EXECUTIVE SUMMARY RESEARCH SUMMARY · 2017-05-12 · EXECUTIVE SUMMARY 01 RESEARCH SUMMARY...

E X E C U T I V E S U M M A R Y 0 1

R E S E A R C H S U M M A R Y

Understanding Children 0 3

Family Routines 0 3

Child Fear and Anxiety 0 4

Branding for Children 0 6

UI/UX for Children 0 6

P R O P O S A L 0 8

C R E A T I V E B R I E F 1 1

D E S I G N P R O C E S S

The Process 1 9

Ideation Maps 2 0

SWOT Analysis 2 2

Moodboard 2 3

Previous Ideation Assets 2 4

Sketches 3 3

Brand Development 3 4

Character Design 3 5

Environment Design 4 0

D E S I G N M A N A G E M E N T

Evaluation 4 3

Expenses 4 4

Time Tracker 4 5

C R E D I T S

Thanks, Fam! 5 1

Bibliography 5 2

T A B L E O F C O N T E N T S

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EXECUTIVE SUMMARY

Monster Missions is an interactive toy and app that motivates initiative action in children between the ages of four and six, creating a safe and comfortable environment for discussing worry and anxiety with their guardians. Through task completion and parental encouragement, children are guided towards developing independence and building their self-esteem.

Children at this age undergo a tremendous change in routine. As they enter school-age they are exposed to new experiences. Children be wary of bringing up issues to guardians, potentially feeling burdensome, or wanting to avoid being perceived as a “baby”. This project aims to bring families closer by validating worry and motivating action, creating foundations for support and growth through play.

Associating playful colours and cute visuals with something as commonly feared as monsters aims to help instigate coping methods through

subconscious cognitive restructuring. Creating characters children could grow emotionally attached to was crucial in order to retain their interest. This frames the Agents as both friends and protectors in children’s minds, ensuring they continue to play, thus continue to grow.

Monster Missions reimagines routines and worries into adventures, carried out by children with the help of a plush Monster Agent. Press a mission in the app and the Agent will begin to speak, motivating the child through games and songs as they go through the task. Upon completion, the Agent sends a request to the parent’s device and asks for validation. A completed mission unlocks a unique interactive page for the child within the app, inspiring return and continued use.

Monster Missions’s delves into young children’s mindsets and develops meaningful solutions for a new generation’s perception of “play”, interaction, fear, and purpose.

S E C T I O N

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S U B H E A D

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U N D E R S T A N D I N G C H I L D R E N

Children’s focus at the age of four to five involves their identity inside and outside the family, and learning to form friendships.

While children hold a desire to be independent and show off their talent, they also may contrast this behaviour with reverting to a more babyish state. When things are too difficult they save their displays of negativity for home, where they are comfortable to dissipate the necessity of being a “big” kid .

A common way for children to get rid of unbearable feelings is by expelling it onto someone else. If they are bullied at school, they may begin bullying their sibling at home in order to pass on the feeling of powerlessness.

Children entering school have to learn to become one of many, learning to share the attention given and waiting their turn. They may

start to feel abandoned and ignored. Some children require links to home (such as a book or toy) as a reminder or comfort.

F A M I L Y R O U T I N E S

[Routines are] not necessarily things that happen routinely.

They are simple times of the day.

— Robin McWilliam

Activities that are repetitive, predictable, and meaningful become routines. Caregivers understand the concept of routine, they can identify them as contexts for learning. Children can discover and anticipate their role of participation, developing skills and improving those already established. Routine opens up communication between the family, allowing caregivers and children to take active roles within the structure of their family lives.

RESEARCH SUMMARY

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Though families with dually employed parents may experience disruption with timeliness for dinner, other common routines (other meals, waking up and sleeping) are not noticeably affected. Entering kindergarten shifts family routines. This transitional period should be noted, and families should prepare prior to the start of the school year so disruption is minimal.

C H I L D F E A R & A N X I E T Y

Recommended tactics for coping with nighttime fears include graded exposure, muscle relaxation, and cognitive restructuring. Continual encouragement is necessary to create lasting behaviours. Positive emotions, such as joy, interest, and amusement, combat the anxiety of fears. These emotions have an “undoing effect”. Children are more inclined to be motivated, explore, and act. Positivity opposes what distress enables: isolation, worry, disruption.

Childhood fears are linked to developmental stages. Infants and young children fear those within the immediate vicinity (e.g. loud noises, strangers), while older children are more fearful of physical injury and school achievement. Some fears are attributed to societal conformity or gender roles (girls are told to be more

cautious about explicit dangers). At around the age of three, children are capable of discerning mental and physical entities. They can differentiate real life from the pretend lives they may play, but their grasp on reality and fantasy is still fragile. It is firmer from kindergarten through sixth grade and continues to improve with age. Though fear is healthy and normal for development, if it is left to continue in an unhealthy manner it may limit a child’s daily functionality from then on and into adulthood. They may experience difficulty sleeping and a decline in motivation.

