Group: Andrew, Hugh, Damien and Myself
Theme: Virtual Environments
We started with 3 ideas on the pieces of paper. We brainstormed each idea talking about how they work and the limitations of each of the projects . There were several different ways to go from here such as combining different elements of all the ideas into one idea, working with one idea and refining it or even creating a new one from scratch on the theme of virtual environments. In the end we decided on working with the your own adventure as we though it would be interesting targeting towards children and as there is already a kids exhibition in the Ipswich art gallery it would be a good way to go.
Rough brainstorming notes.
Goal for next week: Refine chosen idea and technology.
Technology for moving interaction can be eye toy, web cam
Virtual environments: Can be something like Mario movements include jumping to hit blocks etc.
Video camera to find hard edges to create their person.
Inventory, tree diagram for the possible interactions. Limited amount of outcomes.
Characters react to how the user moves.
Print out to take home.
DDR mat to move. Big shoe with sensors and stuff. RFID.
Mini games as a side game for the users. Would need to consider how long these mini games would take because if there is a line up of kinds this could take forever
Story: Can have video introducing character. Base of an old school story like billy goat gruff. Don’t make LOTR. 10 or less scenes.
Plan look at story books. Do some research.
Theme user environment couple of different stories
RPG battle dice or point system or something. DND sort of battles with a possible virtual dice.
Achievements page. Pirate adventure other stories that appeal to kids.
Educational. Narrow Down idea.
Possible story lines and age group.
around ages 8 – 10
Story with educational element
Haunted house. Sounds sort of like ghosts or howling or whatever.
You throw a ball through a window you run get into the house. Try to get out.
Possible story about pirate Compass or navigation. Star signs.
