Hybrid Writing for Conversational Interfaces’ workshop

On May 24 of this year, Niels ’t Hooft and myself ran a work­shop titled ‘Hybrid Writ­ing for Con­ver­sa­tion­al Inter­faces’ at TU Delft. Our aim was twofold: teach stu­dents about writ­ing char­ac­ters and dia­log, and teach them how to pro­to­type chat interfaces. 

We spent a day with rough­ly thir­ty indus­tri­al design stu­dents alter­nat­ing between bits of the­o­ry, writ­ing exer­cis­es, instruc­tions on how to use Twine (our pro­to­typ­ing tool of choice) and closed out with a small project and a show and tell. 

I was very pleased to see pro­to­types with quite a high lev­el of com­plex­i­ty and sophis­ti­ca­tion at the end of the day. And through­out, I could tell stu­dents were enjoy­ing them­selves writ­ing and build­ing inter­ac­tive conversations.

Here’s a rough out­line of how the work­shop was structured.

  1. After briefly intro­duc­ing our­selves, Niels pre­sent­ed a mini-lec­ture on inter­ac­tive fic­tion. A high­light for me was a two-by-two of the ways in which fic­tion and soft­ware can intersect.

Four types of software-fiction hybrids

  1. I then took over and did a show and tell of the absolute basics of using Twine. Things like cre­at­ing pas­sages, link­ing them, cre­at­ing branch­es and test­ing and pub­lish­ing your story.
  2. The first exer­cise after this was for stu­dents to take what they just learned about Twine and try to cre­ate a very sim­ple inter­ac­tive story.
  3. After a cof­fee break, Niels then pre­sent­ed his sec­ond mini-lec­ture on the very basics of writ­ing. With a par­tic­u­lar focus on writ­ing char­ac­ters and dia­log. This includ­ed a handy cheat­sheet for things to con­sid­er while writing.

A cheatsheet for writing dialog

  1. In our sec­ond exer­cise stu­dents worked in pairs. They first each cre­at­ed a char­ac­ter, which they then described to each oth­er. They then first planned out the struc­ture of an encounter between these two char­ac­ters. And final­ly they col­lab­o­ra­tive­ly wrote the dia­logue for this encounter. They were required to stick to Hol­ly­wood for­mat­ting. Niels and I then did a read­ing of a few (to great amuse­ment of all present) to close out the morn­ing sec­tion of the workshop.
  2. After lunch Niels pre­sent­ed his third and final mini-lec­ture of the day, on con­ver­sa­tion­al inter­faces, rely­ing heav­i­ly on the great work of our friend Alper in his book on the subject.
  3. I then took over for the sec­ond show and tell. Here we ramped up the chal­lenge and intro­duced the Twine Tex­ting Project – a frame­work for pro­to­typ­ing con­ver­sa­tion­al inter­faces in Twine. On GitHub, you can find the starter file I had pre­pared for this section.
  4. The third and final exer­cise of the day was for stu­dents to take what they learned about writ­ing dia­log, and pro­to­typ­ing chat inter­faces, and to build an inter­ac­tive pro­to­type of a con­ver­sa­tion­al inter­face or inter­ac­tive fic­tion in chat for­mat. They could either build off of the dia­log they have cre­at­ed in the pre­vi­ous exer­cise, or start from scratch.
  5. We fin­ished the day with demos, where put the Twine sto­ry on the big screen and as a group chose what options to select. After each demo the cre­ator would open up the Twine file and walk us through how they had built it. It was pret­ty cool to see how many stu­dents had put what they had learned to very cre­ative uses.

Reflect­ing on the work­shop after­wards, we felt the struc­ture was nice­ly bal­anced between the­o­ry and prac­tice. The dif­fi­cul­ty lev­el was such that stu­dents did learn some new things which they could incor­po­rate into future projects, but still built on skills they had already acquired. The choice for Twine worked out well too since it is high­ly acces­si­ble. Non-tech­ni­cal stu­dents man­aged to cre­ate some­thing inter­ac­tive, and more advanced stu­dents could apply what they knew about code to pro­duce more sophis­ti­cat­ed prototypes. 

For future work­shops we did feel we could improve on build­ing a bridge between the writ­ing for inter­ac­tive fic­tion and writ­ing for con­ver­sa­tion­al inter­faces of soft­ware prod­ucts and ser­vices. This would require some adap­ta­tion of the mini lec­tures and a slight­ly dif­fer­ent empha­sis in the exer­cis­es. The key would be to have stu­dents imag­ine exist­ing prod­ucts and ser­vices as char­ac­ters, and to then write dia­log for inter­ac­tions and pro­to­type them. For a future iter­a­tion of the work­shop, this would be worth explor­ing further.

Many thanks to Ianus Keller for invit­ing us to teach this work­shop at IDE Acad­e­my.

Machine Learning for Designers’ workshop

On Wednes­day Péter Kun, Hol­ly Rob­bins and myself taught a one-day work­shop on machine learn­ing at Delft Uni­ver­si­ty of Tech­nol­o­gy. We had about thir­ty master’s stu­dents from the indus­tri­al design engi­neer­ing fac­ul­ty. The aim was to get them acquaint­ed with the tech­nol­o­gy through hands-on tin­ker­ing with the Wek­ina­tor as cen­tral teach­ing tool.