Specific fears (certain animals, blood, the dark, strangers, loud noise, imaginary beings) are common in children regardless of location and ethnicity, though there may be slight variation in intensity. When children understand the process behind a fictional frightening visual, such as those in movies, they are less scared. They are capable of distinguishing fact and fantasy when it is explained thoroughly by someone trustworthy. Though children can discern whether individual entities are real or fictional, they will consistently miscategorize beings that have societal support, such as Santa Claus.

As children begin school and are without a primary guardian to focus on them individually, children are more inclined to explore. Their

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sense of anticipation against negative situations heightens due to an evolutionary response called fight or flight. Children can be afraid without having to understand why.

Children may suddenly develop fears or anxieties, not due to true fear, but from their relation to unpleasant events. It is important not to dismiss them as they discuss it, and help work out what is the real cause.

Repetition and control help children deal with fears. Adults often think children as young as four and five are too young to be affected by loss or change. But when not told the truth, child’s fantasies are often worse than reality.

Common Anxiety Disorders in Children:

n Specific Phobia: Excessive fear of an object or situation

n Social Phobia: Severe and persistent fears of interaction with others, such as meeting new people

n Separation Anxiety: Excessive worry about separation from important individuals such as parents or caregivers

n Generalized Anxiety: Various severe worries associated with physical symptoms and difficult to control

n Post-traumatic & Acute Stress Disorder: Characteristic physical and psychological anxiety responses to a traumatic event

n Obsessive-Compulsive Disorder: Intrusive thoughts and repetitive behaviours causing severe distress such as a compulsion to wash excessively because of a fear of germs

Factors that help children deal with anxiety include: focusing on solving problems rather than avoiding them, a positive relationship with at least one adult, positive peer relationships, good learning abilities, a cohesive community, and a greater sense of purpose [22].

Communication with parents is also crucial. Children often feel unheard so empathy and actively listening to their worries is important. Learning relaxation and breathing techniques will help aid a child’s instinctive fight-or-flight response, easing panic.

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B R A N D I N G F O R C H I L D R E N

Series with plots and characters appropriate for preschool age promote longer and richer periods of play activity than series for older children. In turn, a series’ effect on children depends on the quality and content of its animation and toys.

Brand character’s influence on children’s purchase requests make it a visual recognition cue. From the age of four, children recognize brands on the basis of visual indices. The attraction to a brand character to a young consumer is based on its ability to have adventures and project the child into an imaginary world, generating emotional experiences. Under the age of seven, children have difficulty processing verbal information, thus bringing brand characters and iconography to the forefront of brand element necessity.

An unknown brand character may have an offputting effect to children. They would prefer packaging with no character on it as it seems more neutral. Strategy requires that in the case of new characters, companies must invest in advertising to create a familiarity link. Though recognition may not necessarily equate to purchase desire.

Children frequently change their favourites, making measuring desire difficult. Often they respond with the most recent item they interacted with when asked for their favourite. This inconsistency suggests preferences aren’t indicative of future behaviour.

U I / U X F O R C H I L D R E N

When designing you must keep in mind their level of motor, social, and cognitive skills. Most preschool websites rely heavily on sound and character narration to create immersive experiences. Most children under the age of six are unable or are just learning to read, so text should not be the primary form of navigation. Thus, visuals are crucial. Imagery should be clear, high quality, and universally understood.

Children from 1997 to 2016 (present) are called Pluralists, and are the most diverse generation in regards to ethnicity, religion, etc. These factors effect how they interact with technology.

There is a big difference between young age groups, even by a few years. There can be an immediate change in what they like to fit in, not wanting to seem “too baby-ish”.

Children are often interacting alongside their

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parents. Even when focused on child desires, parental concerns and usage must be taken into account while designing.

Play is free movement within a more rigid structure.

— Zimmerman and Salen

“Play” is crucial to children’s development. It engages them to act and attracts them to return for more. You can reimagine otherwise boring or tedious subjects into something fascinating by integrating it with “play”.

Kids prefer to complete their tasks, such as learning, through play.

— Debra Levin Gelman

Children today are more experienced with computers and the internet though they can’t distinguish advertisements from real content.

As motor skills are still developing, their movements may not be too precise as of yet. Small targets and nuances are difficult to interact with and understand. Everything must be exaggerated. Press and tap gestures should

be treated the same as tap gestures as it is likely children has another hand or finger touching the screen simultaneously. Avoid double-tap as they may not react quickly enough for the device to register it as a double-tap. If it looks like a button, it should be a button, otherwise it could create frustration. Apps designed for children should be very forgiving. If an action is already running, allow it to complete in order to avoid echoes and confusion.

Avoid accelerometer use. Children tend to drop things. Requiring device movement could have expensive consequences. Avoid generic design and popups as they are unrelatable and displace children from the experience.

C A S E S T U D I E S

For a more in-depth look into the world of modern parenthood, I delved into the lives of families with children between the ages of three and six. I questioned the caregivers on their child’s routines and fears, and parenting methods they’ve found effective and ineffective. The children were asked about their experiences and for help determining visuals.

