OCR Cambridge TEC - Level 3 Certificate/Diploma IT LO1 - Understand theory and applications of digital graphics technology F/600/6622 Scenario Criteria Tasks Assessment This unit aims to provide learners with the skills to design and create appropriate graphics to be used in interactive media e.g. websites and DVDs. LO1 Understand theory and applications of digital graphics technology To enable learners to create their own digital graphics for an interactive product, it is necessary for them to firstly understand the applications of digital graphics and the theory behind them. Tutors must ensure that learners discuss, explore and consider a range of interactive media examples so that the uses of graphics can be assessed. These can take the form of printed as well as electronic outputs but a mix of the two is highly recommended. Although it is most likely examples will be from an American or British market, it would be beneficial to look at examples from other countries and learners could comment on differences and similarities. In groups or in tutor led discussions, it would be useful to carry out an analysis of how graphics are used in interactive media products, in particular, looking at where images have been used effectively and enhance a product and then where they have not been used appropriately, as well as if they are suitable for a given audience. The activity will aim to give learners a wider understanding of the products and allow them to make judgments on the technical decisions, such as choice of file size, which would have needed to have been made for each example. Scenario Criteria Tasks Assessment Tutors should encourage small and large group discussions with learners presenting back their findings. Time should be taken for learners to understand the importance of a target audience, the purposes and settings of the graphics and the styles used by different companies to attract a range of people to use their media product. This could be carried out as a review of previous research done or as a large group discussion. Learners should be shown a range of different uses of software packages with the tutor identifying the main features and demonstrating that they can be used to create and/or edit graphics used for an interactive media product using both vector and raster software. Learners should be made aware of the effects of using different types of image (raster, vector) and see the effects of using different settings on an image, such as resolution, bit depth, colour depth and colour mode. Tutors could show examples of images that have had different settings applied or alternatively learners could experiment with software packages, applying the changes to images themselves. If learners can visually see the effects of using different settings they will find it easier to discuss, explain and make informed choices when they come to create their own images as part of the assessment. Scenario Criteria Tasks Assessment Learning Outcome (LO) The learner will: Pass The assessment criteria are the pass requirements for this unit. The learner can: Merit For merit the evidence must show that, in addition to the pass criteria, the learner is able to: Distinction For distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: 1Understand theory and applications of digital graphics technology P1Describe theory and applications of digital graphics technology with some appropriate use of subject terminology M1 Explain different settings used for different outputs D1 Critically evaluate a range of digital graphics for interactive media 2Be able to generate ideas for digital graphics for an interactive media product P2Generate outline ideas for digital graphics for an interactive media product working within appropriate conventions and with some assistance M2 Provide a detailed plan of ideas generated for digital graphics for an interactive media product D2 Justify decisions made in producing the detailed plan 3Be able to create digital graphics for an interactive media product following industry practice P3Create digital graphics for an interactive media product following industry practice, working within appropriate conventions and with some assistance D3 Enhance digital graphics for an interactive media product using advanced skill Scenario Criteria Tasks Assessment P1 could be evidenced by the use of a report or presentation supported by tutor observation and recorded evidence. Learners must include both digital and printed types of interactive media. Learners should describe each example and show the various graphics that have been used for each (e.g. background, navigation method). They must describe with examples the types, compression techniques and settings associated with digital images listed in the teaching content. M1 could be completed as an extension of P1. Learners must explain the different settings used on graphics for use on different outputs. Explanations must be detailed and cover the settings and types of digital graphics as listed in the teaching content with supporting examples showing proper and improper use of settings. D1 could be completed as an extension of P1 and M1 or presented as a separate report or presentation. Learners must choose an example for each category listed in the teaching content for the different applications of graphic. Learners will critically evaluate a range (three or more) of digital graphics for interactive media as per the teaching content and