Team: Justin Sampson, Jordan Arnesen, Ben Sun and Christopher Fan
Scope: The scope of this project is limited to children and their social development in their class. Ideas and methods that we develop could feasibly be used to track internal conditions of any individual in order to incentivize favorable behaviors (such as workplaces).
Purpose:
Our goal is to create a user interface that can give teachers information on how a child is developing socially (emotional intelligence) rather than academically. Currently in education teachers can give a child extra help if one sees that student failing exams or trending downward in their overall academic performance. However, a teacher’s sense of social development for the whole class is limited to her personal observations of individual students during class.Our project seeks to create a game that creates fun physically interactive ways (NFC chips, pressure sensors, and other types of visual, audio, and motion sensing technology) to encourage students to give input on “positive” emotional/social experiences individually and about peers during the school day.
E.Q Aspects to Measure:
- Self-Awareness -> “How am I feeling today”
- Social-Awareness -> “I see that Billy over there is sad”
- Self-Management -> “I found this portion of the day confusing”
- Relationship-Management -> “My friend Sally helped me today. I want to show thanks”
Possible ways to measure/tools:
Thus far we have considered several ways of measuring aspects of emotional intelligence. One method is to have a ID bracelet that tracks students physical activity, high-fives, thumb-sucking, heart-rate at certain times of the day etc. that ‘fills up’ as the student does more of the desired behaviors and less of the undesired behaviors. Other options are using an object (“teddy bear”) that can be given to another student if they are exhibiting a positive behavior (“Feel Good Teddy”). The teddy bear can be returned to a pedestal (“his home”) at the end of the day to capture information.
A secondary goal would be to use feedback from the system to enable the environment to respond dynamically in ways that will encourage further positive social interactions among the children. For instance, if the bracelet sensors detect actions indicative of 2 or more children playing together cooperatively the bracelets could glow green. Or the toys themselves might even unlock special characteristics which are only available when children play together - special sound or light effects (“Sally, come play with us and we can make the T-rex roar!”), or enhanced functionality (a racetrack might let the cars go faster).
The last element to consider is how we can use principles from games to perhaps create “class group” goals with tailored rewards. For instance, if during the month if every child gives “1 hug” or “1 high-five” and if this happens 10 times, there is an ice cream party.
- Login to post comments
