Alright so in the recent update, Jake really needed a hug, and Tavros was willing to give him one. He was stopped, of course
We all remember that.
HOWEVER, Vriska’s caution was not only unnecessarily rude, but ENTIRELY UNNECESSARY in the first place! Why, you ask?
Because John has touched his sprite just fine without being prototyped. Now, of course, people CAN be prototyped
Just as easily as THINGS can. However, the person has to be WILLINGLY prototyped, like Davesprite. Dave jumped into the sprite with EVERY INTENTION of becoming prototyped. Objects, inanimate things, have no sense of will or willingness, so when they get dumped into a sprite the game automatically assumes that THINGS are meant to be prototyped. PEOPLE, on the other hand, can either intentionally touch to be prototyped, or touch just in general.
This is a set of easy to use geometric toon-style cemetery level
building blocks. They are meant to be used as a construction kit for
rapid game prototyping. The blocks are real world scale and built to fit
together perfectly on a 25x25 cm grid. Their solid, chunky build means
they are easy to handle and you never need to worry about seams. The
colors are also easily adjustable.
Basically I am trying to make life as easy as possible for my programmer by finding roundabout ways to do smaller annoying jobs (like prototyping) myself. Hence a super quick 2D demake of some of our physics systems.
The following images are of the process of creating a card-prototype of the stencils I had discussed in earlier posts.
This process revealed Several Flaws with my idea. Those are discussed thoroughly at the end of this post.
CRITICAL ANALYSIS OF PROTOTYPING:
There were TWO main critical issues that I discovered through making these stencils:
1. I didn’t take into consideration that there are certain gaps in the composition of letters that are crucial for their legibility. (The following image from my sketchbook illustrates that clearly)
2. The stencils CANNOT serve the purpose that I had set out for them in my previous post.. Initially I wanted the user to be able to compose words from these stencils and use them to trace out a continuously flowing word. This isn’t possible. The stencils will provide a flow for each letter individually, I won’t be able to attach the letters together.
This week, I sent out my first prototype for the $1000 design project into the Internet. A set of illustrated flash cards with famous modern buildings, it was a starting point for what could be two very different directions: 1) a well-designed learning tool to make intimidating subjects like architecture more accessible to children 2) an architecture collectible for architecture enthusiasts and students.
Asking for feedback from strangers was not an easy thing to do. Like most designers, it gets hard to release any unpolished or underdeveloped work into the wild when you’re so personally attached to it. Still, it’s totally necessary, especially when you’re designing for real people with wants and needs. In my case, a pair of fresh eyes revealed to me a bunch of weaknesses in my prototype and design process I neglected to consider.
Here are 3 lessons I learned that I think would be helpful to my fellow classmates:
1) Designers have biases
From this test, I realized that my intense love for flashcards as a learning tool isn’t really a shared one, at least based off the responses I received from architects/architecture students. This was a huge shocker, which forced me to reevaluate my choice of medium for my idea. I was reminded that not everyone will have the wants/needs I would expect them to have and that I can’t let my own opinions drive my design decisions.
2) Be mindful of your test constraints
The way you you frame or present your prototypes will be just as important as the prototype itself. When I decided to post for feedback on an architecture and teaching forum, the responses received from both were completely different. Whereas teachers focused on ways to make the content more informative and relevant to school curriculum, architecture folks focused on how different mediums could better capture the fun of architecture. It makes sense that they would have different priorities and sensibilities. So, while it’s amazing to be able to get such diverse feedback, it’s also important to be mindful of the way you’re testing your prototype and of the contexts your test users come from. People will give different feedback, based on the way you ask for it, and as designers, it’s our role to decide what is appropriate to take and leave for a given context.
3) Think About the System
In the teaching forum, the most helpful response I received was this:
“Your first step should be to review the curricula for the area in which you think you would sell your cards. Identify the expected learning outcomes and then build cards based on those. Rote memorization of buildings, architects and dates is unlikely to be appropriate for most elementary students, and if it’s unrelated to the curriculum then teachers probably won’t be able to use school funds to purchase your resource.”
What hit me from this response was the last part, where she pointed out that teachers can only use school funds for things that are directly related to the curriculum. So focused on designing the object itself, I completely neglected to consider the greater system the object would be a part of - namely, how teachers would get the funds to buy their teaching materials. It’s easy to lose sight of the bigger picture of things when you’re pixels deep into the design, but testing your prototype can remind you that there are other factors that also affect a product’s sales.
And that’s it….almost. You didn’t think I was going to go through an entire post about testing & prototyping without actually you all for feedback as well, did you? If you can, please post it in a comment here or better yet, in a RT of this! I really would appreciate it.
The color of the sky changes depending on many factors, including the level of moisture in the air. This prototype “Cyanoscope” helps visitors compare the color of the sky to infer information about moisture levels and atmospheric density.
This is a tribute. A Thank you. Dedicated to all people who selflessly experimented, tried, failed and succeeded. They who created instructables so other people may learn and gain by it. And a thank you for creating a place to make all this possible;Instructables.com This instructable therefore is for instructors and modders, builders and fixers.