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Based on photo by xandert found on morgueFile
Based on photo by xandert found on morgueFile

Link to all Weeks     Week 1     Week 2     Week 3     Week 4      Week 5     Week 6

Content:

  1. Game Mechanics
  2. Brainstorm Game Mechanics
  3. Assessment 2
  4. Feedback

Game Mechanics

Jenga, photo courtesy of: Design-Crit.com
Jenga, photo courtesy of: Design-Crit.com

Game mechanics are at the core of a game and decisive for game play. Good engaging game mechanics will make a game fun to play  or challenging and as well rewarding.

Game mechanics can be found in board games (Chess, Backgammon, Jenga) and for board games we often refer to core mechanics. Examples are:

  • Role Playing (Charades)
  • Capture & Eliminate (Chess)
  • Pattern Recognition (Chess, Rush Hour)
  • Memory (Memory)
  • Dice Rolling (Monopoly)
  • Find the extensive list below at: BoardGameGeek.com
Acting

 Action / Movement Programming
Action Point Allowance System

 Area Control / Area Influence
Area Enclosure

 Area Movement
Area-Impulse

 Auction / Bidding
Betting / Wagering

 Campaign / Battle Card Driven
Card Drafting

 Chit-Pull System
Co-operative Play

 Commodity Speculation
Crayon Rail System

 Deck / Pool Building
Dice Rolling

 Grid Movement
Hand Management

 Hex-and-Counter
Line Drawing

 Memory
Modular Board

 Paper-and-Pencil
Partnerships

 Pattern Building
Pattern Recognition

 Pick-up and Deliver
Player Elimination

 Point to Point Movement
Press Your Luck

 Rock-Paper-Scissors
Role Playing

 Roll / Spin and Move
Route / Network Building

 Secret Unit Deployment
Set Collection

 Simulation
Simultaneous Action Selection

 Singing
Stock Holding

 Storytelling
Take That

 Tile Placement
Time Track

 Trading
Trick-taking

 Variable Phase Order
Variable Player Powers

 Voting
Worker Placement

 

Video games use game mechanics as well, but besides the core mechanics they are more related to aspect of digital technology.

Find an extensive list of game mechanics at Wikipedia.

We can and should list game mechanics to be able to select what game mechanics we like, but at the end of the day we need to be able to apply game mechanics to a game. This need to happen in the context of the game’s overall purpose. We will read this post: Game Mechanics and Gamification by Andrzej Marczewski on Gamasutra together to get a better idea about how to apply game mechanics.

Brainstorm Game Mechanics

We will do a brainstorm in class for potential game mechanics for the ABC learning game for children (assessment).

Look at this list of Motivators and Supporters (as found on Gamasutra’s post Game Mechanics and Gamification – link is above):

Motivators Possible Supporters
Autonomy Customisation Choice Freedom
Mastery Levels Challenges
Purpose Giving / Altruism Narrative Greater Meaning
Status Leaderboards Achievements
Social Connections Suggest similar users Cooperative “play”
Rewards Points Badges Achievements
Peer Pressure Peer review / feedback / grading systems Boasting / Bragging system Competitive “play”
Avoidance Lose Points Lose Status Game Over
Scarcity Exclusive / Unique Rewards Reward Schedules
Fun! Real Games Quiz’s Competitions
Screenshot of Writing Wizard, courtesy of AppsPlayground.com
Screenshot of Writing Wizard, courtesy of AppsPlayground.com
Screenshot of Endless Alphabet 2, courtesy of AppsPlayground.com
Screenshot of Endless Alphabet 2, courtesy of AppsPlayground.com

Use 3 motivators from the list above and brainstorm game mechanics for the e-game for your assignment (prep-children recognising letters of the alphabet).

List the factors:

  • Desired Behaviour (eg blow away sand to reveal a letter – find the same letter in a list of letters and click on it)
  • Motivation (Mastery: Learning the letters of the alphabet; Status: receiving a badge, star, completing a level)
  • Supporters (for mastery: being able to read; for status: having your score displayed, completing a series – eg a series of green frogs)

Assessment 2

Assessment 2 – E-Game

Feedback

Please leave your feedback in form of a comment. Your feedback and suggestions will help me to make this blog more user friendly. Thanks!

