AR Puzzles Concept Document

Written by: Fathia, Julia, Weyni, and Christina

Problem Statement

With the rise of technology in the 21st century, mobile learning has become more
recognized with efficient ways to utilize mobile tools that are found within the classroom.
In this century learning goes beyond the four walls of a classroom going to different
heights provided by technology. Interacting with technology is a huge aspect for
students of this generation, and being able to use it in a positive way is an added
advantage. The problem we are trying to solve is to get kids more adapted to
Augmented Reality (AR) education. This project is geared towards an educational
setting, specifically an elementary classroom based on the subject of astronomy.
Students are more adapted to hands-on learning while communicating with their peers.
Enhancing the students minds while combining both a physical puzzle and a digital
website, pushing the students to their limits while each level varies in difficulty.

Lean Canvas
Project Goals

The goal we are achieving with the project is to increase students’ engagements
with the subject of astronomy. Since this project is a mix between Augmented Reality
and education it will be an effective platform for 21st century education. It will increase
students' engagement across the subject of astronomy and improve the students
interest and retention while being interactive enough to encourage active learning.
Using QR codes is a type of technological aspect that could be used for teaching. Quick
Response or shortened to QR are codes consisting of a number of black and white
squares that hold information ranging from storing URLs codes to websites, videos,
files, and much more. To reveal the information they hold, you can scan them by the
camera on a smartphone or tablet, acting like a shortcut taking you directly to the page
or website. It will also allow the student to be more independent, as the teacher would
be releasing responsibility to the students and grant them the freedom to figure things
out on their own. In this way there is little to no reason to go wrong and students should
get right the first time. The information is shared accurately and can reduce the
frustration of accidentally mistyping in a web address. With a developing mind of
elementary school kids, this could be a perfect solution for them as the teacher would
have full power to what the students can access.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Moodboards

The virtual world moodboard shows what we are thinking the virtual world aspect
of the puzzles will look like. Examples of character customization and worlds were taken
from different virtual worlds. These inspirations from other virtual worlds are from:
Webkinz, Club Penguin, Build-A-Bear, Millsberry, ​and ​Little Space Heroes. ​Users will
have the ability to customize their character by changing their: hair, clothes, or face
details. The room portion of the virtual world will be similar to ​Webkinz ​or ​Club Penguin,
where users can customize their rooms based on the puzzles they have completed.
 The puzzle moodboard shows the different types of puzzles we were thinking of
doing.

Prototypes
 A QR code prototype which is at ​https://alofathia.wixsite.com/imdx​.

Personas
 Jade Cruz is the teacher persona. Her description reads: “Jade is an elementary
school teacher who wants the best for her students. Jade wants to use technology in
the classroom because some of her students aren’t as experienced with technology,
and she wants everyone to have the opportunity to have a learning experience, even
herself. In her freetime, she likes to cook different types of foods from different cultures,
and she dedicates most of her time to lesson plans for her students.”

Annabelle Lee is a student persona. She is the student who knows the
technology the best. Her description reads: “Annabelle is an elementary student that
likes to think outside of the box. When handling technology, she would be considered
your go to “techie”. Her father is a computer scientist who likes to teach her more about
the programming world. At home, she enjoys completing puzzles and playing piano.”
 Elizabeth Smith is another student persona. However, she is a student who isn’t
as knowledged in technology as the other student persona. Her description reads:
“Elizabeth is an elementary student that likes to play with her classmates. When
handling technology, she would be afraid to ask for help since she doesn’t want her
classmates to make fun of her. Both her parents work as real estate agents, and in their
freetime they like to teach her to be more social with the people around her. At home,
she likes to explore her backyard with her dog, and read books.”
User Scenarios

Ben, having recently finished fifth grade, has been dealing with a sudden influx of free
time and boredom. While browsing the store aisles with his mom, something catches his
eye — a set of puzzles. Ben has never been particularly interested in puzzles, but these
seemed unique, promising additional, online content.
Ben’s mom initially wants to say no; he has enough toys and games already. She
reconsiders, however, when she reads the back, and sees its educational potential.

As Ben works on the puzzles, his little sister, Carrie, takes notice. Carrie is very familiar
with puzzles and finds them fun. Fortunately, it is easy for both Ben and Carrie to pick
up and enjoy these — Carrie enjoys puzzles as is, while Ben is motivated by its
additional content.

When they complete the puzzle, they both go online to explore their theme further in the
form of games, videos, and activities. Both Ben and Carrie are interested to see what
the other themes contain, and agree to sign up for an account to keep collecting.
Ben goes on to purchase and complete many more puzzles.

His introduction to astronomy was fun, interactive, and on his own terms. It didn’t feel
like being stuck in class, but rather, playing with toys and exploring the digital “world”
within it. As a result, Ben associates the subject with positive memories and feelings.

This encourages him to pursue it further. Having already learned several basic concepts
in astronomy, Ben finds it easy to segue into the subject elsewhere, such as books.

Ben’s classmates are perplexed when he returns with a sudden and inexplicable
understanding of space. If only they knew it started with a simple puzzle!
Key Features

● Physical Puzzles
○ Astronomy Themed
○ Hands-on experience

The AR Puzzles will consist of three important features: the physical puzzles,
virtual world, and profile. The physical puzzles allow the target audience to have a
hands-on experience. Since most of them will be students in elementary school, they
will have a better time with connecting a virtual aspect to a physical object. The puzzles
will be astronomy themed because it will be easier for younger children to learn more
about space, and allows the usage of the puzzles in school.

● Virtual World
○ Access through QR Code
■ Physically on the box, or separately
○ Explore more about space
■ Learn more about moons, stars, etc.

The virtual world is the most important feature that comes with the physical
puzzle. This is where students can interact farther than the puzzle. They are able to
learn more about space since we plan on adding educational information about each set
of puzzles in the virtual world.

● Profile
○ Personalized Characters
○ Decorate your own room
○ Achievements/Collections
○ Connect with friends

Profiles will also be a part of the virtual world aspect. Students will be able to
create their own personalized profiles where they can connect their puzzles to their
profile. By being able to create their own profiles, they have the incentive to complete
more puzzles to unlock more features. For example, we will implement a room feature
within the profiles so students can share their collection, and decorate their rooms
based on the puzzles they have completed.