These were not included as interviews were still in progress at the time of printing.

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D E S I G N C H A L L E N G E

To develop a means that enables children to take initiative action and overcome fears based within their imaginations.

R A T I O N A L E

Fear of the unknown is evident throughout all age groups. However, due to belief of their naivety, children’s fears are often mishandled. They are told that the monsters and ghosts they are scared of are fictitious, invalidating their experiences and conflicting their perceptions of reality and fantasy. This often occurs without proper assurance or explanation. How are they supposed to distinguish “real” threats if situations that scare them are considered “fake”?

Parents reject the reality of monsters but encourage belief in other “fantasy” beings (ex. Tooth Fairy), causing conflict and confusion.

While communication with their guardian/s can help ease worry momentarily, action and involvement are stronger combatants against fear. There needs to exist a system or method that aids children in taking control and conquering that which frightens them. In doing so, children will gain independence while improving their self-esteem.

T A R G E T A U D I E N C E

Children between the ages of four and eight are the target demographic for this project.v Around this age, children are more capable of processing the reasoning behind their fears. They are entering school and thus exposed to environments that encourage the development of problem-solving skills rather than falling back on intervention from adults.

During these ages, children may start to sleep alone and the loss of immediate comfort from

PROPOSAL

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P R O P O S A L

their parents may enable newfound worry. Over-thinking and over-analysis may result from a growing ability to make conclusions, alongside interest in more complex visual media— potentially with inappropriate content (e.g. scary movies).

C O M P E T I T I O N

Remedies against imagination-based fears could involve bedtime activities acted out by guardians. They might inspect spaces within the child’s room, pretending to catch and throw out monsters. However, inspection may reinforce the belief of potential monster hiding spaces.

Some children rely on items (e.g. nightlights, blankets, stuffed animals) to gain a sense of security and protection. Guardians may also choose to read storybooks that reassure in a simple and educative way.

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G O A L

To motivate children to take initiative action within their lives, conquering anxiety and gaining independence with parental reinforcement.

T A R G E T A U D I E N C E

Children between the ages of three and five are the target market as it coincides with the timeframe one typically begins attending preschool or kindergarten. As children enter their school years, their worldview expands. They are placed into new environments that encourage the development of problem-solving skills, normally in place of adult intervention.

Separation from the constant, individual attention of their guardians allows children room to explore. They become more capable

of processing and reasoning through interaction with new faces and situations, while being exposed to new opinions, experiences, and media. However integral these interactions are to a child’s development, this time period is also privy to an onset of new anxieties, such as separation from the familiar, fear of failure, and fear of fitting in with their peers.

This project creates a fun, positive environment to encourage growth during a time children are so easily impressionable. It calls upon children to gain independence and esteem through personal accomplishment and action.

The conduction of a survey completed by forty-five subjects — answering through personal experience or in regards to younger relatives or children — resulted with hopes for a solution that combined personal action and guardian guidance. So, while children remain the main target, their guardians are a secondary target — with specific aspects within the solution that

CREATIVE BRIEF

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C R E A T I V E B R I E F

requires their involvement. This opens up a communicative space between children and their guardians.

T O N E

In order to catch and keep childrens’ attention, this project must be exciting and encouraging. Instilling a rewarding sense of accomplishment, that is individually catered, will be integral in maintaining a returning target market. The solution will be friendly, humorous, and caring. Trust and attachment is necessary for the solution’s overall effectiveness and the targets’ overall happiness and satisfaction.

B A C K G R O U N D

Due to their perceived naivety, children’s worries are often mishandled. Anxieties are played off as minute, with children’s personal problems dismissed in lieu of “real” adult problems. This invalidation can cause a child to feel like a burden. Potentially harming their esteem and trust, distance grows between children and guardian/s.

This project focuses on understanding children’s anxieties and helping them grow through a

rewards-based motivation system. It will be delievered through a method that creates a safe, caring space for children to grow and for guardians to understand.

U S E R B E N E F I T S & S U P P O R T

Young targets benefit from a solution that dually provides them with a sense of safety and esteem. Through use of a system that restructures routines and fear coping into activities, children will be motivated to act in a manner that helps them grow without necessarily knowing that they are. Placing control of their routine in the hands of the child gives them a sense of purpose, responsibility, and trust, which motivates action and success.

Guardians benefit from a solution that eases stress while also creating a space for connecting with their children. Enabling children to initiate their routines without instigation allows guardians more time to focus on other aspects of their lives. However, keeping the reward’s system as a guardian’s responsibility ensures that they are not completely isolating themselves from their children’s lives. Instead, they are able to keep track of how their children develop. This solution opens lines of

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communication between both parties, allowing the child to speak about their troubles and set up a plan of action.

C O M P E T I T I O N

Existing task-managing apps for children are mainly focussed on chores and homework, not fear. While they may also use rewards as motivation, they usually need parents to spend money (ex. “Watch a Movie”) or introduce media into the mindset of indulgence (ex. “An Hour of TV”).