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Based on photo by xandert found on morgueFile
Based on photo by xandert found on morgueFile

Link to all Weeks     Week 1     Week 2     Week 3     Week 4      Week 5     Week 6

Content:

  1. Learning Needs
  2. Learning Styles
  3. Assessment 1
  4. Feedback

Learning Needs

Learning needs are the requirements that the learner needs to learn to pass a subject or to move to the next step.

So, a learning needs analysis is conducted to recognise the gap between the existing skills, knowledge and abilities and those that are needed for the level of education. Once this gap is determined, decisions can be taken as to the type of training required (if this is the preferred action) and the form of delivery.

By conducting a learning needs analysis, you can identify what features are needed in your e-learning game.

Write down the learning needs of your target audience? Start this point of with the desired outcome: what does the learner need to learn?

This is a good point to brainstorm. What is it that you need to expose your learner to?

Read more about Learning Needs at AssetProject.info.

Learning Styles

Every learner has a preferred style of learning. The majority of learners prefer a mix of learning styles.

Look up the link Learning Styles Online and discover which learning style is your preferred one.

Assessment 1

E-Learning Conceptual Layout of Screen: www.emedicus.co.uk
E-Learning Conceptual Layout of Screen: http://www.emedicus.co.uk

Assessment 1 – Research

Feedback

Please leave your feedback in form of a comment. Your feedback and suggestions will help me to make this blog more user friendly. Thanks!

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Based on photo by xandert found on morgueFile
Based on photo by xandert found on morgueFile

Link to all Weeks     Week 1     Week 2     Week 3     Week 4      Week 5     Week 6

Content:

  1. Game Genres
  2. Find 5 Educational Games (Task)
  3. Game Mechanics
  4. Homework
  5. Feedback

Game Genres

We will start off by comparing last week’s works by you. What definitions did everybody find?

Game genres are different from film genres. While film genres are related to a style of a film or an era a plot is set in, game genres relate more to the way a game is played. This is the actions a gamer needs to perform to succeed in a game. These actions are also called Game Mechanics. Game genres can also be classified by a viewpoint (eg First Person Shooter = FPS and Third Person Shooter = TPS or 3PS) or the style.

Examples are:

Action

Fast paced, player needs to be accurate and quick (eg shooting)

Racing

Competitive games that revolve around vehicles of all sorts racing against each other. Can be single player or multiplayer.

Example: Need for Speed

Sport

Anything about sports, either action of playing the sport with a character or simulation of making a team succeed. Most current sport games are hybrids of Action/RPG or Action/Simulation.

Examples: Fifa, Pro Evolution Soccer, Tiger Woods Golf, Football Manager.

Strategy

A genre that requires planning and thinking to succeed. There is real-time and turn-based strategy. Real-time that the game runs to a clock and that every players actions take place straight away. Turn-based strategy is more of a stop and go experience, players decide on their turns and then the game advances per turn.

Examples: League of Legends, Total War Series, Risk

Adventure

This genre is about solving problems, there may be puzzles, exploring, memorisation and twists along the way. Levels play a part, often there are areas that need to be explored. Most adventure games are hybrids with other games.

Examples: Tombraider, Myth

Simulation

Arcade

Puzzle

FPS – First Person Shooter

3PS/TPS – Third Person Shooter

RPG

Party, Dance , Rhythm

Children

Fitness

Edugames or Educational Games

Find 5 Educational Games

Research Educational Games!

Use the internet to find 5 games (including Ubisoft’s Rocksmith) that are current.

  • Describe the platform,
  • the technology,
  • game mechanics and
  • target audience as well as
  • learning material/topic.

Upload in form of a comment to this post with a link to game images and and info online!

Game Mechanics

Game mechanics are a topic that has created a fair bit of controversy over the years. People vary in their definition of what should be a game mecahnic. Below is a definition that we will use for this class:

A simple division between mechanics and rules breaks down into two things:

Mechanics are the actions you can perform

Rules determine the outcome and

gameplay is derived by balancing these two things.

So, to take a Tetris example:

The mechanics of Tetris are:

Turn a block

Drop a block fast

Destroy blocks by creating a line

The rules of Tetris are

  • Gravity, which accelerates in a stepped fashion according to score
  • Score, which increases in a stepped fashion according to created lines
  • Pile reformation, which determines the effects of a destroyed line on the blocks above.
  • The lose condition of whether the pieces reach the top
  • The next piece determinant, which selects what new piece will show after the previous one has landed.