suggest how the graphics could be improved, if applicable. Descriptions should be supported by appropriate images of reviewed graphics and should show they have fully understood the criteria covered as part of assessment criterion P1. Scenario Criteria Tasks Assessment All graphics produced for a general or specific public have been produced with a degree of thought. Modern graphics for Television, Posters and advertisements require a lot of thought, the psychology of images, the hidden meanings, the ease on the eye, the implication. Everything is competition, graphics are part of that. Take any advert in a magazine and look at the detail, the poses etc. and ask: Why is every magazine clock or watch set at Where are the moles and freckles on the faces What does a camera angle beneath head level indicate Why is there always a pram or doll in war images Why are images of opposing beliefs and regimes mostly negative Digital media, (e.g. Interactive television, DVD/Blu-Ray Menus, Video Games, Dynamic Websites, Virtual Reality, Interactive Advertising, Social networking, Smart Phone Interface) all have a varied style, choice of background and selected images, navigation method and intent. P1.1 Task 1 - Using various examples, describe the style and content of Digital Media. Interactive televisionDVD/Blu-Ray MenusVideo GamesDynamic Websites Virtual RealityInteractive AdvertisingSocial networkingSmart Phone Interface Scenario Criteria Tasks Assessment Style Single screen, small icons, ordered in priority, image based, interactive on rollover. Icons are universal, symbolic with company icons on the Internet. Choice of background and selected images Small icons, recognisable images, sometimes falls on second screens, designed for pixel depth, stand out against background including drop shadow or bevelled icon. Background fills screen, usually a design not an image to make icons stand out. Navigation method - Rollover buttons, cursor controlled rather than point and click, makes popping sound when selection is being made, goes straight to selection rather than preview unless a video. Intent Start programs, run videos, show images, play music, visit websites, start applications like Skype or games. Shortcuts, drop down menus often included for additional content. Scenario Criteria Tasks Assessment Style Single screen, several image icons, ordered in priority, content based, interactive on rollover. Images are chosen from many, usually have short repeated video sequences. Choice of background and selected images Recognisable scenes, if scene selection then opens second menus or another screen, pixel depth is very high as not restricted by memory, preview scene should stand out against background and framed. Navigation method - Rollover buttons, cursor controlled rather than point and click, makes popping sound when selection is being made, goes straight scene or second menu. Intent Start DVD or Video, show interactive features, plays music related to the content, often scroll down menus included for additional content. Scenario Criteria Tasks Assessment Style Single screen pop-outs, several image icons at least usually related to the game content, ordered in standard priority, content based, interactive on rollover. Images are chosen from in game, usually have cursor links to highlight selection. Choice of background and selected images Recognisable scenes or faded version of current game screen, pixel depth is medium as restricted by memory, framed selection menus with faded transparency to reduce re-loading times. On puzzle games played screen is removed. Navigation method - Rollover buttons, cursor controlled rather than point and click, makes popping sound when selection is being made, goes straight scene or second menu when selected. Intent Pause game to select something, change weapon, choose add ups or power ups, pause, alter character, change controls, to quit, save, load or restart. Scenario Criteria Tasks Assessment Style Needs to impress in look and feel, needs to be unique, needs to be intuitive as well as reflect the company. Needs to be less like a website and more like a multimedia product. A small amount of sound as well as transitions, capable of downgrading for other devices. Choice of background and selected images Subject to site, High Quality to reflect intent, background must be interesting, images must be selective and replace text links. Capable of zooming and panning without breaking down, usually bitmap rather than vector. Navigation method mouse click only, rarely text linked, sometimes tab jumped. Interaction mouse over, transition to next page or web content. Intent To impress more than speed of content accessing. To be interesting, confusing, needs to engage from the outset, not expecting return visitors. Scenario Criteria Tasks Assessment Style Needs to be cross screened (two sides), needs to be command or movement controlled, needs to appeal t a more engaged audience, needs to be smooth and easy to navigate. Choice of background and selected images Lower resolution due to limitations, transparent menus to reduce reloading times and viewers adjustment. Images are non textual to reduce reading. Background static during menu selection. Navigation method Simplified navigation, virtual hand selection or arrow selection because of instability. Not voice. Button cancellation, larger icons, nothing moving. Intent To replace screen activity, to immerse, to give a more wide view and