Existing routine-reinforcement apps for chlidren are usually focussed on a single task, such as brushing teeth alongside a character.

C R E A T I V E C O N S I D E R A T I O N S

For this solution to be successful, it has to be extremely desirable to children. As this requires action before reward, the rewards must be enticing and presented in a way that creates attachment.

As we are targeting both guardians and their children, the design must visually cater to the latter, in a trustworthy manner. Tactile materials

must be child-safe. Digital integration must be simple enough for the youngest of the target audience to understand.

K E Y M E S S A G E

At our core, we are driven to create a supportive environment that motivates children. Through this project, we hope to assure children that their worries are valid but can be overcome. We believe that they have the strength to work through their troubles and that their guardians have their best interests at heart.

C U R R E N T P E R C E P T I O N

Currently, target families are in a state of change as their children begin to enter a new social environment. Children are entering a new phase of their childhood while guardians are entering a new phase of parenthood. Routines are changing and may be hard to keep consistent.

New fears and anxieties are being brought out in children due to new experiences, and they may feel overwhelmed. Despite assurance, the idea of developing a plan to deal with specified aspects may be overlooked. They need a way to feel in control.

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D E S I R E D P E R C E P T I O N

When viewing or using our solution, children will be motivated to work towards personal growth. Introducing a repetitive and fixed point in their lives through routine establishes a base for them to keep themselves grounded. They will view it as a safety platform that also acts as a solution. Children will become personally attached to the rewards aspect of the system, instilling a last desire to improve.

Guardians will view our solution as a tool for helping their child grow, while enabling them to communicate with their children over their worries.

S T R A T E G I C F O C U S

This design is focused on being friendly, easy-to-use, and encouraging. It should be very simple due to the target audience’s age range, with minimal text and fun visuals. The creation of characters to form a sense of attachment towards the soluton is necessary for connecting with children.

It is necessary to ensure that the anxieties touched upon within the solution are solved or aided through truly helpful strategies.

Understanding the dynamic between real families, real parents, real children—is crucial.

O B J E C T I V E S

n Children will be motivated to take initiative action within their own lives, seeking control through routine

n Children have a platform to discuss their worries and develop a strategy towards facing or overcoming them alongside their guardians

n Children will feel safe through self-assurance. They will feel loved through the development of a healthy, heavily communicative relationship with their guardians.

D E S I G N S T R A T E G Y

Monster Missions is an interactive toy and app that motivates initiative action in children between the ages of four and six, creating a safe and comfortable environment for discussing worry and anxiety with their guardians. Through task completion and parental encouragement, children are guided

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towards developing independence and building their self-esteem.

D E S I G N D E L I V E R A B L E S

Plushie and Badge: This plushie acts as a comfort item for children to hold onto during rough times. This is also the main interface children will interact with. The plushie communicates with the app to convey missions to the child through audio. It also functions as the child’s login, through a NFC chip placed into its hand.

The plushie comes with a badge that, during initial setup, launches the Monster Missions page in the App Store or Google Play store through NFC technology. Once the app is downloaded onto the device the badge acts as a simple way to open the app.

Packaging: A container mimicking the environment the plushie’s character originates from. Also includes a booklet to guide guardians and children through the process.

Phone and Tablet App: The main hub for missions. There are login options for both the parent and the child.

Parent Login: Parents can add and delete missions, or approve their completion. By selecting a mission they cause the plushie to finish its current audio and begin the one that was prompted.

Child Login: Can view missions and prompt them to begin, or engage in a unique interactive page that is unlocked upon the completion of each mission. This page may have sections that initiate audio from the plushie.

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She is the peppy and caring mother of a four-year-old girl. She works full-time as a high-school English teacher, meaning her schedule allows her minimal time to spend with her daughter during the day.

As they both need to arrive at school early in the morning, their routines must be extremely punctual. There may also be a lot to prepare for both of them during the mornings, even if they take measures to be ready the night before.

Emma needs to help her daughter get dressed, make—and ensure she eats—her breakfast, gets her ready for school, etc., all while preparing her own necessities for the day.

Emma needs a way for her daughter to take on some of the responsibility, making mornings more efficient and less stressful for them both.

H e r n a m e i s E M M A E L L I E S .

C R E A T I V E B R I E F - U S E R P R O F I L E

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He is a shy and intelligent five-year-old boy in a lower-middle-class family with two parents who work full-time. As his parents are often busy, he rarely brings up his worries, keeping silent to avoid adding to his their stresses.

However, their absence and small windows of time mean that Trayvon’s need for attention is very high. He is driven to excel at school to compensate for his lack of attention at home. Good work there translates into praise at home. He knows his parents love him regardless but

still keeps negativity to himself in order to keep up appearances. He likes being told that that he is a “big kid” and a “clever boy”.

Trayvon needs a healthy way to deal with his issues and assurance to relieve himself of the notion that his troubles are burdensome to his parents. In turn, his parents need a way to connect with their son and help him through his troubles despite not always being around.

