Interacting with other kids and using forms of shared imagination

Creative Process

• We wanted to create something informative & interactive about the Sonoran Desert
• Started with cardstock paper and glue for the Storybook. Made changes to the contents, created the laminated and printed out final version of the book.

Sources

Sonoran Desert Fact Sheets. Arizona-Sonora Desert Museum. (n.d.). Retrieved April 27, 2023, from https://www.desertmuseum.org/kids/oz/long-fact-sheets/

GROUP 3

The

Water

Wall

Amanda Lo, Weatherly Hall, Claudia Toenjes, Anna Chermonte

The Water Wall

• Nature Niños
• Building
• Creativity
• Learn about water conservation
• Staying cool!

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Instructions

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1. Move and connect magnetic pieces on the wall

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• Form a path for water to flow through

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• Turn water on to see if it makes it to the plants or into the “waste” bin

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• If it fails, children can rework the path using different pieces or directions.

• Water from “waste” bin is reused when a new path is made.

• Depending on resources children could potentially take the plant or planted seeds from the base home with them.

GROUP 4

Mya Domask, Roarke Poggio, Mackenzie Sullivan, Kyla Church

Eat or Be Eaten!

Arizona Food Web Puzzle

Nature Niños

Stages of Prototyping

• 1.5ft x 1.5ft cardboard
• Colored markers
• Facts on baseboard
• Addressed concept but lower quality

Nature Niños

Critical Reflection

Matching/Tactile Skills

• Puzzle pieces match baseboard outline->
• visual-spatial reasoning, problem solving, dopamine production

Collaboration Skills

• 3ft x 3ft (approx.)- multiple children can work on the puzzle together
• Different roles for different ages (reader, organizer, etc.)

Learning About SW Environment and Animals

• Making connections between what eats what and life cycle
• Critical to be connected to the world around you-> YOUR WORLD
• Contributes to safety and knowledge

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Nature Niños

GROUP 5

Build-A-Band

By: Ethan Holley, Olivia Dirito, Riley Swindlall, Brandon Fink

Wee Rhythm Category

Learning Outcomes: Creativity, Collaboration, Sustainability

Rules: Using recycled materials, follow instructions to make musical instruments and create a band

Instruments to Create:

Balloon Drums:

Cereal Guitar:

Bean Maraca:

Build your own:

Project Critique Ideas:

Sustainability

New Instruments

Increase Creativity

Takeaways/Lessons

• Creativity can be used to make everyday objects into musical instruments

GROUP 6

Prancing

Pollinators

By: Aryanna Lozano

Victoria Felix

Tylea Jorgenson

• Nature Niños
• Scavenger hunt
• Educational play experience:
• Idea: the kids will become the pollinators going from plant to plant like a pollinator would.
• Goal: kids will understand how pollination happens because the pollinators go from plant to plant and spread pollen.

Basics

• Four different pollinator paths to choose from
• Each path has four plants
• It can done as either a competitive or passive play experience
• Pollinator must be dipped into the chalk to signify pollination
• Wanted a simple and creative way to learn

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Breakdown

Signs

Clues

GROUP 7

GROUP 8

ABC

YOGA

Play Final Project

PAH160D1

Hudson Longaker,

Leah Knodel,

& James Rockow

Title Page Picture

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The Process

The Final Product

CONCLUSION

• Things to change
• Hardback
• Professionally drawn
• Typed wording
• Things we ended up not adding
• A soundtrack
• Difficulty rating

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GROUP 9

Brain Boost Bubble Ring

Emily Lorraine Villazon and Lisa Ann Cielo Landy

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Important Notes:

• For Everybody
• Teaches Engineering and Science
• Built with disabled people in mind
• Activity for Children and Adults
• Is something that is portable (Can be taken down or put up)

What is it?

It is a pulley system that when you pull a rope down the ring will go up around the you. As the ring goes up from the ground it produces a full size human bubble around you. It is a fun activity for everyone to try. It also makes people think about how it works.

How does it teach STEM?

When pulling the lever down and the ring goes up it will build curiosity within the person using the contraption. It will be a simple enough set up that the person using it can see how everything works together to lift the hoop around them.

The bubble forming around them will also teach the person surface tension. They can’t pull to hard/fast/slow because then the bubble won't form.

Our Prototype

For Everyone

We want everyone to be able to enjoy our activity.

We kept in mind the idea of wheelchairs being able to fit within the ring.

More

• 1-2 people can fit in the ring depending on size, allowing small children to enjoy with an adult
• No one is required to facilitate it but you could have someone nearby just to make sure turn taking goes smoothly
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Materials

Base: Made of a non-slip black rubber material containing a UV-resistant compound making base fade-resistant and greatly reducing the tendency to expand/contract/flex due to temperature changes.

Frame structure: PVC pipes and pipe connectors painted black for easy take down and storage

Pulleys: 4 pulleys

Industrial strength string

Plastic hoop

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GROUP 10

Flower Heaven-Nature Niños

By: Ayla Nappi, Naya Vlahos, and Kelsie Reder

The Prototype

• Garden with Tucson native flowers
• Included a watering system with watering cans to show how plants get water
• Outdoors, for flowers to be in their natural environment

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The Prototype

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The Process

• We all love nature!
• Wanted to create something interactive and educational for the children.
• We went for flowers around the world at first, but…

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The Learning Outcomes

• This design will help teach kids about nature and a little bit science at the same time.
• Fun for kids!!
• Get kids to experience more hands on kind of play.