Source: http://www.lostgarden.com/2006/10/what-are-game-mechanics.html Feb 2012

Homework

Please look at the sites/posts below on edugames or educational games or serious games during the week.

Try at least 3 games and be prepared to speak about them in class!

BBC Educational Games   ZaidLearn   75 Free EduGames to Spice Up Your Course

Feedback

Please leave your feedback in form of a comment. Your feedback and suggestions will help me to make this blog more user friendly. Thanks!

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Based on photo by xandert found on morgueFile
Based on photo by xandert found on morgueFile

Link to all Weeks     Week 1     Week 2     Week 3     Week 4      Week 5     Week 6

Content:

  1. Introduction
  2. Scope of Class
  3. Games
  4. Your Favourite Games
  5. Game Genres
  6. Feedback

Introduction

This class has a focus on Game Design and E-Learning. You will design on educational games or a cross-over version with some educational value.

Your design will not incorporate a finished and working video game! You will complete the planning and look at important components of the game and e-learning resource.

Units of Competency

These two units of competency will be covered in this unit:

Scope of Class

Over the coming weeks we will learn some game related terminology, look at games and analyse games and look at how to create a learning resource.

We will learn how to scope and research a target audience, how to establish learner needs and finally how to design an educational game.

There will be an emphasis on graphics.

Games

Games are a way for children to learn the tasks of adulthood. What easier way is there but to teach your child what to do in their life as a grown-up, than in a game? Games are fun and create strong memories. Game include repetition, which is a strong aspect of memorising the learnt material by practising it.

Video games have long become a large and fast growing industry and games surround most of us on a daily basis. This has only been magnified with the growth of social media (eg Facebook).

What are the most popular platforms for video games?

Mindmap to be added.

Your Favourite Games

What are your favourite games?

List 3 games that you like to play:

  • Describe the platform
  • Describe the game mechanics (rules to complete game)
  • Describe the GUI (graphic user interface)
  • Why do you think you play that game?
  • What is fun about the game?
  • Is it educational? What do you learn?
  • What is the game genre that it falls into?

E-mail me your answers or leave them in form of a comment.

Student responses to be added.

Game Genres

Research game genres. List a minimum of 8 major genres, add descriptions and 3 examples of well-known games from each genre.

E-mail me your answers or leave them in form of a comment.

Student responses to be added.

Feedback

Please leave your feedback in form of a comment. Your feedback and suggestions will help me to make this blog more user friendly. Thanks!

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Inspired by photos by emlyn and clarita from morgueFile.com

Link to all Classes     Class 1     Class 2     Class 3     Class 4

Today’s Class

  • Talking about inspirations
  • Web Design – Photoshop Workshop (in class)

Talking about Inspiration

While you are a student you should be able to experiment as much as you can. I mean, you should claim your right to experiment in your work. Rather than always going for a conservative option.

On the other hand you never want to stop searching for inspiration in the work of others and in society, the built environment and nature in general.

As you could see with the first assessment – taking close-up photos can lead to unexpected results. Objects never look the same on screen as they do on the floor or in real life.

Close-up at Fed Square, Federico Viola 2013
Close-up at Fed Square, Federico Viola 2013, Found at p.ic

Some inspirations you will simply find in the artwork and design work of current practitioners and past masters. For current designers you want to look at sites and magazines such as Computer Arts and Computer Arts Projects, Mashable,  Design Envy and Dzineblog are just a few inspiring resources.

This week’s Visual Design Component Class covered links and some descriptions of some styles and movements that I relate to very much:

  • Swiss International Style
  • Constructivism (often called Russian Constructivism)
  • Vietnames Propaganda Poster
  • Photomontage

I highly recommend reading up on each and particularly looking at examples of the works. It is good to find out what stylistic choices each movement made and what ideas were big in their days.

Swiss International Style - Joseph Müller-Brockmann - Beethoven - found at www.designhistory.com
Swiss International Style – Joseph Müller-Brockmann – Beethoven Concert Poster – found at http://www.designhistory.com
Contemporary design in style of Construcitvism by Teo Brito found at LauraGreen92 - click image for more information and link to her blog
Contemporary design in style of Constructivism by Teo Brito found at LauraGreen92 – click image for more information and link to her WordPress blog

It is fine to be inspired by other artist’s and designer’s work. Actually, you should look for greatness in other works and reference their works. This is done by paying a tribute to the original artist in form of a homage.