H i s n a m e i s T R A Y V O N B R O W N .

C R E A T I V E B R I E F - U S E R P R O F I L E

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DESIGN PROCESS

Back when we were scribbling ideations about potential thesis topics, I had thought my solution would involve creating a client guide, a bestiary, a happiness kit, or more fervently exploring my mood-based messenger app. My thesis has changed immensely since then, undergoing numerous developments and alterations even within the last few weeks.

After my proposal was accepted, I started things off with a survey that attempted to discover what (45) people remembered about their own childhood fears. As there were some personal questions, the results were kept private. The survey can be found here for reference: http://goo.gl/forms/Eh3ac6RwSD

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M I N D M A P

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C O N C E P T M A P

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S W O T A N A L Y S I S

S T R E N G T H S

n Kids are able to comfortably discuss, analyse, and conquer their fears while learning self-confidence and developing their problem-solving skills. Instead of being invalidated, fears are reimagined as obstacles to overcome.

n The use of a rewards system creates goals for children to aspire and strive towards, while enabling conversation with their guardians.

n Allows guardians to monitor their children’s worries without remaining a sole source of assurance, while remaining part of the growth process

n Preset tasks and methods created from information provided from real families reinforces the success rate.

W E A K N E S S E S

n Relies on effort on part of both the guardian and the child to succeed.

n Will require a “gimmick” or tactic to instigate continued usage.

n As rewards are delivered as a guardian responsibility, there is potential for “power abuse” and dependency creation if used incorrectly or unfairly.

O P P O R T U N I T I E S

n Explore and gain a better understanding of modern children’s fears.

n Reimagine communication dynamic between children and adults.

T H R E A T S

n Ease at the forefront of all design aspects is vital to success. Too much work within the app will create disinterest or frustration.

n Is the target market too young for this product to be digital-based?

n Will parents be open to their children using digital applications?

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M O O D B O A R D S

Brian Miller, Tom Haugomat (2), Xanthe Bouma, Xulia Vicente, Cristian Robles, Estudio Barca (2), Nick Matej

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P R E V I O U S I D E A T I O N C O N C E P T S

Children’s Task Manager

MONSTER MISSIONS

ABCDEFGHIJKLMNOPQRSTUVWXYZ1234567890!?:;.,“”()/$&*%@

ABCDEFGHIJKLMNOPQRSTUVWXYZ1234567890!?:;.,“”()/$&*%@

League Spartan Geomanist

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Gulkave Flat20 Headline

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P R E V I O U S D I R E C T I O N

Initially, the rewards system for this project was similar to Tamagotchi or Neko Atsume. Mission completion rewarded the child with coins,

redeemable for in-game items for their monster Protector. Ultimately, I went in a new direction. This content was created for that initial idea.

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R E G I S T R A T I O N

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P A R E N T & C H I L D L O G I N S

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C H I L D A C C O U N T

Above: Child Home Page, Menu, Item Bag.

Left: Notify Action.

Children had the option of easily alerting their guardians This was removed because if the child was using the guardian’s phone, it would cancel out the action.

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C H I L D A C C O U N T

Left: Trophies

Trophies were visual representations of each Mission. Selecting them slides down the reward and/or item that would be recieved upon completion.

Below: Shop Journey

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P A R E N T A C C O U N T

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S K E T C H E S

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B R A N D D E V E L O P M E N T

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S T U D E N T E V A L U A T I O N

I never imagined that a sticky note in October reading “Monsters ” would result in spending days analyzing plush toys and thinking in a high-pitched voice, pretending to be a kindergartener. Though the process if still ongoing, I believe the past few months have been fairly successful.

Over the course of this semester I have altered the direction, concept, and visual style of this project numerous times. Past directions included checklists, progress bars, virtual pets, evolutionary monsters, and dress-up games. I thought my pathway was fairly clear at first, but after consultation with my mentors, my final concept became clear, even if the journey there would be tumultuous. Though fears and phobias were my initial focus, choosing to include routines and reality-based anxieties has opened up the functionality (and continued usability) of my final solution.

This project allowed me to pursue UI/UX in a new light. The current generation of children are being brought up with technology and games. Designers have the opportunity to integrate the satisfaction and joy of ”play” into educational tools! With this in mind, designing UI/UX for this audience is fairly untapped territory. How do you make an app for a user who: can’t read; has a limited attention span; fluctuating interests; doesn’t have constant access to the device? It was an immensely fun world to explore.

The most difficult challenge I’ve experienced has been solidifying the approach in a way that was easily understandable and usable. Once I streamlined the journey into an infographic, everything else fell into place.

Ensuring the actual solutions would be helpful to children was another difficulty. If given the opportunity, I would do more case studies and user tests with families in order to reinforce the success rate of the Missions.