interactivity for the user. To encompass which overrides glitches and lack of quality by replacing with interaction and physical movements. Scenario Criteria Tasks Assessment Style Different ranges but generally pop ups Map points), arrow movements (dynamic ads), Alt tags (images with a lot of content), Flash based or game based (prize winning), outdoor adverts, must be short and easy to get through because of short attention span. Choice of background and selected images Usually flash so the images are crude or jpegs that are static and scrolled. Background static due to browser limitations. Images on scroll ads tend to be landscape and in keeping with theme, high res, not restricted by file size. Navigation method Mouse over on pop ups or rollover images, arrows left and right on image galleries, tab controlled when restricted to a few navigation icons. Intent To make ads more interesting, engage the user, show off capability, to reduce amount of content on page, to preview more images of a single product, to allow more products and information. Scenario Criteria Tasks Assessment Style Cluttered, everything easily accessible, corporate colours, allows customisation, place for ads, nav. bar to show updates, messages and new links. Multiple scroll sections to reduce subpages, small text, highlighted areas with bordered categories. Choice of background and selected images Static coloured background, reduced gif images for screen content, all linkable images to larger Jpegs, often image links to pop outs to view more content. Colour sections to distinguish areas. Navigation method Multiple links, mouse and tab controlled, too many for keyboard shortcuts, scroll bars for added content like scrolling through messages or friends. Pop out menus for sub links, nav-bar at top and left of screens. Intent To communicate information, to stay in touch, to show content, to share, to be in keeping with the theme, to minimise the interruption to the main theme. Scenario Criteria Tasks Assessment Style Reduced quality and content size, has sub pages for additional content. Icons are small, 60px by 60px. Set in grid, capable of being viewed landscape so grid rotated but stays the same number. Sometimes has zoom but graphic content does not change in resolution. Choice of background and selected images Corporate, recognisable, framed in 60x60, ico files similar to Windows and Mac, bevelled to stand out, choice of background image file, resolution reduced to maintain loading and refresh times. Navigation method Touch screen, finger swipe, multiple screens, multi-capacitive, can be re- arranged, most common uses at the bottom for quicker access. Menus are scroll with sub menus rather than pop outs. Intent To allow navigation and selection, to jump straight in, remove windows inter=face and mouse pointers. Scenario Criteria Tasks Assessment Despite the amount of digital graphics and materials we look at each day, there is still a pervasive amount of non digital or printed media we have access to. Again every image is thought out, all content discussed and decided for optimum audience interest. Each of these forms has their own style to make them appeal more, game books for instance need to engage the user differently than the game, something to read during loading times, something to skim through, whereas Pop-Up books are something to read from beginning to end designed for one sitting. In terms of content they are designed for a smaller, more specific target audience and therefor the content, selection, text and shape are designed for that specific audience in mind rather than a common selection like a website or advert. Only the front cover and presentation needs to stand out to engage an audience. P1.2 Task 2 - Using various examples, describe the style and content of Non- Digital Media. Board GamesPop-Up BooksGames BooksMagazines (with Competitions) Scenario Criteria Tasks Assessment Style Main board is the centre piece, needs to be uncomplicated but universal for other languages. Usually a square but can be 3D, usually capable of being folded, fits in a box, contains cards or pieces, spinner or dice. Card versions have a place for the cards to rest. Additional designed materials for gameplay. Choice of background and selected images Not high-res, has to appeal to wide audience from children to adults, images usually graphic and cartoon like but with game, character or location information. Board limited to bright colours to stand out. Visual method Colour co-ordinated (money and houses ranked in colours in Monopoly, rooms and cards in Cleudo, Wedges and category in Trivial Pursuit, Countries and armies in Risk) Achievement recorded by clockwise progression (Ludo, Monopoly, Atmosphere, Trivial Pursuit) or height progressive (Snakes and Ladders) Intent To engage, cannot just jump in, 1hr min, multiplayer- chance as well as skill, to debate, to argue, to compete, to increase skills (Chess, Solitaire) Scenario Criteria Tasks Assessment Style Mostly appeals to children, multipage, to add a 3D element to stories, to make more interactive. Created from Page junctions, must have multiple layers, often have some degree of interactivity.. Uses depth and shade to produce effect. Choice of background and selected images Depends on the story, images are hand drawn so quality is high resolution, depth is down to age group, usually a small amount of text content and large amount of imagination. Visual method Characters and