Photo credits: Holly Robbins
Pho­to cred­its: Hol­ly Robbins

Background

The rea­son­ing behind this work­shop is twofold. 

On the one hand I expect design­ers will find them­selves work­ing on projects involv­ing machine learn­ing more and more often. The tech­nol­o­gy has cer­tain prop­er­ties that dif­fer from tra­di­tion­al soft­ware. Most impor­tant­ly, machine learn­ing is prob­a­bilis­tic in stead of deter­min­is­tic. It is impor­tant that design­ers under­stand this because oth­er­wise they are like­ly to make bad deci­sions about its application. 

The sec­ond rea­son is that I have a strong sense machine learn­ing can play a role in the aug­men­ta­tion of the design process itself. So-called intel­li­gent design tools could make design­ers more effi­cient and effec­tive. They could also enable the cre­ation of designs that would oth­er­wise be impos­si­ble or very hard to achieve.

The work­shop explored both ideas.

Photo credits: Holly Robbins
Pho­to cred­its: Hol­ly Robbins

Format

The struc­ture was rough­ly as follows: 

In the morn­ing we start­ed out pro­vid­ing a very broad intro­duc­tion to the tech­nol­o­gy. We talked about the very basic premise of (super­vised) learn­ing. Name­ly, pro­vid­ing exam­ples of inputs and desired out­puts and train­ing a mod­el based on those exam­ples. To make these con­cepts tan­gi­ble we then intro­duced the Wek­ina­tor and walked the stu­dents through get­ting it up and run­ning using basic exam­ples from the web­site. The final step was to invite them to explore alter­na­tive inputs and out­puts (such as game con­trollers and Arduino boards).

In the after­noon we pro­vid­ed a design brief, ask­ing the stu­dents to pro­to­type a data-enabled object with the set of tools they had acquired in the morn­ing. We assist­ed with tech­ni­cal hur­dles where nec­es­sary (of which there were more than a few) and closed out the day with demos and a group dis­cus­sion reflect­ing on their expe­ri­ences with the technology.

Photo credits: Holly Robbins
Pho­to cred­its: Hol­ly Robbins

Results

As I tweet­ed on the way home that evening, the results were… interesting. 

Not all groups man­aged to put some­thing togeth­er in the admit­ted­ly short amount of time they were pro­vid­ed with. They were most often stymied by get­ting an Arduino to talk to the Wek­ina­tor. Max was often picked as a go-between because the Wek­ina­tor receives OSC mes­sages over UDP, where­as the quick­est way to get an Arduino to talk to a com­put­er is over ser­i­al. But Max in my expe­ri­ence is a fick­le beast and would more than once crap out on us.

The groups that did build some­thing main­ly assem­bled pro­to­types from the exam­ples on hand. Which is fine, but since we were main­ly work­ing with the exam­ples from the Wek­ina­tor web­site they tend­ed towards the inter­ac­tive instru­ment side of things. We were hop­ing for explo­rations of IoT prod­uct con­cepts. For that more hand-rolling was required and this was only achiev­able for the stu­dents on the high­er end of the tech­ni­cal exper­tise spec­trum (and the more tena­cious ones).

The dis­cus­sion yield­ed some inter­est­ing insights into men­tal mod­els of the tech­nol­o­gy and how they are affect­ed by hands-on expe­ri­ence. A com­ment I heard more than once was: Why is this con­sid­ered learn­ing at all? The Wek­ina­tor was not per­ceived to be learn­ing any­thing. When chal­lenged on this by reit­er­at­ing the under­ly­ing prin­ci­ples it became clear the black box nature of the Wek­ina­tor ham­pers appre­ci­a­tion of some of the very real achieve­ments of the tech­nol­o­gy. It seems (for our stu­dents at least) machine learn­ing is stuck in a grey area between too-high expec­ta­tions and too-low recog­ni­tion of its capabilities.

Next steps

These results, and oth­ers, point towards some obvi­ous improve­ments which can be made to the work­shop for­mat, and to teach­ing design stu­dents about machine learn­ing more broadly. 

  1. We can improve the toolset so that some of the heavy lift­ing involved with get­ting the var­i­ous parts to talk to each oth­er is made eas­i­er and more reliable.
  2. We can build exam­ples that are geared towards the prac­tice of design­ing IoT prod­ucts and are ready for adap­ta­tion and hacking.
  3. And final­ly, and prob­a­bly most chal­leng­ing­ly, we can make the work­ings of machine learn­ing more trans­par­ent so that it becomes eas­i­er to devel­op a feel for its capa­bil­i­ties and shortcomings.

We do intend to improve and teach the work­shop again. If you’re inter­est­ed in host­ing one (either in an edu­ca­tion­al or pro­fes­sion­al con­text) let me know. And stay tuned for updates on this and oth­er efforts to get design­ers to work in a hands-on man­ner with machine learning.

Spe­cial thanks to the bril­liant Ianus Keller for con­nect­ing me to Péter and for allow­ing us to pilot this crazy idea at IDE Acad­e­my.

