INVESTIGATION
What has been done?
Gamification has been a common method to address the emotional and educational needs of children
Through my search, I have examined different concepts for Cybersecurity related games, and GBL approaches to cybersecurity education.
I realized that while there are many different versions of “learning” games for young audiences, there are several examples of approaches directed for very young children, but I wanted to further explore the role of storytelling and narrative-based interactions on engagement.
CyberGuardians
An engaging, narrative-based digital experience designed to inform elementary students on digital safety
ROLE
UX/UI
Designer
TIMELINE
~3 Weeks
TOOLS
Figma
Microsoft Co-Pilot
Vivigo.AI
Adobe Firefly,
Adobe photoshop
RESULTS
A prototyped slice of a story-based game!
I initially intended for a home page / dashboard upon opening the app. Giving users the option to explore concepts and stories related to different Cyber safety concepts.
The learning phase consists of guided lessons, where the user interacts with the material in a step-by-step process
Narrative portions of the experience are straight forward, with engaging casts of characters and backgrounds. Interactions with the story are simple.
Meet the Cast!
PROTOTYPING:
Utilizing Generative AI:
As the objective of the assignment was to implement Generative AI into the design process, I used Adobe Firefly and Microsoft Copilot to create some 3D animated visual elements.
I adjusted prompts to maintain consistency with the elements, yet also keeping the visual diversity to better enhance the storytelling experience.
Customization:
As players gain currency and rewards, they can redeem for items to use towards their avatar, allowing for a more unique experience for the player.
Players are incentivized by rewards, while being granted autonomy in expression.
Reflection:
Making a Learning Game:
Through this project, I was able to explore the strengths and limits of educational gaming. With introductory experience with paper research, I was fascinated with what I could learn through existing literature and studies.
Conducting an initial literature review played a substantial role in the planning for system of the game experience. Yet, it was still a much more complicated and expansive process to design a curriculum than I initially realized. I have learned about different existing frameworks for gamification, and how features can be utilized to improve user behaviors.
AI as a Tool:
It’s common to think that AI is threatening to the design process, but it can actually be a tool that can be used to shorten more routine tasks and spark the creative process with visual inspiration.
As I focused more of my efforts towards designing the experience of the app, I became a master of prompting--tackling the challenge of manipulating written commands to direct generative AI tools towards my vision.
Key Takeaways:
Some key elements of game based learning that I found based on frameworks such as PERMA (positive emotion, relationships, meaningfulness, achievement) and theories such as SDT (Self Determination).
These findings feature both extrinsic and intrinsic factors that I found to be significant.
prompting engagement through achievement and reward
encouraging individuality by personalization, motivation through player responsibility
creating challenges to overcome
invoking imagination through purposeful storytelling
breaking down complex topics into smaller tasks
Start Screen
(visuals made with vivigo.ai)
Narrative Story
Final Screens:
The following represents an example of a potential experience for a modularized story about phishing.
I proceeded to translating the sketches into digital frames.
I played around with layout, and placement for the features that I brainstormed.
With increased interaction with the internet, children are significantly vulnerable to cyberattacks.
Almost all children under 12 are internet users, the trend has only accelerated since the covid-19 pandemic. With increasing exposure to the internet, comes increasing vulnerability to various cyber threats, such as harassment, bullying, abuse, hacking, and phishing.
-Global Cybersecurity Forum
tl/dr:
I completed this project for the undergraduate course, ARST4915: Creating With Artificial Intelligence, where I was tasked with using Generative AI tools to help make a visual solution to a problem.
I created a prototype for a tablet app that features gamified educational elements and storytelling to guide younger children through digital safety practices.
There is an emphasis on providing imaginative, but purposeful narratives to better engage children with learning and practice material.
I used tools like Microsoft Co-Pilot, Adobe Firefly, and Vivigo.AI to support the development of visual and narrative elements.
DISCOVERY
I initially aimed to have the project revolve around children’s cybersecurity awareness, an idea based on another project I was working on while doing research with UGA’s CyberArch Program.
So, I started a literature review on research reports and articles, to narrow my focus down to the topic of children as victims of socially engineered cybercrimes.
DESIGN
Research on GBL and gamifying cybersecurity education brought to light several behavioral models and in turn, several proposed “frameworks” that act as references for structure.
BRAINSTORMING:
For me, ideas generate through pen and paper. I began planning the system of the experience.
I also began to sketch out ideas for frames
I also further examined the studies in my research to better my develop goals, and find common themes within their methods.
In terms of structure, I took the insights from my paper research to develop a plan for a potential user experience in the app.
Learn
Practice
Evaluate
Users become familiar with a concept through interactive lessons
Lessons are guided by a “mentor” character, in shorter chapters through out the experience.
Users get a chance to practice what they have learned in lessons with exercises
Practice stages are integrated with the story experience, completion advances the narrative and yields rewards
Topics covered in learning and practice return to test the user on retention of learning material
Evaluation phase gives the user responsibility of leading the climax and conclusion of the narrative-encouraging reliance on past lessons
Visuals:
For the final iteration, I wanted to keep a bright, playful, and adventurous vibe with the visual elements of the prototype, and appeal to younger audiences.
For the module, I went with blue and cyan to fit the oceanic theme.
A brief color scheme and type summary for CyberGuardians
Learning:
Mentor character walksthrough a lesson, presenting examples
Interactive demo for player
Practice:
Players can exercise their knowledge from lesson learning, while advancing in the plot
Completion of exercises yields experience and currency for players to use.
Evaluation:
After a few rounds of practice, players can put their skills to the test in timed challenges.
Completion of final challenges grant the player access to the finale of the storyline, as well as currency and rewards
With these aspects in mind, I went on to address the challenge:
How can I make cybersecurity education more engaging and meaningful to younger children?
additionally, in accordance to the assignment guidelines, how can I use generative AI to support the development of this product?
Creating a Narrative Environment:
This module is set in a vast underwater kingdom, where the player can uncover the stories behind specialized characters and find responsibility in protecting them from a potential invasion.
What If...?
There was Usability Testing?
Due to the nature of the assignment, usability testing was something I had to consider after the course of the project. In the future, I feel like I would benefit from insights given by people demo’ing a high fidelity prototype. Real person interaction could also allow me to see the preferences of my target audience: elementary level students.
There was a ‘Social’ Feature?
There were several frameworks that I came across in literature that referenced sociability as an effective feature engaging younger players with learning as it invokes intrinsic motivation. In the future, I would look into adding features that allows players/students to share their progress with peers or complete missions with friends.
THANKS FOR READING!