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Conclusion

We hope that you find this prototype as interesting and entertaining as we do!

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GROUP 11

Sonoran Desert Tangram

Edgar Ulises Aguirre Millan, Karan Anand, Juliet Rose Hussey, Will M Tinsley,

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HOW TO PLAY?!

7 pieces

See the picture

Put pieces together

Step 1:

Step 2:

Step 3:

Learning outcomes

Spatial Awareness

Visual Perception

Attention Span

Problem Solving

Independent Play

Identify flora and Fauna of the Southwest

GROUP 12

Music

-Go-

’Round

Wee Rhythms

Camryn Ledford, Cora Myers, and Kylee Toehe

ages 2 and up

1-7 players

open-minds

Prerequisites?

parents can assist (especially for under 2)

could come and go as they please

excited to explore new instruments!

How to Play:

clockwise around the tiles to the music.

Dance.

one instrument coordinated with the colored tile.

PLAY.

color coordinated.

Pick a tile.

land on your new tile.

Music stops.

Sorting Bins

brass

keyboard

string

woodwind

percussion

Why this game?

GROUP 13

AZ Native Animals Exhibit

For the Crecemos Program

By: Joe Nieman & Izzy Enock

Our Exhibit

~Matching Game: 6 animals, 6 matching cards

~The CMT Crecemos Program: teaches kids English & Spanish!

~Animals Native to Arizona: Javalina, Monarch Butterfly, Cactus Wren, Desert Cottontail, Arizona Coral Snake, & Arizona Striped Whiptail Lizard

Demonstration

~ We have six animals attached to a wooden frame with a hook on the bottom.

~ We have six cards that have clues to match the animals, both in English and in Spanish. The clues describe an animal’s features, what they eat, and where they live.

~The participants goal is to match the information cards with the animal that corresponds with it! A facilitator will need to be present in order to confirm correct or wrong guesses.

How our project highlights learning values

~Culture: Our project showcases how amazing Tucson is with all of its extraordinary native wildlife!

~Empathy: Our project helps children gain empathy for wildlife and Tucson culture with the learning of new animals and languages!

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Evolution of our project

~We started off with two wooden animals as our prototypes.

~After the first critique, we took textures into account and focused on that.

~We switched from using wooden animals to creating them ourselves with clay.

~Play testing helped us understand the importance of textures as it gave a broader experience to our exhibit.

~We used techniques such as mixing in dirt with paint to get a rough texture or puffy paint to mimic the feel of hooves and eyes.

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Questions

1. How can we make our project more clean and professional looking?
2. Are there any other textures that we should add to our animals?
3. Are the matching information cards helpful?

GROUP 14

MAGNETIC MARVELS

Joseph Pasilis, Ryan Shehaan, James Mayberry

Exploring Magnetism

Attraction

repulsion

Magnetic Polarity

Non-magnetics

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Goals

• Involve magnets.�
• Narrow down on what we wanted to create.�
• Create something that was enjoyable.�
• Fullfill the guidelines while making something fun.

From: Joseph Pasilis, Ryan Shehaan, James Mayberry

GROUP 15

BUILD-A-WORD

Matt McLaughlin

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BUILD-A-WORD

Matt McLaughlin

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WHY DOES ENGLISH SOUND LIKE ENGLISH?

WHY DOES ANY LANGUAGE SOUND LIKE ITSELF?

READ ALONG

wug

brangle

duttle

powing

nindy

sutz

ngwin

Nguyen

Most common Vietnamese surname

~ 40% of people in Vietnam have this name (roughly 40 million people)

penguin

GROUP 16

Fairy Garden

CMT Programs: Nature Niños and/or Family Brainboost

By: Maddix Tallis

PAH 160D1

Introduction

• Create your own garden and house to attract fairies
• The child(with adult supervision) will be able to learn plant their own vegetables and herbs under the guise of making a hospitable environment for fairies to move into.
• This teaches the child how to be self-sustainable and to create an interest in the environment. Also encourages going outside which is an activity that is becoming less frequent.

How it works

• Includes plantern, seeds for a variety of vegetables, a buildable terracotta house, “fairy dust”, soil, and stepping stones.
• The child would follow the directions of the Children's museum staff in order to create their own take home fairy garden.

Creating the fairy garden:

Some issues I had while creating my project were finding the availability of certain vegetables for our current season. Due to this, I had to change some of my initial ideas in terms of plant variety. I also needed to work around with different materials in order to make the garden lighter and therefore portable. Something I learned that might be an issue is the lack of instant gratification in terms of plant growth. But this could also lead to the child feeling more satisfaction with their output of vegetables due to the work going into the process.

Conclusion

Something that is worth taking away from this experience would have to be the importance of knowing how to grow your own food. In this day and age, vegetables are getting more expensive and less available. Due to this, it is vital that our new generation learns how to be self sustainable in the case that they need to be. It is better to be prepared than to not be.