References

Sources used dur­ing prepa­ra­tion and run­ning of the workshop:

  • The Wek­ina­tor – the UI is infu­ri­at­ing­ly poor but when it comes to get­ting start­ed with machine learn­ing this tool is unmatched.
  • Arduino – I have become par­tic­u­lar­ly fond of the MKR1000 board. Add a lithi­um-poly­mer bat­tery and you have every­thing you need to pro­to­type IoT products.
  • OSC for ArduinoCNMAT’s imple­men­ta­tion of the open sound con­trol (OSC) encod­ing. Key puz­zle piece for get­ting the above two tools talk­ing to each other.
  • Machine Learn­ing for Design­ers – my pre­ferred intro­duc­tion to the tech­nol­o­gy from a design­er­ly perspective.
  • A Visu­al Intro­duc­tion to Machine Learn­ing – a very acces­si­ble visu­al expla­na­tion of the basic under­pin­nings of com­put­ers apply­ing sta­tis­ti­cal learning.
  • Remote Con­trol Theremin – an exam­ple project I pre­pared for the work­shop demo­ing how to have the Wek­ina­tor talk to an Arduino MKR1000 with OSC over UDP.

Playful Design for Smart Cities

Ear­li­er this week I escaped the mis­er­able weath­er and food of the Nether­lands to spend a cou­ple of days in Barcelona, where I attend­ed the ‘Play­ful Design for Smart Cities’ work­shop at RMIT Europe.

I helped Jus­si Holopainen run a work­shop in which par­tic­i­pants from indus­try, gov­ern­ment and acad­e­mia togeth­er defined projects aimed at fur­ther explor­ing this idea of play­ful design with­in the con­text of smart cities, with­out falling into the trap of solu­tion­ism.

Before the work­shop I pre­sent­ed a sum­ma­ry of my chap­ter in The Game­ful World, along with some of my cur­rent think­ing on it. There were also great talks by Judith Ack­er­mann, Flo­ri­an ‘Floyd’ Müller, and Gilly Kar­jevsky and Sebas­t­ian Quack.

Below are the slides for my talk and links to all the arti­cles, books and exam­ples I explic­it­ly and implic­it­ly ref­er­enced throughout.

Engagement design worksheets

Engagement design workshop at General Assembly Singapore

In June/July of this year I helped Michael Fil­lié teach two class­es about engage­ment design at Gen­er­al Assem­bly Sin­ga­pore. The first was the­o­ret­i­cal and the sec­ond prac­ti­cal. For the prac­ti­cal class we cre­at­ed a cou­ple of work­sheets which par­tic­i­pants used in groups to grad­u­al­ly build a design con­cept for a new prod­uct or prod­uct improve­ment aimed at long-term engage­ment. Below are the work­sheets along with some notes on how to use them. I’m hop­ing they may be use­ful in your own practice.

A prac­ti­cal note: Each of these work­sheets is designed to be print­ed on A1 paper. (Click on the images to get the PDFs.) We worked on them using post-it notes so that it is easy to add, change or remove things as you go.

Problem statement and persona

01-problem-statement-and-persona

We start­ed with under­stand­ing the prob­lem and the user. This work­sheet is an adap­ta­tion of the per­sona sheet by Strat­e­gyz­er. To use it you begin at the top, flesh­ing out the prob­lem in the form of stat­ing the engage­ment chal­lenge, and the busi­ness goals. Then, you select a user seg­ment which is rel­e­vant to the problem.

The mid­dle sec­tion of the sheet is used to describe them in the form of a per­sona. Start with putting a face on them. Give the per­sona a name and add some demo­graph­ic details rel­e­vant for the user’s behav­iour. Then, move on to explor­ing what their envi­ron­ment looks and sounds like and what they are think­ing and feel­ing. Final­ly, try to describe what issues the user is hav­ing that are addressed by the prod­uct and what the user stands to gain from using the product.

The third sec­tion of this sheet is used to wrap up the first exer­cise by doing a quick gap analy­sis of what the busi­ness would like to see in terms of user behav­iour and what the user is cur­rent­ly doing. This will help pin down the engage­ment design con­cept fleshed out in the next exercises.

Engagement loop

02-engagement-loop

Exer­cise two builds on the under­stand­ing of the prob­lem and the user and offers a struc­tured way of think­ing through a pos­si­ble solu­tion. For this we use the engage­ment loop mod­el devel­oped by Sebas­t­ian Deter­d­ing. There are dif­fer­ent places we can start here but one that often works well is to start imag­in­ing the Big Hairy Auda­cious Goal the user is look­ing to achieve. This is the chal­lenge. It is a thing (usu­al­ly a skill) the user can improve at. Note this chal­lenge down in the mid­dle. Then, work­ing around the chal­lenge, describe a mea­sur­able goal the user can achieve on their way to mas­ter­ing the chal­lenge. Describe the action the user can take with the prod­uct towards that goal, and the feed­back the prod­uct will give them to let them know their action has suc­ceed­ed and how much clos­er it has got­ten them to the goal. Final­ly and cru­cial­ly, try to describe what kind of moti­va­tion the user is dri­ven by and make sure the goals, actions and feed­back make sense in that light. If not, adjust things until it all clicks.

Storyboard

03-storyboard

The final exer­cise is devot­ed to visu­al­is­ing and telling a sto­ry about the engage­ment loop we devel­oped in the abstract in the pre­vi­ous block. It is a typ­i­cal sto­ry­board, but we have con­strained it to a set of sto­ry beats you must hit to build a sat­is­fy­ing nar­ra­tive. We go from intro­duc­ing the user and their chal­lenge, to how the prod­uct com­mu­ni­cates the goal and action to what a user does with it and how they get feed­back on that to (fast-for­ward) how they feel when they ulti­mate­ly mas­ter the chal­lenge. It makes the design con­cept relat­able to out­siders and can serve as a jump­ing off point for fur­ther design and development.