DESIGN MANAGEMENT

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D I G I T A L

Geomanist Font Family $ 1 6 . 1 2

P L U S H I E

Fabric $ 3 0 . 0 0

Thread $ 1 2 . 0 0

Accessories $ 1 0 . 0 0

P R I N T

Process Book $ 5 7 . 9 9

Thesis Poster $ 2 0 . 0 0

Journey Infographic $ 1 2 . 0 0

3D Printing $ 6 . 0 0

P R O M O T I O N A L

Personal and NFC Cards [70] $ 9 7 . 0 2

Stickers $ 5 6 . 0 0

Button Materials $ 2 5 . 0 0

T O T A L : $ 3 3 6 . 1 1

E X P E N S E S

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January 11 1 : 0 0 P M – 1 : 2 5 P M n

January 17 1 2 : 2 6 P M – 1 : 5 5 P M n

January 17 1 0 : 0 0 P M – 1 0 : 4 5 P M n

January 17 1 0 : 5 3 P M – 2 : 3 0 A M nn

January 18 1 0 : 2 6 A M – 1 1 : 0 0 A M n

January 18 1 2 : 3 0 P M – 2 : 3 9 P M n

January 19 5 : 0 5 P M – 7 : 3 0 P M n

January 25 1 : 3 0 P M – 4 : 0 0 P M nn

January 26 5 : 3 0 P M – 7 : 3 7 P M n+ n+ nn

January 28 7 : 0 0 P M – 8 : 0 0 P M n

January 30 1 2 : 2 4 P M – 1 : 5 3 P M n

January 30 2 : 4 8 P M – 3 : 3 0 P M n

January 30 4 : 2 0 P M – 5 : 0 0 P M n

January 31 1 2 : 5 8 A M – 1 : 5 3 A M n

January 31 7 : 4 9 A M – 8 : 3 3 A M n

January 31 8 : 5 2 P M – 9 : 3 7 P M n

February 01 1 : 0 5 A M – 2 : 3 8 A M n

T I M E L O G

n Advertising

n Ideation

n Illustration

n Meetings

n Presentation

n Process Book

n Research

n UI/UX

n Writing

46

T I M E L O G

February 01 2 : 3 9 A M – 4 : 3 1 A M n+ n+ n

February 01 1 2 : 4 5 P M – 3 : 0 0 P M n+ n

February 03 3 : 2 0 P M – 3 : 3 5 P M n

February 03 4 : 4 4 P M – 5 : 0 0 P M n

February 04 9 : 3 6 A M – 9 : 5 2 A M nn+ n

February 05 1 0 : 0 0 A M – 1 0 : 2 5 A M n

February 06 1 0 : 0 0 A M – 1 2 : 3 5 P M nn

February 06 1 : 1 0 P M – 2 : 0 5 P M nn

February 06 2 : 5 0 P M – 6 : 0 0 P M nn

February 07 1 1 : 1 0 A M – 1 1 : 4 5 A M n+ n

February 07 1 2 : 4 0 P M – 1 : 4 2 P M n+ n

February 07 3 : 4 0 P M – 6 : 2 0 P M n+ n

February 07 7 : 0 7 P M – 7 : 3 5 P M n+ n

February 08 1 2 : 2 5 P M – 1 : 1 1 P M n+ nn+ n

February 08 1 : 1 1 P M – 1 : 3 3 P M nn

February 08 1 : 3 4 P M – 2 : 2 0 P M n+ n

February 08 2 : 2 0 P M – 2 : 3 3 P M n

February 08 2 : 3 4 P M – 3 : 0 0 P M n+ n

February 09 9 : 1 5 A M – 9 : 4 0 A M n+ n

February 09 1 0 : 0 0 A M – 1 0 : 3 7 A M n+ n

February 09 1 1 : 0 0 A M – 1 2 : 3 0 P M nn+ n

February 09 1 2 : 3 0 P M – 1 2 : 4 0 P M n

February 09 6 : 0 0 P M – 7 : 4 0 P M n+ n

February 09 7 : 4 0 P M – 8 : 1 0 P M n+ n

47

T I M E L O G

February 09 9 : 0 4 P M – 9 : 1 0 P M n+ n+ n

February 10 1 2 : 5 5 P M – 3 : 2 5 P M nn+ n

February 11 1 2 : 5 5 P M – 2 : 2 0 P M n+ n

February 12 4 : 3 0 P M – 5 : 0 0 P M n+ nn+ n

February 16 1 2 : 0 0 A M – 1 2 : 2 0 A M n+ n

February 16 1 2 : 0 0 P M – 1 2 : 2 0 P M n+ n

February 17 1 : 1 1 P M – 2 : 4 0 P M n+ nn+ nn+ n

February 18 1 1 : 0 0 A M – 1 1 : 3 0 A M n+ n

February 19 1 2 : 4 0 P M – 1 2 : 5 0 P M n

February 20 8 : 2 5 A M – 1 2 : 3 0 P M n+ n