Experimental Photomontage by Robert Heinecken
Experimental Photomontage by Robert Heinecken

Web Design – Photoshop Workshop

In-class workshop. We will continue to apply the grid system to a website design. This time we will apply the grid to a gallery. The design will depend on your choices of layout and number of thumbnails that you want to feature.

Screenshot - applying 960 Grid 12 Col layout from 960 Grid System
Screenshot – In-class Tutorial: Applying 960 Grid 12 Col layout from 960 Grid System
  1. Access the 960 Grid System site: http://960.gs/ and download their 960 Grid System Templates by pressing the ‘Big ol’ Download Button’. This will start the download of a comprehensive folder by Nathan Smith with 960 Grid System templates and plug-ins for Photoshop, DreamWeaver and many other programs.
  2. In template>Photoshop open the 960_grid_12_col template
  3. Save the file under a new name and in your class folder.
  4. Make sure the guides are visible (Command+; or Ctrl+;)
  5. Add horizontal guides (View>New Guide) at 245px, 255px, 265px, 500px, 510px, 520px, 755px, 765px, 775px and 1010px. Lock your guides (View>Lock Guides or Alt+Ctrl+;) These guides will make it easier to arrange your content and to allow for 10px margins.

    Setting the grid up.
    Setting the grid up.
  6. Use the M (Rectangular Marquee) Tool to create spaces for a banner, text content, image content and a menu. Fill the spaces with colour (Shift+F5). Place each on individual layers. Name the layers (banner, text content, etc)
  7. Place images (File>Place). Make sure that they are located on top of the layers with the colourboxes.
  8. Create Clipping Masks: make sure the banner image sits on top of the banner layer (with the colour space). Have only the layer with the image selected and right click on the active layer (beside the name of the layer) and click on Create Clipping Mask. Your image should take on the dimensions of the layer  below. – Alternatively you could use the short cut Ctrl+Alt+G (Cmd+Alt+G).

    Concept for Gallery Screnshot
    Concept for Gallery Screenshot

The 960_grid_12_col template is based on 12 columns. You can then place your text and images over 1, 2, 3 or more columns. The grid system allows you to organise your website in a visually pleasing way.

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Inspired by photos by emlyn and clarita from morgueFile.com
Inspired by photos by emlyn and clarita from morgueFile.com

Link to all Classes     Class 1     Class 2     Class 3     Class 5

Today’s Class

  • Introduction to Assessment 2
  • Web Design – Photoshop Workshop (in class)

Assessment 2 – Design a GUI

This assessment is a combined assessment for: Create User Interfaces, Visual Design Components, Information and Meta-tags!

Design a Graphic User Interface. You can choose to design for a Website or App.

First: think about a project. What do you want the GUI to be for? Think about a client scenario, who is your client and what is the purpose of the site or app? What do you want the user to do after visiting it?

Develop sketches and refine your design in Photoshop.

You will need 4 pages (example Website: home, about us, portfolio, …)

Make sure to include:

http://960.gs - A button that is hard to miss
http://960.gs – A button that is hard to miss

Web Design – Photoshop Workshop

In-class workshop. We will look at how to apply a grid system to a website design.

  1. Access the 960 Grid System site: http://960.gs/ and download their 960 Grid System Templates by pressing the ‘Big ol’ Download Button’. This will start the download of a comprehensive folder by Nathan Smith with 960 Grid System templates and plug-ins for Photoshop, DreamWeaver and many other programs.
  2. In template>Photoshop open the 960_grid_12_col template
  3. Save the file under a new name and in your class folder.
  4. Make sure the guides are visible (Command+; or Ctrl+;)
  5. Add horizontal guides (View>New Guide) at 245px, 255px, 265px, 500px, 510px, 520px, 755px, 765px, 775px and 1010px. Lock your guides (View>Lock Guides or Alt+Ctrl+;) These guides will make it easier to arrange your content and to allow for 10px margins.
  6. Use the M (Rectangular Marquee) Tool to create spaces for a banner, text content, image content and a menu. Fill the spaces with colour (Shift+F5). Place each on individual layers. Name the layers (banner, text content, etc)
  7. Place images (File>Place). Make sure that they are located on top of the layers with the colourboxes.
  8. Create Clipping Masks: make sure the banner image sits on top of the banner layer (with the colour space). Have only the layer with the image selected and right click on the active layer (beside the name of the layer) and click on Create Clipping Mask. Your image should take on the dimensions of the layer  below. – Alternatively you could use the short cut Ctrl+Alt+G (Cmd+Alt+G).