Use, adapt and share

Togeth­er, these three exer­cis­es and work­sheets are a great way to think through an engage­ment design prob­lem. We used them for teach­ing but I can also imag­ine teams using them to explore a solu­tion to a prob­lem they might be hav­ing with an exist­ing prod­uct, or as a way to kick­start the devel­op­ment of a new product.

We’ve built on oth­er people’s work for these so it only makes sense to share them again for oth­ers to use and build on. If you do use them I would love to hear about your experiences. 

Buildings and Brains at the Nijmegen Design Platform (NOP)

It’s been a few weeks since I pre­sent­ed at the Nijmegen Design Plat­form (NOP), but I thought it would still be use­ful to post a sum­ma­ry of what I talked about here. 

Update: it took me a while, but the slides that accom­pa­nied this talk are now up at SlideShare. 

A lit­tle con­text: The NOP run fre­quent events for design­ers in the region. These design­ers most­ly work in more tra­di­tion­al domains such as graph­ic, fash­ion and indus­tri­al design. NOP asked Jeroen van Mas­trigt — a friend and occa­sion­al col­league of mine — to talk about games at one of their events. Jeroen in turn asked me to play Robin to his Bat­man, I would fol­low up his epic romp through game design the­o­ry with a brief look at per­va­sive games. This of course was an offer I could not refuse. The event was held at a love­ly loca­tion (the huge art-house cin­e­ma LUX) and was attend­ed by a healthy-sized crowd. Kudos to the NOP for orga­niz­ing it and many thanks to them (and Jeroen) for invit­ing me.

So, what I tried to do in the talk was to first give a sense of what per­va­sive games are, what char­ac­ter­izes them. I drew from the Hide & Seek web­site for the list of char­ac­ter­is­tics and used The Soho Project as a run­ning exam­ple through­out this part. I also tied the char­ac­ter­is­tics to some the­o­ry I found interesting:

  • Mix­ing dig­i­tal tech­nol­o­gy with real world play — I empha­sized that ulti­mate­ly, tech­nol­o­gy is but a means to an end. At Inter­ac­tion ‘09 Robert Fab­ri­cant said the medi­um of inter­ac­tion design is human behav­ior. I think the same holds true for the design of per­va­sive games.
  • Social inter­ac­tionRaph Koster once said sin­gle play­er games are a his­tor­i­cal aber­ra­tion. It is clear much of the fun in per­va­sive games is social. In a way I think they bridge the gap between the “old” board games and con­tem­po­rary video games.
  • Using the city as a play­ground — Here I could not resist bring­ing in Jane Jacob’s notions of the city as an enti­ty that is organ­ised from the bot­tom up and Kevin Lynch’s work on the men­tal maps we cre­ate of cities as we move through them. Cities play a vital role in facil­i­tat­ing the play of per­va­sive games. At best they are the main pro­tag­o­nist of them.
  • Trans­form­ing pub­lic spaces into the­atri­cal stage­sets — This is relat­ed to the pre­vi­ous one, but here I made a side­step into the embod­ied nature of play­er inter­ac­tions in per­va­sive games and how embod­i­ment facil­i­tates read­ing at a dis­tance of such actions. In a sense, the social fun of embod­ied play is due to its per­for­ma­tive quality.

After this, I tried to show why design­ers out­side the domain of games should care about per­va­sive games. This I did by talk­ing about ways they can be used for pur­pos­es oth­er than ‘mere’ enter­tain­ment. These were:

  • Enlarg­ing per­ceived real­i­ty; you can cre­ate games that play with the way we cus­tom­ar­i­ly per­ceive real­i­ty. This was inspired by the talk Kevin Slavin of Area/Code deliv­ered at MIND08. Exam­ples I used were Cross­roads and The Com­fort of Strangers.
  • Chang­ing human behav­ior for the bet­ter; think of the Toy­ota Prius dash­board­’s effect on people’s dri­ving behav­ior. Exam­ples of games that use feed­back loops to steer us towards desir­able goals are Cryp­to­Zoo and FourSquare.
  • Crowd­sourc­ing solu­tions; games can sim­u­late pos­si­ble futures and chal­lenge play­ers to respond to their prob­lems. Here I used Jane McGo­ni­gal’s ideas around col­lec­tive intel­li­gence gam­ing. The exam­ple game I talked about was World With­out Oil.
  • Con­vey­ing argu­ments pro­ce­du­ral­ly; Ian Bogost’s con­cept of pro­ce­dur­al rhetoric isn’t spe­cif­ic to per­va­sive games, but I think the way they get mixed up with every­day life make them par­tic­u­lar­ly effec­tive chan­nels for com­mu­ni­cat­ing ideas. I used The Go Game, Cru­el 2B Kind and Join the Line1 as examples. 

By talk­ing about these things I hoped to pro­vide a link to the audience’s own design prac­tice. They may not deal with games, but they sure­ly deal with com­mu­ni­cat­ing ideas and chang­ing people’s behav­ior. Come to think of it though, I was doing a very old media style pre­sen­ta­tion in attempt to achieve the same… Oh well.