February 20 1 : 2 5 P M – 2 : 5 0 P M n

February 21 1 1 : 1 0 A M – 1 2 : 2 0 P M n+ n

February 22 1 2 : 4 0 P M – 5 : 0 0 P M n+ n n

February 23 6 : 1 5 P M – 7 : 1 4 P M n+ n

February 24 1 0 : 1 0 A M – 1 0 : 3 5 A M n+ n

February 24 1 0 : 4 5 A M – 4 : 1 5 P M n+ n

February 24 4 : 3 5 P M – 5 : 4 5 P M n+ n

February 25 9 : 5 1 A M – 1 0 : 3 5 A M n+ n

February 25 1 0 : 1 0 P M – 2 : 0 5 A M n+ n

February 26 1 2 : 1 0 P M – 1 2 : 4 5 P M n+ n

February 27 2 : 2 0 P M – 2 : 5 0 P M n+ n

February 28 2 : 5 0 P M – 3 : 2 0 P M n+ n

48

T I M E L O G

February 29 9 : 5 0 A M – 1 0 : 3 8 A M n

February 29 1 0 : 3 8 A M – 1 1 : 2 6 A M n

February 29 1 1 : 2 7 A M – 1 : 5 5 P M nn

February 29 2 : 0 0 P M – 3 : 4 9 P M n

March 01 1 2 : 0 0 P M – 3 : 0 0 P M n

March 02 9 : 0 0 A M – 1 2 : 4 0 P M nn+ n

March 02 1 : 1 1 P M – 3 : 4 5 P M n+ n

March 03 8 : 3 7 A M – 1 1 : 3 3 A M n+ n

March 06 8 : 5 0 A M – 1 : 5 5 P M n

March 06 1 0 : 3 8 P M – 5 : 4 5 A M nn+ nn+ n

March 07 9 : 0 0 A M – 1 0 : 5 4 A M n+ n

March 07 1 : 3 0 P M – 1 : 5 5 P M n+ n

March 07 4 : 3 0 P M – 5 : 5 4 P M n+ n

March 07 8 : 3 0 P M – 9 : 5 0 P M n

March 07 1 0 : 1 0 P M – 1 0 : 3 1 P M n

March 08 1 1 : 3 0 A M – 1 2 : 1 1 P M n

March 13 1 1 : 0 0 A M – 1 : 5 4 P M n+ n

March 14 1 2 : 0 0 P M – 6 : 3 4 P M n+ nn

March 14 8 : 3 0 P M – 9 : 4 8 P M n+ n

March 14 9 : 4 8 P M – 1 0 : 5 9 P M n+ n nn

March 15 1 0 : 0 0 A M – 1 0 : 5 5 A M n

March 15 1 1 : 2 0 A M – 1 2 : 3 8 P M n

March 17 8 : 5 0 A M – 9 : 1 0 A M n+ n

49

T I M E L O G

March 18 6 : 5 8 A M – 1 0 : 4 0 A M n+ nn

March 18 1 1 : 5 1 A M – 2 : 3 0 P M n+ n

March 19 9 : 5 5 A M – 1 2 : 5 5 P M n+ n

March 20 8 : 0 0 A M – 1 2 : 5 5 P M n+ nn+ n

March 20 1 : 2 5 P M – 2 : 1 5 P M n+ nn+ n

March 21 1 2 : 1 3 P M – 2 : 1 5 P M n+ n

March 21 2 : 2 7 P M – 4 : 3 9 P M n+ n

March 22 4 : 0 7 P M – 5 : 4 5 P M n+ n

March 24 1 2 : 2 4 P M – 3 : 3 4 P M n+ nn+ n

March 24 4 : 0 5 P M – 4 : 5 0 P M n

March 24 5 : 4 5 P M – 9 : 3 5 P M nn

March 25 8 : 4 5 A M – 3 : 0 0 P M nn

March 25 4 : 1 6 P M – 6 : 2 4 P M n

March 25 9 : 4 2 P M – 1 2 : 3 9 A M nn+ n

March 27 8 : 4 0 A M – 9 : 5 0 A M n

March 27 1 1 : 1 0 P M – 1 1 : 5 0 P M n

March 28 1 1 : 1 3 A M – 5 : 3 8 P M nn

March 29 1 0 : 1 5 A M – 1 : 1 8 P M n

March 29 1 : 5 5 P M – 9 : 3 0 P M nn+ n

March 30 8 : 4 5 A M – 4 : 0 0 P M n

March 30 4 : 4 5 P M – 1 2 : 0 5 A M nnnn

T O T A L : 2 1 4 H O U R S , 1 3 M I N U T E S ( + )

51

T H A N K S F A M !

First and foremost, before I become more colloquial, to my mentors: Edouard Ratiarson, Lorraine Wright, and Jennifer Shadbolt. I’m grateful for your input and aid. Thank you for challenging me over the past few months. I could not have developed this project without your guidance and belief!

Thank you to the families who took part in my case study, allowing me to glimpse into their lives for the sake of this project!