backgrounds usually stick to the 12 stages of animation, appeal, arc etc. Images are static mostly so the scene needs to be relevant, use of shade and light to add effect, background needs additional material to add character, birds, mountains, trees etc. Intent To engage, to be read in one sitting, return appeal, sometimes have sounds on push or textures for added appeal, appeal of characters and sub-characters, usually single stories with others in series, or nursery rhymes with moral tale. To tell a story in pictures and text, to inspire imagination as well as impress on a 3D level. Scenario Criteria Tasks Assessment Style Small enough to fit into the DVD or box case,, multipage, read left to right, contains a range of images, often hand drawn and finished character. Images of characters removed from scenes, colourful, uses visual imagery to add to the game storyline. Choice of background and selected images Depends on the game, some are made to look like objects within the game (Skyrim, Lord of the Rings), some degree of visual backgrounds but usually 20% page fill or less. Page Corners, Leader text, images are from the game, set and explained, stats and collectibles, sometime locations and maps. Visual method Characters are full on, posed, images are separated from backgrounds, booklets are broken down into sections, FAQ, troubleshooting, support, hints, index, character and location pages. Appeal needs to add to the game. Intent To engage, to give the user something to do during loading, to support the user, guide as well as instructions, one time read and then dropped in when needed. Scenario Criteria Tasks Assessment Style Mostly A4, pages divisible by 4, centre pages most important, majority of text content on the left hand side, text broken up with images, first line indent, front and back glossy, index and contents, shock or appeal value front page, littered with Ads especially towards the end. Competitions need to be relevant and hold attention long enough. Choice of background and selected images Depends on the magazine, high resolution, ad or agency chosen, posed, numbered with captions, usually reduced or missing background when person or object, outdoor scenes chosen for audience appeal. Visual method Needs to grad attention from 3 seconds, needs to be capable of appeal when flipped through, front cover is everything, back cover advert, images chosen from thousands, text needs to be short and pithy. Intent To engage, to entertain, to inform, to pass on a message. Competitions need to be medium to maintain appeal. Scenario Criteria Tasks Assessment Graphics chosen for their subject matter or content within interactive media products are designed to enhance the appeal of the product as well as being suitable for the target audience. They also have been chosen for their technical specifications, file size, proportions, location of objects, graphic type, scalability, vector or bitmap. For instance, some companies web banners take up more than of the opening page like Amazon or Apple whereas others like blogs or wikis they are smaller or menus or links within the banner like Wikipedia or Blogger.com. This was a company decision. P1.3 - Task 3 With examples, analyse how graphics are used in a range of interactive media products. For this you will need to make judgments on the technical decisions, such as choice of file size, which would have needed to have been made for each example. You will also need to examine how they have been used effectively, their suitability for the target audience, and how they enhance a product and where they have not been used appropriately. How they are used effectively Suitability of graphics used for target audience How they enhance a product or service Technical decisions made Examples of where they were not used effectively and why. Scenario Criteria Tasks Assessment Backgrounds,(e.g. plain, pattern, texture) Choice of background is important, most website have plain backgrounds as it reduces loading times and does not get in the way of content, does not annoy repeat customers. Pattern backgrounds usually border a webpage or DVD so the main content within the page stands out more. Texture backgrounds like brushed metal or wood usually enhance the product by inferring the product in the imagery, grass for milk, bark for wood, bubbles for water. On games they are less common, images work better and set a precedent for the content. On DVD or Smart Television screens they are usually patterned so as not to distract. On Non-Digital versions this tends to be hand created to add visual appeal. Website graphics, (e.g. logos, web banners) these usually have been chosen to be in keeping with the company, colour matching corporate identity. Logos say who the company is, banners advertise what they sell or offer deals or bargains. The template design used is usually consistent including colours so it is restricted in style and layout. Additional graphics include buttons, shopping baskets, links etc., they should be in keeping with the site and the site purpose. Scenario Criteria Tasks Assessment Navigation methods, (e.g. bar, menu, rollover buttons, image links) navigation bars are more common on websites because it is easier to produce and replicate. They tend to have standard java code to make them animated, drop downs, additional menus. They are simple but reduce down the amount of extra things for the customer to do. All buttons on them stay consistent with