All about Trains
P2 – Design alternatives
1. Project Description:
The goal of our project is to create some interactive, educational and entertaining games to teach young people about the history of trains and how trains work. These games will help Scitrek improve its visitors’ experiences in the train section of the museum. This exhibit is centered around an electric train, “The Scitrek Express”, which runs a model miniature Amtrak train complete with a mini- town and depot. Also parts of the exhibit are four kiosks running Microsoft Train Simulator. The main function of the kiosks is to let users simulate operating a train. The program provides a variety of graphics and environments, and attempts to teach many aspects of driving a train. However, it is not an intuitive program, and it takes some time for most people to understand how to play the game. Many visitors get frustrated with the simulator because it has a confusing interface and the instructions are rather complicated. The IT director of Scitrek, Steve Taylor, has taken these comments to heart and asked us to provide an experience more appropriate to the younger audience that visits Scitrek. In our project, we will build some simple interfaces, which are user-friendly to children. The content of the project will be educational and entertaining.
2. Content Design
2.1 Overview
Our group started determining the project goals by contacting the IT director of Scitrek and meeting the users in the museum. We created a list of the project specifications and then narrowed it down based on which project requirements best met the project’s overall goals and overcome the physical limitations of the old “The Scitrek Express”. We then produced preliminary design ideas, complete with storyboards and interface illustrations.
2.2 Content Specifications:
History of the train:
Our project will show the historical development of trains. Some important factors in train history that should be taken into consideration are:
- Locomotive development
a. Steam engine
b. Diesel engine
c. Electric engine
- Railroad
a. Width
b. Coverage
- Wheel
- Major inventions and inventors
- Major events in train history
Train Technology:
The project is supposed to offer some technical knowledge to children and will focus on modern technology.
- Engine
- Steam engines:
What is the basic structure of steam engines?
How does a steam engine convert heat energy from steam to mechanical energy?
How does a steam engine work in a locomotive?
- Diesel engines:
What is the basic structure of a diesel engine?
Why are diesel engines better than petrol engines?
How do diesel engines work in the locomotive?
- Electric engines
What is the basic structure of the electric engine?
How does an electric engines work in the locomotive?
Advantages of the electric engine
- High speed train
- High speed railway
- No level crossings (grade crossings)
- Fenced off
- Concrete Foundations
- Wide spacing between lines
- Curves of Radius less than 3miles (5km) are avoided and are tilted.
- Gradients are more than on conventional railway lines
- Train stations are constructed with 4 tracks
- Tunnels should be avoided
- Tilting train method
- Solves problems caused by trains turning corners at high speeds
- Why not just tilt the track?
- How do trains tilt?
- Maglev
- How it works
- What is the advantage of Maglev?
Trains of the Future
This section of the project is concerned with the future development of the train and the major considerations for trains of the future.
1. Speed
2. Environmentally friendly
3. Maintenance
4. Compatibility with current system
2.3 Non-functional Requirements:
Durability
The system will be used by children, so the system should be robust against any irrational operation.
Flexibility
The system should offer the user different ways to do their jobs.
3 Design Space
In P1, our group assessed the old system, which was using Microsoft Train Simulator. ScitrekScienceMuseum is a unique environment whose major users are young children. The reason they visit the museum is often to learn scientific information. When coming up with ideas for a system design, we must consider whether it is simple enough for children to operate, whether it is entertaining enough to attract the children’s attention, and whether the content is educational for children of different levels.
Some alternatives that we initially discussed include:
1. A real model of a locomotive, which children can sit in. In this model, the children could operate the train as in the real world. The old train simulator system could be incorporated into this model.
2. An interface like Microsoft Train Simulator that actually controls the model train in the exhibition.
3. An interface for the kiosk, which will be more user-friendly for children learning about trains.
Discussion of Practicalities
1. Using real models of locomotive control would conflict with the existing system. The IT director dismissed this idea because of financial considerations.
2. Using an interface that controls the model train also is not educational. Children might indulge in playing with the model train and therefore they would lose the opportunity of learning about trains.
3. In conclusion, we decided to choose the third alternative, even though there are a few disadvantages. The major shortcoming of this alternative is that it greatly limited our design opportunities. The existing kiosk system is shown in Figure 1.
Available Resources
The available resources consist of the current equipment (a monitor, a keyboard, a desktop computer, and a track ball). We considered using voice recognition, but the museum’s noisy environment does not facilitate this. Also, we considered using a touch screen, but that hardware is not available in the museum. It is possible to add a printer to help users record the information they obtain.