The 960_grid_12_col template is based on 12 columns. You can then place your text and images over 1, 2, 3 or more columns. The grid system allows you to organise your website in a visually pleasing way.

Inclass Tutorial - applying the 12 column based 960px grid to a website
Inclass Tutorial – applying the 12 column based 960px grid to a website
Examples of 16 col and 12 col variations of the 960 grid system - from 960.gs
Examples of 16 col and 12 col variations of the 960 grid system – from 960.gs

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Inspired by photos by emlyn and clarita from morgueFile.com
Inspired by photos by emlyn and clarita from morgueFile.com

Link to all Classes     Class 1     Class 2      Class 4     Class 5

Task – User Centred Design

Today we will focus on UCD or User Centred Design. UCD is also called Human Centred Design and is a way of designing interfaces and websites in general that places the user in the centre of all design efforts.

Please read the excellent text from W3C – Web Accessability Initiative and create a list of points (like a check list) that you can use to check if you have made the GUI user centred.

Assignment 1

I will check each student’s work for Assignment 1 (GUI Workshop) and provide feedback in class.

Please ensure to keep working on your assignment.

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Inspired by photos by emlyn and clarita from morgueFile.com
Inspired by photos by emlyn and clarita from morgueFile.com

Link to all Classes     Class 1     Class 3     Class 4

Assignment 1 GUI Workshop

1,000 – 1,300 words

Due: 7th of June 2013 – 7/6/13

Format: Interactive PDF, PowerPoint Show or Word Document

1- Define a GUI – write what it is, what the purpose is, what graphic interactive components can be part of it, draw a diagram explaining the different components or aspects (in the style of a mindmap/flowchart). This is about your informed understanding of a GUI, after conducting some research, but it is not about definitions found in a book or online.

Mixed Textures based on photos from morgueFile
Mixed Textures based on photos from morgueFile

2 – Discover tactile qualities in textures – discover 10-20 different textures that can be found in the home. Describe the material, how it feels to the touch, what sounds it makes, how it behaves when used appropriately and when used inappropriately. How does it react to pressure (pressing), rubbing and pulling? A paragraph per texture is the minimum.

3 – Collect the Good – Collect several images of 5+ GUIs that you enjoy using and or like the look and feel of. Write an overall description of the aspects that appeal to you. You do not need to write one for each, but one overall discussing the overall aspects that you like.

4 – Collect the Bad and the Ugly – Collect several images of 5+ GUI that you dislike, that either annoy you or that are not enjoyable to use. You may include interfaces that you find visually uninteresting or poorly designed. Describe the negative aspects.

5 – Conclusion – draw a conclusion of your research. Describe what inspired you and what influences you will incorporate in your future designs. Describe some of the ideas that you have had for GUI elements.

Carpet Textures based on photos from morgueFile
Carpet Textures based on photos from morgueFile

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Inspired by photos by emlyn and clarita from morgueFile.com
Inspired by photos by emlyn and clarita from morgueFile.com

Link to all Classes     Class 2     Class 3     Class 4

Welcome to your first class on Create User Interfaces.

This class is about the creation of a user interface in these steps:

  • Clarify project requirements
  • Generate ideas
  • Plan approach
  • Produce user interface
  • Evaluate user interface

Clarify Project Requirements

This stage of the process is all about developing a good understanding of the client brief, the target audience, the needs of the client and target audience and the purpose of the interactive media product.

You will also need to look at technical aspects, such as the delivery platform, file output format.

Generate Ideas

Research interactive media product interfaces, designs, images, artwork and other creative sources that may inspire design ideas.

Use sketches and concepts as the basis of your design ideas,.

Incorporate brainstorming and other creative idea generation methods when developing concepts. Spider diagrams, word maps or morphological analysis are other methods that can be used in exploring directions.

Copyright clearance needs to be obtained and recorded where necessary.

The initial concepts for the interface design need to be presented to relevant personnel and the client for discussion and feedback.

Plan Approach

Select final design and incorporate the feedback.

Use an appropriate industry standard graphics software that will suit the needs and requirements of the project.

Explore a range of typographical ideas, as well as visual design elements that could be used for the interface design.

Produce User Interface

Use graphics software to develop the structure for user interfaces based on the final design concept.

