CU5013 - Augmented Toy Development (2020/21)
| Module specification | Module approved to run in 2020/21 | ||||||||||||||||
| Module title | Augmented Toy Development | ||||||||||||||||
| Module level | Intermediate (05) | ||||||||||||||||
| Credit rating for module | 30 | ||||||||||||||||
| School | School of Computing and Digital Media | ||||||||||||||||
| Total study hours | 300 | ||||||||||||||||
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| Assessment components |
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| Running in 2020/21(Please note that module timeslots are subject to change) |
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Module summary
Students will be working individually and in teams to research and develop a prototype product within the area of Augmented/Virtual Reality.
Aims
• gain awareness of new technological developments and their impact on toys and games
• develop skills in concept design and blue-printing
• increase knowledge and skills in the area of physical computing
• develop written and verbal communication skills
Syllabus
Toys vs Games LO2
Emerging technologies in toys and games
Established products within existing markets
Introduction to Electronics
Embedded technology - sensors and actuators
Prototype development using microcontrollers
3D printing
AR and VR
Designing blueprints and instructables LO1, LO3
Presentation skills LO4
Balance of independent study and scheduled teaching activity
The theoretical material will be covered in lectures and smaller seminars and exemplified in laboratory based sessions. Time will be devoted to the discussion and evaluation of problem solutions. The student will be expected to spend an equivalent time in private study and directed reading.
Learning outcomes
On successful completion of this module, students will be able to:
LO1 increase creativity through concept design and development
LO2 understand emerging technological trends in the area of toys and games
LO3 use prototyping hardware and software tools to produce a demo of an augmented toy or product
LO4 understand how to present a solution effectively
Assessment strategy
Students develop ideas together and present their individual concept for peer review. Students individually develop a small prototype for proof of concept.
Students work individually and in teams to refine and develop a prototype into a showcase product.
Bibliography
Updated reading list and resources on VLE
https://www.lynda.com/CAD-tutorials/Virtual-Reality-Foundations/574683-2.html
http://arduino.cc/en/Guide/HomePage
http://arduino.cc/playground
https://microbit.org/
Banzi, Massimo (2008) Getting Started With Arduino : O'Reilly Media / Make
Igoe, Tom (2007) Making Things Talk : O'Reilly Media / Make
https://unity3d.com/how-to/XR-classic-design-principles
https://learn.unity.com/tutorial/vr-best-practice
https://www.uxmatters.com/authors/archives/2016/04/dashiel_neimark.php
http://www.xr.design/
https://hackernoon.com/16-best-resources-to-learn-ar-and-vr-development-in-2019-a4fceea6281c
AR Magic Toys: https://dl.acm.org/citation.cfm?id=2840540
https://www.techradar.com/uk/news/why-augmented-reality-is-the-future-of-smart-toys
https://www.wired.com/story/ar-toys-the-future-of-play/
https://arpost.co/2018/06/12/augmented-reality-toys-help-children-develop-emotional-cognitive-abilities/
McNerney T. (2004). From turtles to Tangible Programming Bricks: explorations in physical language design. In Personal and Ubiquitous Computing, Volume 8, Issue 5 (September 2004), Pages: 326 – 337.
Newton-Dunn H., Nakano H., Gibson J. (2003). Block Jam: A Tangible Interface for Interactive Music. Proceeding of the 2003 Conference on New Interfaces for Musical Expression (NIME-03), Montreal, Canada
Resnick M. et al. (1998) Digital manipulatives: New toys to think with. Proceeding of CHI 1998.
Zuckerman O., Arida, S., and Resnick M. (2005). Extending Tangible Interfaces for Education: Digital Montessori-inspired Manipulatives. Proceedings of CHI 2005.