Figure 1 - Current Kiosk
Considering these physical limitations, we narrowed the field down to three designs for the software interface. We may combine two or three of these designs into our new kiosk software.
4. Design Alternatives
Design A – Timeline
Description and Rationale:
In order to provide the history of trains to users, we designed an interactive timeline. This timeline will give users information about train history and how the functionality has changed over time.
Scenario:
The user can perform this scenario.
- Read the directions on how to play with the timeline
- The timeline is continuously scrolled in sideway or vertical way.
- Mouse over on the timeline, and the picture on the timeline gets bigger (tsunami effect)
- Click on the picture.
- Timeline stops and a layer of detailed information appears.
- Read the information and close the window.
- Timeline moves again.
- Try another picture
- Kids try to quit the timeline.
- Look for exit
Interface Illustration and Description:
Figure 2 - Timeline Interface
While not being used, the timeline will automatically and continuously move to the right. Once a train model becomes centered, it will be magnified, and brief information will be shown in the box below. There are a few options to control the timeline. Users can control the movement of the timeline by dragging the scroll bar, or by clicking the forward and backward buttons beside the scroll bar. The other option does not use a scrollbar. It stops when it detects the mouse moving over the timeline. When users find the model they are most interested in, they can stop the movement of the timeline by clicking the picture of the model. The detailed information of that model will be shown in the box below the timeline. Two additional design options include the timeline being either horizontal or vertical.
Design Assessment
The continuous movement of the timeline can attract the children’s attention. The movement is also a good indication of the changes in train history. The expanding trains can also get the children’s attention. Considering the disadvantages, the timeline may not be interactive enough. It will be difficult to go into very fine detail. Also, it would be hard to expand and include other graphics.
Design B – Jigsaw puzzle
Description and Rationale:
Educational content on a train and its operation is an important concept to be considered. Taking into account that the museum’s primary user group is children whose cognitive duration time is relatively short, the method of giving educational information should be interactive as well as entertaining. Learning how to play the game should not frustrate the children. The best way to overcome the above concerns would be to take advantage of the real world games, which most children have already experienced. Also, games have very strong interactivity and give children motivation to continue looking at the exhibit.
We chose a jigsaw puzzle, which is one of many popular and familiar games that children play. The method of playing a jigsaw puzzle is relatively simple: ‘pick a piece and place it where it fits’; hence children can have little trouble with learning how to play. To accomplish solving a jigsaw puzzle, one should understand how each part pertains to the whole object; this is a good way to explain the structure of a train and how each part makes a train work. It is obviously a goal-oriented activity in that the final goal is to make the whole picture. A puzzle player can check his current status of accomplishment and become self-motivated through the continuous interaction. This is good to draw and hold children’s attention.
Scenario:
The user may go through this process.
- Choose a jigsaw puzzle from given options. Steam or diesel train and level options.
- Read the directions and brief information about the train.
- Start jigsaw puzzle.
- Choose a piece and place it on the plate.
- If the user places it on the right place, relevant information about the part appears.
If not, an error message appears and encourages trying again. - Repeat ‘pick and place piece’
- Complete the whole jigsaw or become tired of the jigsaw
- Look for exit and exit using exit button
For purposes of diversity, we give two distinctive models of trains-steam and diesel train. Also we will give another option for the level of difficulty. The user selects which train he/she desires to play build in the jigsaw puzzle and then he chooses the number of pieces for the difficulty level. (Figure 3)
Once the user decides on the level and a train, the jigsaw interface appears. (Figure 4)
Because the primary purpose is not to play the game itself, we leave some parts, which do not have specific functions on the jigsaw plate. Other pieces with significant function such as engine, radiator and battery are randomly placed on the other plate. When the user puts a piece onto the right place, corresponding information about the part appears on the information layer. Otherwise, the user will receive an error message such as ‘Please try again.’
Figure 3 – Jigsaw puzzle option Interface
We have three options of how to deal with the pieces.
1. Drag a piece and drop where it fits:
This is very conventional way of playing jigsaw. The user grabs a piece, drags it onto the jigsaw plate, and drops it on the correct place. One concern about this method is that our user cannot manipulate a track ball that easily. To solve this problem, we can define a hot spot area. The user drags a piece onto the hot spot, which is expanded over the correct place; the hot spot will then grab the piece and make it fit in the correct position.