Source, create and integrate all graphic interactive components.

Apply visual design and communication principles to the development of the user interface.

Ensure that user interfaces meet the principles of user-centred design and relevant standards.

Document styles for text and presentation for use in style sheets and templates or themes.

Save user interfaces in appropriate output format suitable to the technical needs of the project.

Evaluate User Interface

Review the final design to be able to assess effectiveness of the user interface, appropriateness to the user and audience and technical feasibility.

The 5 Planes of a Website Project

Please view the presentation below about the 5 Planes approach by Jesse Garreth when designing a website or other interactive product.

UX Design_Federico Viola

Below is a link to an article from Smashing Magazine which is an excellent overview and introduction to user interfaces. Read it:

http://www.smashingmagazine.com/smashing-book-1/user-interface-design-in-modern-web-applications/

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Link to Class 3/4      Link to  Class 2     Link to  Class 1

Overview:

  • Instructional Design
  • Instructional Design on a Macro Level
  • Learner Needs Analysis
  • User Interface Design
  • Instructional Design on a Micro Level
  • Your Task
Photo by DTL on morgueFiles
Photo by DTL on morgueFiles

Instructional Design

Instructional design operates on a macro and micro level. On a macro level it looks at the learning on a larger scale (it may consist of several resources) on a micro level you need to ensure that your individual resource is suitable and easily understood.

Macro Level

To ensure that you applying good instructional design to your e-learning resources ensure that your resources include:

Step 1 Pre-requisites:

  •  Learner Needs Analysis
  • Prepare the content (by content expert)
  • User interface (User-centred design)

The content needs to be prepared by or with the help of a content expert, eg a learning resource on how to bake a variety of breads using sourdough for some as well as yeast for other breads needs a content expert, a baker to ensure that the steps taken are correct and the ingredients are suitable.

The User Interface is extremely important for e-learning resources. Some user interfaces use touch screens (tablets, smart phones), mouse, keyboard or a  joystick  (computers) or a controller (Xbox360 or PS3). Some new technologies work with motion capture technology, such as Xbox Kinect or with a hybrid such as the PS Move and the Wii.

The most central aspect of a User Interface is that it is easy to use.

Step 2:

  • The overall goal
  • Objectives
  • Content
  • Methods of instruction (create a Flow-chart of steps of E-learning resource)
  • Learner evaluation strategies (test with results)

The overall goal describes what the learner will be able to do after completing the instruction.
The objectives describe what the learner will learn during the lesson.
The content describes what will be taught in order to achieve the objectives.
The methods of instruction describe how the content will be taught.
The learner evaluation strategies describe how the learner will be evaluated to see if he or she has obtained the objectives (eg a test or a level is achieved and a new level unlocked).

Micro Level

A lesson should commence with the objectives and an overview of the main ideas to be learned.

Normally the instructor also states the motivation for learning the content, the prerequisites the learner needs to learn the content and the agenda for the lesson.

In your e-learning resource you might be able to use an alternative for the instructor; there could be the option of a narrator or simply a written instruction.

During the lesson the content will be explained and demonstrated, and then the learner will practice doing what the instructor demonstrated (recalling facts, identifying concepts, predicting by using principles, or performing a psychomotor skill). The instructor may provide feedback on the practice and the learner may have the chance to repeat the lesson.

Next the learner or user will take action.

At the end of the lesson the instructor summarizes what was learned, integrates the lesson with the previous and next lessons, restates the objective, and tests the learner.

In short the micro level includes:

  • Objective
  • Overview
  • Motivation
  • Explanation (to allow learning)
  • Taking Action
  • Evaluation

Task 1

For 25 minutes research Graphic User Interfaces. Choose Google, DzineBlog, WIRED, Mashable or even CommArts (see links at the side – Links to inspire you.) Collect your findings in a PowerPoint Show.

Discussion: Select 2 GUIs and discuss how they work. Do they use buttons? Do they use touch screen technology? Do they use a device, controller or motion capture device? How well do they perform for their intended function.

Select 2 of your favourite GUIs and place links in a comment (below this post) with your full name.

Discussion: Compare WordPress and MyKangan as platforms. What are your experiences? Are the buttons intuitive?

Here are two resources I recommend to you to read before next class (open the link or the Word document)

If you missed the class please supply a sample of a GUI as a link in  a comment.

Next Week:

We will simplify and existing interface.