  1. Join the Line is a game stu­dents con­cep­tu­al­ized dur­ing a work­shop I ran. []

Play in social and tangible interactions

Now that the IxDA has post­ed a video of my pre­sen­ta­tion at Inter­ac­tion 09 to Vimeo, I thought it would be a good idea to pro­vide a lit­tle back­ground to the talk. I had already post­ed the slides to SlideShare, so a full write-up doesn’t seem nec­es­sary. To pro­vide a lit­tle con­text though, I will sum­ma­rize the thing.

Sum­ma­ry

The idea of the talk was to look at a few qual­i­ties of embod­ied inter­ac­tion, and relate them to games and play, in the hopes of illu­mi­nat­ing some design oppor­tu­ni­ties. With­out dwelling on what embod­i­ment real­ly means, suf­fice to say that there is a school of thought that states that our think­ing orig­i­nates in our bod­i­ly expe­ri­ence of the world around us, and our rela­tion­ships with the peo­ple in it. I used the exam­ple of an impro­vised infor­ma­tion dis­play I once encoun­tered in the pae­di­atric ward of a local hos­pi­tal to high­light two qual­i­ties of embod­ied inter­ac­tion: (1) mean­ing is social­ly con­struct­ed and (2) cog­ni­tion is facil­i­tat­ed by tan­gi­bil­i­ty.1

ix09-lightning-talk-presented012

With regards to the first aspect — the social con­struc­tion of mean­ing — I find it inter­est­ing that in games, you find a dis­tinc­tion between the offi­cial rules to a game, and the rules that are arrived at through mutu­al con­sent by the play­ers, the lat­ter being how the game is actu­al­ly played. Using the exam­ple of an impro­vised manège in Hab­bo, I point­ed out that under-spec­i­fied design tends to encour­age the emer­gence of such inter­est­ing uses. What it comes down to, as a design­er, is to under­stand that once peo­ple get togeth­er to do stuff, and it involves the thing you’ve designed, they will lay­er new mean­ings on top of what you came up with, which is large­ly out of your control. 

ix09-lightning-talk-presented015

For the sec­ond aspect — cog­ni­tion being facil­i­tat­ed by tan­gi­bil­i­ty — I talked about how peo­ple use the world around them to offload men­tal com­pu­ta­tion. For instance, when peo­ple get bet­ter at play­ing Tetris, they start back­track­ing more than when they just start­ed play­ing. They are essen­tial­ly using the game’s space to think with. As an aside, I point­ed out that in my expe­ri­ence, sketch­ing plays a sim­i­lar role when design­ing. As with the social con­struc­tion of mean­ing, for epis­temic action to be pos­si­ble, the sys­tem in use needs to be adaptable.

ix09-lightning-talk-presented025

To wrap up, I sug­gest­ed that, when it comes to the design of embod­ied inter­ac­tive stuff, we are strug­gling with the same issues as game design­ers. We’re both posi­tion­ing our­selves (in the words of Eric Zim­mer­man) as meta-cre­ators of mean­ing; as design­ers of spaces in which peo­ple dis­cov­er new things about them­selves, the world around them and the peo­ple in it.

Sources

I had sev­er­al peo­ple come up to me after­wards, ask­ing for sources, so I’ll list them here. 

  • the sig­nif­i­cance of the social con­struc­tion of mean­ing for inter­ac­tion design is explained in detail by Paul Dour­ish in his book Where the Action Is
  • the research by Jean Piaget I quot­ed is from his book The Moral Judge­ment of the Child (which I first encoun­tered in Rules of Play, see below)
  • the con­cept of ide­al ver­sus real rules is from the won­der­ful book Rules of Play by Katie Salen and Eric Zim­mer­man (who in turn have tak­en it from Ken­neth Goldstein’s arti­cle Strate­gies in Count­ing Out)
  • for a won­der­ful descrip­tion of how chil­dren social­ly medi­ate the rules to a game, have a look at the arti­cle Beyond the Rules of the Game by Lin­da Hugh­es (col­lect­ed in the Game Design Read­er)
  • the Will Wright quote is from an inter­view in Tra­cy Fullerton’s book Game Design Work­shop, sec­ond edition
  • for a dis­cus­sion of prag­mat­ic ver­sus epis­temic action and how it relates to inter­ac­tion design, refer to the arti­cle How Bod­ies Mat­ter (PDF) by Scott Klem­mer, Björn Hart­mann and Leila Takaya­ma (which is right­ful­ly rec­om­mend­ed by Dan Saf­fer in his book, Design­ing Ges­tur­al Inter­faces)
  • the Tetris research (which I first found in the pre­vi­ous­ly men­tioned arti­cle) is described in Epis­temic Action Increas­es With Skill (PDF), an arti­cle by Paul Maglio and David Kirsh
  • the “play is free move­ment…” quote is from Rules of Play
  • the pic­ture of the guy skate­board­ing is a still from the awe­some doc­u­men­tary film Dog­town and Z‑Boys
  • for a lot of great think­ing on “loose fit” design, be sure to check out the book How Build­ings Learn by Stew­art Brand
  • the “meta-cre­ators of mean­ing” quote is from Eric Zimmerman’s fore­word to the afore­men­tioned Game Design Work­shop, 2nd ed.