Figure 4. Jigsaw interface
2. Click a piece and click on the correct spot on the plate:
This option is a little easier for the user than option 1. The user can choose a piece by clicking on it and make it fit correctly onto the plate by clicking on the correct place.
3.Provide a completed jigsaw and allow the user click on the pieces (relevant information appears):
For a real novice and a user that just wants information, we suggest an already completed jigsaw image that allows the user to retrieve specific information by clicking on each part.
Design C: Combination of Jigsaw and Timeline
Description and rationale:
In design A and B, we found that the timeline and jigsaw puzzle both have some advantages and limits. The timeline is works well for showing history content; the jigsaw is good for showing train structure and function. From the content design in section 2, we note that the project actually needs content in both history and train structure. Therefore, an important third design option is to combine the jigsaw puzzle and timeline.
Assessment of design
This design has the advantage of combining the features of both the timeline and the jigsaw puzzle. Children will get more educational value out of the exhibit. A disadvantage of this option includes the fact that since the amount of material in the interface will be increased, children may not be able to try the entire exhibit because we are assuming they have short attention spans.
Additional Design Options.
1. Detailed instruction and help menu:
We reached a consensus to give more detailed direction at the beginning of the jigsaw puzzle, which includes instruction for how to play the jigsaw puzzle and brief information about the given train. If the user chooses to close the instruction after it is displayed in the beginning, it can be found again in the help menu.
2. Avatar:
It is our prediction that children will enjoy an animated, cute and speaking avatar. We will test the effect of implementing an avatar to give instructions as well as negative and positive response for the children’s tasks. For instance, when the user places a puzzle piece in the right place, an avatar with an affirmative, smiling face can appear with detailed information and can encourage the child continue to the next step. Otherwise, an avatar with a disappointed face may appear and encourage the child to try again.
Design Assessment
One main concern of option 1 is that our system includes a track ball; we feel that trackballs are not easy to control. Option 2 may solve this problem. In this option, we define a hot spot area. The user drags a puzzle piece onto the hot spot (this hot spot is expanded over the correct spot for the piece). When the piece is placed on the spot, it will grab the piece and maneuver it to fit in the correct position. The user can still get information without necessarily playing a game if option 3 is chosen. To create different levels for the puzzle, we may choose to use different design options or choose to increase/decrease the number of pieces. Using an avatar is a little problematic, because older children may be bothered by it; if we use a supplementary audio output, the information may be more clearly provided to the children.
Main page
Description and Rationale:
After discussing these design alternatives, we decided to use the timeline for the history section of the project and the jigsaw puzzle for the train structure and function section. Therefore, we designed a main page to combine these two alternatives into our interface.
Scenario:
- The user comes to the train exhibition (not the kiosk)
- He finds the kiosks and seats himself in front of one of the kiosks
- He looks at the main page and decides which to try first.
Interface Description and illustration:
We have decided if we use ‘All about Trains’ as the main title of the project, it will be easy to understand the content of the kiosk immediately.
Design Options
- Avatar vs. instruction
Because the primary user of the kiosk is a child, it is more apparent to use an avatar than to give textual instruction only. An avatar is more effective if incorporated with audio and being an animated, cute, and train-related mascot. The avatar comes with a bubble dialogue box to compensate a not so good auditory environment as well as for those users with low auditory ability. This avatar moves along with the users’ mouse movement and give instructions.
- Button style
Three buttons will be given on the main page. Different options for these are the size/area they cover, the alignment and whether the Scitrek logo is included or not. Center-alignment is better for visibility with the available 14” monitor. The Scitrek logo does not need to be included in this kiosk because it takes space away from the other graphic elements. In addition, the logo is not necessary since it is located inside the museum.
- Background image
The background image indicates the features of the kiosk will be helpful. It should be indicative and eye pleasing, but it should not take attention away from the main buttons.
4. Navigation bar
Often kiosk users leave the kiosk without changing the interface back to the main page. Therefore, incorporating a navigation bar throughout the whole interface may cause some problems. Instead of using a navigation bar, it is may be an option to use only an exit button and refresh button for each specific activity.
Design Assessment
Main page should be obvious to the user in telling from which information the user can get. For main page design alternative we have lots of design options mentioned above. Using an avatar at the main page is good to attract children and guide the children all through the kiosk activity.
We also had many combinations with several choices but for the menu button, it is the most important, easy to click and less error rate. Background image is a graphic element to be considered also.