Final Major Project_Reseach 01

Through reverse-engineered Memory box project by Chloe Meineck, I had an interest in connecting psychology to technology. Today, more and more people have suffered from psychological problems and disorders like depression, childhood disorder, impulse control disorder, personality disorder, and so on.

As I research in psychology,  I’m supposed to concentrate on the psychology of adolescence, especially, for teenager who are separated from parents due to studying abroad, because I’d like to make social object for the teenager and parents that can communicate each other even though they are separated, in order to help the teenager’s psychology problems. I reckoned that it is helpful to solve the problems and disorders. Actually, a significant of teenager tend to have a mental disease resulted in being separated from parents.

That’s why I researched the artist, Cati Vaucelle’s project, which is about child psychology connected to technology.

Here is her PhD project.

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Motivation;  If the toy has an immediately accessible visual perspective, a new world is opened to the child. The toy brings her into exploring visual and narrative perspectives of character props, expanding the discovery of her environment. The child storyteller enters the world of the movie maker. Cameras become part of a toy system showing how things look from a toy’s point of view. They can be integrated in Lego people, car drivers, and even coffee mugs!

The video process, supported by gesture induced editing, benefits children in practicing social interrelationships and visual perspective taking.

Goal;  I aim for Picture This! to invite children to practice spatial cognition between imagining the point of view of the toy, trying it out and correcting it. I designed Picture This! so that the child’s toy becomes a camera person as opposed to having the child hold a camera directly. As a child plays with the toy that holds the camera, its video feed is projected on a screen in front of her in real time.
The toy is the camera person (a) vs what the toy “sees” from “his” video feed (b).

This visual flow aims to motivate her in composing a final movie as she plays and explores her visual story. As the two dolls interact with one another, they alternate between their respective visual scenes. The child creates the conversation using direct speech for the toy characters. The child also uses a narrator voice to introduce the story and contextualize the scene.

I chose the interaction to function like a performance to not break the flow of traditional pretend play with character toys. Thus, my system incorporates the child’s gestures with the cameras and toy’s accessories as control functions to conduct film assembly.

By combining movie making during play and the improvisatory element, Picture This! Naturally extends play to creative outcomes. Integrating a video editing algorithm to automate the editing process in a gesture object interaction allows one to get closer to the object of focus in a captured scene (for instance, a specific character). The video process, supported by gesture induced editing, benefits children in practicing social interrelationships as well as visual perspective taking, thus expanding creative storytelling in video composition.

 

“Playing is about spontaneity and improvisation, while editing a movie is about structure and composition. Movie making can have a bit of both. For Picture This!, I chose a gesture based interaction for movie making because of its advantage to integrate well with play. The trade-off of my system consists of being a movie making system more than being exclusively about role playing. Picture This! invites for the discovery of unique angles and point of view, its gesture based interaction facilitating the movie making flow. I found that Picture This! invites children to experience with movie editing while playing with their toys. It works as a new mode of video expression and creation through which children are drawn to explore unique visual and storytelling perspectives.”

reference; http://web.media.mit.edu/~cati/portfolio/PictureThis_research.html // Cati Vaucelle

As you know through her project, she found a proper position between psychology and technology. I’d like to make like this social object that can make a teenager happy with their parents.

Whereupon I needed to know students’ mind and thought, so I interviewed some students who have been separated from parents when they are young.

(**some Koreans gave an interview)

Name [how long have they been separated from parents]_how often have a voice call? / how often have a video call? / have you felt any uncomfortable when you have a contact with parents? / do you want any special way of contact with your parents? /

Seung-ju, Shin [ 2 years ]_have a voice call once a week with KaKao-Talk(MMS) / have a video call once a month with Skype. / No / No

So-ee, Kim [ 8 years ]_everyday with an internet telephone / once a month  with Skype / No / want to get some methods and device for teaching their parents like computer and phone

Sang-hyuk, Park [ 1year ]_once a month with KaKao-Talk(MMS) / never / No / If it is possible, I can have something but I don’t know

Seung-eun, Lee [ 2years ]_once a week with KaKao-Talk(MMS) / once a week with Skype / No / No

Hun-jong, Joo [ 1year ]_once a month with KaKao-Talk(MMS) / never / No / Yes

My parents [ 2years ]_three times a week with KaKao-Talk(MMS) / once a week with Facetime / Yes (especiall, when my phone have a problem, there is no way to contact with me) / Yes (They want to have some device that can check my status)

I concerned about the result of the interview because almost them don’t want communicate with their parents, and don’t feel any uncomfortable for contact with them. Also, they have some problem like psychological diorder and stress in their life, they didn’t try to tell to their parents and just have tried to solve it by themself.

Q. How does Interaction Design improves tactile/kinetic presents in case of separated family?