Thanks

And that’s it. Inter­ac­tion 09 was a great event, I’m hap­py to have been a part of it. Most of the talks seem to be online now. So why not check them out? My favourites by far were John Thackara and Robert Fab­ri­cant. Thanks to the peo­ple of the IxDA for all the effort they put into increas­ing inter­ac­tion design’s vis­i­bil­i­ty to the world.

  1. For a detailed dis­cus­sion of the infor­ma­tion dis­play, have a look at this blog post. []

Mashing up the real-time city and urban games

Yes­ter­day evening I was at the Club of Ams­ter­dam. They host events cen­tred around pre­ferred futures. I was invit­ed to speak at an evening about the future of games.1 I thought I’d share what I talked about with you here. 

I had ten min­utes to get my point across. To be hon­est, I think I failed rather dis­mal­ly. Some of the ideas I includ­ed were still quite fresh and unfin­ished, and I am afraid this did not work out well. I also relied too heav­i­ly on ref­er­enc­ing other’s work, pre­sum­ing peo­ple would be famil­iar with them. A mis­cal­cu­la­tion on my part.

In any case, thanks to Felix Bopp and Car­la Hoek­endijk for invit­ing me. I had a good time and enjoyed the oth­er presenter’s talks. The dis­cus­sion after­wards too was a lot of things, but dull cer­tain­ly isn’t among them.

What fol­lows is a write-up of what I more or less said dur­ing the pre­sen­ta­tion, plus ref­er­ences to the sources I used, which will hope­ful­ly make things clear­er than they were dur­ing the evening itself.2

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(This is where I did the usu­al intro­duc­tion of who I am and what I do. I won’t bore you with it here. In case you are won­der­ing, the title of this talk is slight­ly tongue-in cheek. I had to come up with it for the abstract before writ­ing the actu­al talk. Had I been able to choose a title after­wards, it would’ve been some­thing like “Growth” or “A New Biol­o­gy of Urban Play”…)

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This gen­tle­man is Jean-Bap­tiste Lamar­ck. He is said to be the first to for­mu­late a coher­ent the­o­ry of evo­lu­tion. His ideas cen­tred around inher­i­tance of acquired traits. So for instance, a black­smiths who works hard his whole life will prob­a­bly get real­ly strong arms. In the Lamar­ck­ist view, his off­spring will inher­it these strong arms from him. Dar­win­ism rules supreme in evo­lu­tion­ary biol­o­gy, so it is no sur­prise that this the­o­ry is out of favour nowa­days. What I find inter­est­ing is the fact that out­side of the nat­ur­al domain, Lamar­ck­ism is still applic­a­ble, most notably in cul­ture. Cul­tur­al organ­isms can pass on traits they acquired in their life­time to their off­spring. Fur­ther­more, there is a code­pen­den­cy between cul­ture and humans. The two have co-evolved. You could say cul­ture is a trick humans use to get around the lim­its of Dar­win­ism (slow, tri­al-and-error based incre­men­tal improve­ments) in order to achieve Lamar­ck­ism.3

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You can think of cities as cul­tur­al meta-organ­isms. They’re a great exam­ple of nat­ur­al-cul­tur­al co-evo­lu­tion. We use cities as huge infor­ma­tion stor­age and retrieval machines. What you see here is a map of the city of Ham­burg cir­ca 1800. In his book Emer­gence, Steven Berlin John­son com­pares the shape of this map to that of the human brain, to illus­trate this idea of the city being alive, in a sense. Cities are self-orga­niz­ing cities that emerge from the bot­tom up. They grow, pat­terns are cre­at­ed from low-lev­el inter­ac­tions, things like neigh­bour­hoods.4

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Games are this oth­er thing nature has come up with to speed up evo­lu­tion. I’m not going to go into why I think we play (you could do worse than have a look at The Ambi­gu­i­ty of Play by Bri­an Sut­ton-Smith to get a sense of all the dif­fer­ent view­points on the mat­ter). Let’s just say I think one thing games are good at is con­vey­ing view­points of the world in a pro­ce­dur­al way (a.k.a. ‘pro­ce­dur­al rhetoric’ as described in Ian Bogost’s book Per­sua­sive Games). They pro­vide peo­ple with a way to explore a sys­tem from the inside out. They give rise to ‘sys­temic lit­er­a­cy’.5 The image is from Ani­mal Cross­ing: Wild World, a game that, as Bogost argues, tries to point out cer­tain issues that exist with con­sumerism and pri­vate home ownership.

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Mov­ing on, I’d like to dis­cuss two trends that I see hap­pen­ing right now. I’ll build on those to for­mu­late my future vision.

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So trend num­ber one: the real-time city. In cities around the globe, we are con­tin­u­ous­ly pump­ing up the amount of sen­sors, actu­a­tors and proces­sors. The behav­iour of peo­ple is being sensed, processed and fed back to them in an ever tight­en­ing feed­back loop. This will inevitably change the behav­iour of humans as well as the city. So cities are head­ed to a phase tran­si­tion, where they’ll move (if not in whole then at least in neigh­bour­hood-sized chunks) to a new lev­el of evolv­abil­i­ty. Adam Green­field calls it net­work weath­er. Dan Hill talks about how these new soft infra­struc­tures can help us change the user expe­ri­ence of the city with­out need­ing to change the hard stuff. The prob­lem is, though, that the major­i­ty of this stuff is next-to invis­i­ble, and there­fore hard to “read”.6 The image, by the way, is from Sta­men Design’s awe­some project Cab­spot­ting, which (amongst oth­er things) con­sists of real-time track­ing and visu­al­iza­tion of the tra­jec­to­ries of taxis in the Bay Area.