rollover, visited links and current page highlights. Rollover buttons tend to show the user that there is something linked and are usually brightened or bevelled versions of the current link. Image links tend to do the same, change slightly when hovered over to indicate that they are hyperlinked. Interactive adverts People get bored of adverts and static adverts do not impress return customers. Dynamic or interactive adverts can be updated by the company if place don other sites by picking the change of image and code from the server. This way they can maintain their appeal. Dynamic links, navigation and sometimes challenges add to their interest. Game related ones tend to provide some challenge to the user, Googles Pacman and Rubik Cube for instance was very popular though it was not clear of purpose. Scenario Criteria Tasks Assessment Animated graphics, (e.g. Flash) - Websites with animated flash style graphics use little processing power and provide a lot of entertainment. Short adverts using Flash are usually interesting, a quick animation, text popping up or disappearing, items coming and going etc. they are a cheap advert that keeps the attention span for a period of time. Larger flash based programs like MyMaths etc. provide dual purposes of entertainment and education. Graphics limitations aside (vector usually) they are mostly compatible with other OSs like Android without secondary plugins. Side scrolling image loops with links are more compatible than Java coded versions. Smart phone screen icons Technical issues force them to be small and vector based for loading times. Most contain few colours, the image selected against a background colour, something that represents the company or brand or type of product. E.g. Route maps usually show a road, communication apps a phone, Dictionary ones a book, sound ones a volume icon. These are universal and unless a company is so large as to not need it, they tend to stick to a similar theme. Scenario Criteria Tasks Assessment Raster versus vector - There are two types of images, vector and Raster (bitmap), Raster is images, pictures, created in packages like Photoshop that use pixels to create the image. Features of Raster include pixel depth, dots per inch, scaling issues, file size, file formats TIFF, GIF, PNG, BMP, JPEG. Each of these will have an impact on the quality of the image and the final output. For instance a 300 dpi JPEG is as good as a 600dpi, but when it is saved as a BMP file the compression is lost and file size grows. When the image has more than 256 colours, the BMP rejects them for the nearest colour range. Only a Gif file can have transparency or animate but loses graphics quality to 16 colours when it does. A Tiff file is an uncompressed JPEG but maintains the quality and loads faster but file size is large. Raster images cannot scale, that simple, well they can but quality is lost, it is the same as moving your head closer to the image, the image does not change but the screen pixel depth decreases. All programs can import a Raster image, logos, images, banners etc. but few programs have an export facility like Art packages that manage them. A Raster image. A Raster image can be exported as a Vector image but will flatter the layers so the image is not scalable and will maintain a white surround. Scenario Criteria Tasks Assessment Scenario Criteria Tasks Assessment Lossless Compression lets you recreate the original file exactly. All lossless compression is based on the idea of breaking a file into a "smaller" form for transmission or storage and then putting it back together on the other end so it can be used again. Lossy compression works very differently. These programs simply eliminate "unnecessary" bits of information, altering the file so that it is smaller. This type of compression is used a lot for reducing the file size of bitmap pictures, which tend to be fairly bulky. To see how this works, let's consider how your computer might compress a scanned photograph. A lossless compression program can't do much with this type of file. While large parts of the picture may look the same, the whole sky is blue, for example, most of the individual pixels are a little bit different. To make this picture smaller without compromising the resolution, you have to change the colour value for certain pixels. If the picture had a lot of blue sky, the program would pick one colour of blue that could be used for every pixel. Then, the program rewrites the file so that the value for every sky pixel refers back to this information. If the compression scheme works well, you won't notice the change, but the file size will be significantly reduced. Of course, with lossy compression, you can't get the original file back after it has been compressed. You're stuck with the compression program's reinterpretation of the original. For this reason, you can't use this sort of compression for anything that needs to be reproduced exactly, including executable software applications, databases and spread sheets. Optimising, (e.g. file size, dimensions, appropriateness for intended output). There is always a compromise of quality vs. File size, Large files are harder to transport and take longer to load but shrinking them (using Compression or optimisation) can work if the file is not reduced too much. Here the line is drawn is down to the technical needs of the client and the content of the image. P1.5 Task 05 Define and compare Lossy and Lossless