Shoutouts to the Neko Atsume Squad! Chairman Adrian, Tubbsessa, Chef Alex Furry—you are beautiful souls and Jesse McCartney would probably be totally down to serenade you. Or I will, during the post-thesis karaoke session we will hopefully actually do.

Wishing relief and ease to the rest of the students in my year, especially those who are a part of Synergy. We’re done! No more stress, no more tears, no more six hour Monday classes!

Love goes out to theTEAM for allowing me a space to expel my frustrations. Thanks for always providing an environment full of good vibes, both in and out of rehearsal. Also, yo we’re champs! Aw, yeah.

Thank you to any of my friends who are currently attending Synergy or will eventually read through this book! AYY, the support is real. Special shoutouts to Nigel Uno for always being down to meet up and brainstorm, and for all the sporadic encouraging messages. You’re truuu.

Finally, thanks to Arts Admin. I love y'all more than words can express. I'm grateful for how empowering and supportive it is to be friends with you all! (:

CREDITS

52

B I B L I O G R A P H Y

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2. Gelman, Debra Levin “Designing For Kids,Then And Now” UX Magazine, 14 July 2014. Web. 16 Feb 2016.

3. Harrison, Erika, Christine Schwartz,and Charlotte Waddell. Children’s Emotional Wellbeing. [Electronic Resource]. Canadian Electronic Library, 2008)., 2007. GBC Library Catalogue. Web. 29 Feb. 2016.

4. Hoppmann, Christiane A., and PetraL. Klumb. “Daily Management Of Work And Family Goals In Employed Parents.” Journal Of Vocational Behavior 81.Fresh Perspectives on the New Career (2012): 191-198.

5. Kayyal, Mary H., and Sherri C. Widen.“Monsters And Growling Dogs: A

Dual-Source Theory Of The Child’s Concept Of Fear.” Psihologijske Teme 22.2 (2013): 367-382.

6. Klein, Anke M., et al. “Subjective Fear,Interference By Threat, And Fear Associations Independently Predict Fear-Related Behavior In Children.” Journal Of Behavior Therapy And Experimental Psychiatry 43.(2012): 952-958.

7. Itzkovitch, Avi. “Designing ExperiencesFor Young Kids: Child Proofing Your Application” UX Magazine, 15 February 2012. Web. 16 Feb 2016.

8. Kohler, Maxie, Lois Christensen, andJennifer Kilgo. “Fears And Phobias In Children And Adolescents.” Childhood Education (2014): 386

9. Kushnir, Jonathan, Doron Gothelf, and AviSadeh. “Nighttime Fears Of Preschool Children: A Potential Disposition Marker For Anxiety?.” Comprehensive Psychiatry 55.(2014): 336-341.

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10. Leppma, Monica, Judit Szente, and Matthew J. Brosch. “Advancements In Addressing Children’s Fears: A Review And Recommendations.” The Professional Counselor 2 (2015): 261. Academic OneFile. Web. 1 Nov. 2015.

11. Lester, Kathryn J., et al. “The Effects Of Verbal Information And Approach-Avoidance Training On Children’s Fear-Related Responses.” Journal Of Behavior Therapy And Experimental Psychiatry 48.(2015): 40-49.

12. Maroni, Lesley. Understanding 4-5-Year-Olds. London: Jessica Kingsley Publishers, 2007. eBook Collection (EBSCOhost). Web. 29 Feb. 2016.

13. Meltzer, H, et al. “Children’s Specific Fears.” Child: Care, Health & Development 35.6 (2009): 781-789 9p.

14. Muris, Peter, and Thomas H Ollendick. “The Assessment Of Contemporary Fears In Adolescents Using A Modified Version Of The Fear Survey Schedule For Children–Revised.”

Journal Of Anxiety Disorders 16.(2002): 567-584.

15. Naranjo-Bock, Catalina. “Designing Global Applications For Children” Smashing Magazine, 02 September 2011. Web. 16 Feb 2016.

16. Paavonen, EJ, et al. “Do Parental Co-Viewing And Discussions Mitigate TV-Induced Fears In Young Children?.” Child: Care, Health & Development 35.6 (2009): 773-780 8p. CINAHL with Full Text. Web. 2 Nov. 2015.

17. Peters Mayer, Diane. Overcoming School Anxiety : How To Help Your Child Deal With Separation, Tests, Homework, Bullies, Math Phobia, And Other Worries. GBC Library Catalogue. Web. 29 Feb 2016.

18. Remmerswaal, Danielle, et al. “Cognitive Bias In Action: Evidence For A Reciprocal Relation Between Confirmation Bias And Fear In Children.” Journal Of Behavior

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Therapy And Experimental Psychiatry 45.(2014): 26-32.

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20. Sharon, Tanya, and Jacqueline D. Woolley. “Do Monsters Dream? Young Children’s Understanding Of The Fantasy/Reality Distinction.” British Journal Of Developmental Psychology 22.2 (2004): 293-310.

21. Smith, Justin. “The Building Blocks of Designing UX For Kids” EnvatoTuts, 03 January 2014. Web. 16 Feb 2016.

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