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Trend num­ber two. In the past decade or so, there’s a renewed inter­est in play­ing in pub­lic spaces. Urban games are being used to re-imag­ine and repur­pose the city in new ways (such as the park­our play­er pic­tured here). Con­scious­ly or sub­con­scious­ly, urban games design­ers are flirt­ing with the notions of the Sit­u­a­tion­ist Inter­na­tion­al, most notably the idea of inner space shap­ing our expe­ri­ence of out­er space (psy­cho-geog­ra­phy) and the use of play­ful acts to sub­vert those spaces. Park­our and free run­ning can’t real­ly be called games, but things like SFZe­ro, The Soho Project and Cru­el 2 B Kind all fit these ideas in some way.

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So I see an oppor­tu­ni­ty here: To alle­vi­ate some of the illeg­i­bil­i­ty of the real-time city’s new soft infra­struc­tures, we can deploy games that tap into them. Thus we employ the capac­i­ty of games to pro­vide insight into com­plex sys­tems. With urban games, this ‘grokking’ can hap­pen in situ.

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Through play­ing these games, peo­ple will be bet­ter able to “read” the real-time city, and to move towards a more decen­tral­ized mind­set. The image is from a project by Dan Hill, where the shape of pub­lic Wi-Fi in the State Library of Queens­land was visu­al­ized and over­laid on the building’s floor-plan.

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Ulti­mate­ly though, I would love to enable peo­ple to not only “read” but also “write” pos­si­ble process­es for the real-time city. I see many advan­tages here. Fore one this could lead to sit­u­at­ed pro­ce­dur­al argu­ments: peo­ple could be enabled to pro­pose alter­na­tive ways of inter­act­ing with urban space. But even with­out this, just by mak­ing stuff, anoth­er way of learn­ing is acti­vat­ed, known as ‘analy­sis by syn­the­sis’. This was the aim of Mitchel Resnick when he made Star­L­ogo (of which you see a screen­shot here). And it works. Star­L­ogo enables chil­dren to make sense of com­plex sys­tems. A real-time urban game design toolk­it could to the same, with the added ben­e­fit of the games being jux­ta­posed with the cities they are about.

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This jux­ta­po­si­tion might result in dynam­ics sim­i­lar to what we find in nature. Process­es from these new games might be spon­ta­neous­ly trans­ferred over to the city, and vice ver­sa. The image is of roots with out­growths on them which are caused by a bac­te­ria called Agrobac­teri­um. This bac­te­ria is well known for its abil­i­ty to trans­fer DNA between itself and plants. An exam­ple of nature cir­cum­vent­ing nat­ur­al selec­tion.7 A new sym­bio­sis between urban games and the real-time city might lead to sim­i­lar accel­er­a­tion of their evolutions.

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(I fin­ished a lit­tle over time and had time for one ques­tion. Adri­aan Wor­m­goor of Fource­Labs asked whether I thought games would soon­er or lat­er become self-evolv­ing them­selves. My answer was “absolute­ly”. to get to ever high­er lev­els of com­plex­i­ty we’ll be forced to start grow­ing or rear­ing our games more than assem­bling them from parts. Games want to be free, you could say, so they are inevitably head­ing towards ever high­er lev­els of evolvability.)

  1. Iskan­der Smit has post­ed a report of the evening over at his blog. []
  2. If you’re inter­est­ed, the slide deck as a whole is also avail­able on SlideShare. []
  3. I first came across Lamar­ck, and the idea of nature and cul­ture co-evolv­ing in Kevin Kelly’s book Out of Con­trol. The black­smith exam­ple is his too. []
  4. All this flies in the face of large-scale top-down plan­ning and zon­ing, as Jane Jacobs makes painful­ly clear in her book The Death and Life of Great Amer­i­can Cities. []
  5. Eric Zim­mer­man talked at length about the need for sys­temic lit­er­a­cy at Play­ful 2008. []
  6. For more on this have a look at anoth­er blog post by Adam Green­field titled Read­ing, writ­ing, texts, lit­er­a­cy, cities. []
  7. As Kevin Kel­ly writes in Out of Con­trol, evo­lu­tion with sym­bio­sis includ­ed is less like a tree and more like a thick­et. []

A Playful Stance — my Game Design London 2008 talk

A while ago I was inter­viewed by Sam War­naars. He’s research­ing people’s con­fer­ence expe­ri­ences; he asked me what my most favourite and least favourite con­fer­ence of the past year was. I wish he’d asked me after my trip to Play­ful ’08, because it has been by far the best con­fer­ence expe­ri­ence to date. Why? Because it was like Toby, Richard and the rest of the event’s pro­duc­ers had tak­en a peek inside my brain and came up with a pro­gram encom­pass­ing (almost) all my fas­ci­na­tions — games, inter­ac­tion design, play, social­i­ty, the web, prod­ucts, phys­i­cal inter­faces, etc. Almost every speak­er brought some­thing inter­est­ing to the table. The audi­ence was com­posed of peo­ple from many dif­fer­ent back­grounds, and all seemed to, well, like each oth­er. The venue was love­ly and atmos­pher­ic (albeit a bit chilly). They had good tea. Drinks after­wards were tasty and fun, the tapas lat­er on even more so. And the whiskey after that, well let’s just say I was glad to have a late flight the next day. Many thanks to my friends at Pix­el-Lab for invit­ing me, and to Mr. Davies for the referral. 

