Abstract
With the current popularity and widespread use of high-tech and telecommunication products, digital information with varied forms of software, hardware, and multimedia was engaged in designs for entertainment and daily life; its related products are sweeping the globe. On the other hand, the rapid development of 3D printing technology further caused a boom of FabLab. To develop designs with strong and rich experiences a designer must be able to fully understand user-experience. This study will present the thinking of planning a new course with integration of Play, Sci-Fi & Design to share how such course attempt to provide students with learning motives via approaches of play and scenario, and to establish a degree of fun in the learning environment, in order to motivate students to identify the blind spots in the existed situation and to take challenge to learning new experience more directly through participation and interaction in play. This was done by breaking down the barriers between play experience and rapid prototype design of Fab Lab. Based on this thinking the course structure and content was planned and presented in this paper.
Highlights
In order to close the gap between theory and reality, design courses in the past usually emphasized “learning by doing”
With the current popularity and widespread use of high-tech and telecommunication products, digital information with varied forms of software, hardware, and multimedia was engaged in designs for entertainment and daily life
Related products are sweeping the globe, and become part of the daily life for consumers, which further heightened their dependency on IT products
Summary
In order to close the gap between theory and reality, design courses in the past usually emphasized “learning by doing”. It can increase the opportunity to visualize the concept, improve the quality of interactive experience among the users, potential product, and the system, and utilize a “make real” method to support teams of different fields to understand the situation and overall context before confirming a direction of development. This method creates a series of modes with different demographic casts of characters to depict the operations of real activities, which allow the designer to better grasp the demands of the users and to better response to new technology. On the aspect of design development, in order to look for design opportunities, Battarbee (2001) used a scenario building method in creating and sharing of experiences, such as recalling a scenario that happened in the “past,” or representing a virtual experience of the “future.” It was a challenge by designer that transform with play experience become a real object from scenario and virtual worlds
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