Below is a tran­script plus slides of my con­tri­bu­tion to the day. The slides are also on SlideShare. I have been told all talks have been record­ed and will be pub­lished to the event’s Vimeo group.

Per­haps 1874 words is a bit too much for you? In that case, let me give you an exec­u­tive sum­ma­ry of sorts: 

  1. The role of design in rich forms of play, such as skate­board­ing, is facil­i­ta­to­ry. Design­ers pro­vide tools for peo­ple to play with.
  2. It is hard to pre­dict what peo­ple will do exact­ly with your tools. This is OK. In fact it is best to leave room for unex­pect­ed uses. 
  3. Under­spec­i­fied, play­ful tools can be used for learn­ing. Peo­ple can use them to explore com­plex con­cepts on their own terms.

As always, I am inter­est­ed in receiv­ing con­struc­tive crit­i­cism, as well as good exam­ples of the things I’ve discussed. 

Con­tin­ue read­ing A Play­ful Stance — my Game Design Lon­don 2008 talk

Reboot 10 slides and video

I am break­ing radio-silence for a bit to let you know the slides and video for my Reboot 10 pre­sen­ta­tion are now avail­able online, in case you’re inter­est­ed. I pre­sent­ed this talk before at The Web and Beyond, but this time I had a lot more time, and I pre­sent­ed in Eng­lish. I there­fore think this might still be of inter­est to some peo­ple.1 As always, I am very inter­est­ed in receiv­ing con­struc­tive crit­i­cism Just drop me a line in the comments.

Update: It occurred to me that it might be a good idea to briefly sum­ma­rize what this is about. This is a pre­sen­ta­tion in two parts. In the first, I the­o­rize about the emer­gence of games that have as their goal the con­vey­ing of an argu­ment. These games would use the real-time city as their plat­form. It is these games that I call urban pro­ce­dur­al rhetorics. In the sec­ond part I give a few exam­ples of what such games might look like, using a series of sketches.

The slides, posted to SlideShare, as usual:

The video, hosted on the Reboot website:

  1. I did post a tran­script in Eng­lish before, in case you pre­fer read­ing to lis­ten­ing. []

Playing With Complexity — slides and notes for my NLGD Festival of Games talk

When the NLGD Foun­da­tion invit­ed me to speak at their anu­al Fes­ti­val of Games I asked them what they would like me to dis­cuss. “Any­thing you like,” was what they said, essen­tial­ly. I decid­ed to sub­mit an abstract deal­ing with data visu­al­iza­tion. I had been pay­ing more and more atten­tion to this field, but was unsuc­cess­ful in relat­ing it the oth­er themes run­ning through my work, most notably play. So I thought I’d force myself to tack­le this issue by promis­ing to speak about it. Often a good strat­e­gy, I’ve found. If it worked out this time I leave for you to judge.

In brief, in the pre­sen­ta­tion I argue two things: one — that the more sophis­ti­cat­ed appli­ca­tions of inter­ac­tive data visu­al­iza­tion resem­ble games and toys in many ways, and two — that game design can con­tribute to the solu­tions to sev­er­al design issues I have detect­ed in the field of data visualization.

Below are the notes for the talk, slight­ly edit­ed, and with ref­er­ences includ­ed. The full deck of slides, which includes cred­its for all the images used, is up on SlideShare.

Hel­lo every­one, my name is Kars Alfrink. I am a Dutch inter­ac­tion design­er and I work free­lance. At the moment I work in Copen­hagen, but pret­ty soon I will be back here in Utrecht, my love­ly hometown. 

In my work I focus on three areas: mobil­i­ty, social inter­ac­tions, and play. Here is an exam­ple of my work: These are sto­ry­boards that explore pos­si­ble appli­ca­tions of mul­ti­touch tech­nol­o­gy in a gat­ed com­mu­ni­ty. Using these tech­nolo­gies I tried to com­pen­sate for the neg­a­tive effects a gat­ed com­mu­ni­ty has on the build-up of social cap­i­tal. I also tried to bal­ance ‘being-in-the-screen’ with ‘being-in-the-world’ — mul­ti­touch tech­nolo­gies tend to be very atten­tion-absorb­ing, but in built envi­ron­ments this is often not desir­able.1

I am not going to talk about mul­ti­touch though. Today’s top­ic is data visu­al­iza­tion and what oppor­tu­ni­ties there are for game design­ers in that field. My talk is rough­ly divid­ed in three parts. First, I will briefly describe what I think data visu­al­iza­tion is. Next, I will look at some appli­ca­tions beyond the very obvi­ous. Third and last, I will dis­cuss some design issues involved with data visu­al­iza­tion. For each of these issues, I will show how game design can contribute.

Right, let’s get started.

Con­tin­ue read­ing Play­ing With Com­plex­i­ty — slides and notes for my NLGD Fes­ti­val of Games talk

  1. For more back­ground on this project please see this old­er blog post. More exam­ples of my recent work can be found in my port­fo­lio. []