Compression and the importance of Optimising images for final output with chosen examples. Scenario Criteria Tasks Assessment Colour Depth 1-bit, 8-bit, 16-bit, 32-bit and PPI. This is about the amount of colours used in an image and can be determined when the image is created, decided when the image is used or when the image is saved. This is calculated by BPP (Bits Per Pixel) and is the number of colours per square used by the computer. Simply put, the less colours per square, the smaller the image size. Decisions are made according to the amount of colours the image has already, for instance a Black and White Image can be reduced to 1 bit (2 colours) and not have an impact on quality. A Gif file when transferred to JPEG can have 16 bit (256 colours) without have an impact on quality. This is determined as stepping up. Stepping down is when the image has more colours but needs to be reduced, for instance when being placed in Paint or as a.Pat file (pattern) for other objects. Colour modes (RGB and CMYK, Grayscale, HSV, YUV, YCbCr) There has always been two popular colour modes since the development of computer artistry, one developed and used primarily for PCs and one for Apples. When the line between the two computer formats disappeared the choice of colour models to use remained. RGB (Red, Green and Blue), all three colours mixed makes black, the absence of all three makes white, every colour in between is a percentage of these three. What it did not define clearly was the tonal variation in the colouring, darks and lights, focussing more on the pure colours. CYMK (Cyan, Magenta, Yellow and Black) was developed as a crossover between the three primary colours. Red and Blue make Cyan, Blue and Green make yellow etc. The K (Black because there were too many other Bs like Blue, Brown, Beige etc.) differentiated the tones from dark to light. The other modes HSV, YUV and YCbCr are more specific when exporting graphics into 3D packages in order to maintain shading, depth and linear contrast. At the end of the day they both give the same results with RGB slightly richer in purity against CMYK with a wider variety of tones. Why choose, anything dealing with the web should always be in RGB and printed material should be in CMYK. And printing is done in plates, CYMK plates. See here for details.here M1.1 Task 06 Research and Discuss the different purposes and benefits of colour models in defining graphic images. Scenario Criteria Tasks Assessment Dots per inch (DPI) this is the density of the image, the more dots per inch, the more detailed the image looks and the better it will print. This also means more time to print and more ink, larger files and more processing power. Screen resolution is set in DPI, the higher it is set the more detailed the images are, this means better quality but screen resolution is better than printed resolution. A standard ink printer prints at 600dpi so there will be a degrading of the image when it prints. A good ink printer will print at 1200dpi and will be slower, laser colour printers start about the same but are faster. Screen resolutions in comparison go up to 2000dpi, depending on the graphics card. This will mean some loss in quality but not everyone needs to print. Very high resolution screens are there for that detail, archviz images, high-definition video, 3d modelling and CAD for instance. M1.2 Task 07 Discuss how the density of a output image can impact on the users picture quality with chosen examples. Scenario Criteria Tasks Assessment For your project you will be creating three varied graphics that take into consideration the Graphic Application, Graphic Type, Optimisation and Compression used, DPI, Colour Depth and Colour Mode of the final produced and output images. To best understand the importance of these types you will need to demonstrate these consideration others have taken when Graphics were produced. You will need to critically evaluate a range (three or more) of Digital Graphics for interactive media and suggest how the graphics could be improved. Descriptions should be supported by appropriate images of reviewed graphics and should show they have fully understood the techniques used. Intended purpose and audience of the digital graphic(s) Application of graphic (and how this impacts) Interactive Media Output used (and how this impacts) Settings used, (e.g. amount of graphics, sizes of graphics and how this impacts) Types of image used, (e.g. raster, vector and how this impacts) Colour Mode and Colour Depth used (and how this impacts) Positive and negative aspects (and how this impacts) D1.1 Task 08 Using 3 chosen examples from different mediums, critically evaluate the critically evaluate a range (three or more) of digital graphics for interactive and suggest how the graphics could be improved. Descriptions should be supported by appropriate images of reviewed graphics Interactive televisionDVD/Blu-Ray MenusVideo GamesDynamic Websites Virtual RealityInteractive AdvertisingSocial networkingSmart Phone Interface Scenario Criteria Tasks Assessment P1.1 Task 01 - Using various examples, describe the style and content of Digital Media. P1.2 Task 02 - Using various examples, describe the style and content of Non-Digital Media. P1.3 - Task 03 With examples, analyse how graphics are used in a range of interactive media products. P1.4 Task 04 State and define the technical difference between Vector and Raster with chosen examples in terms of function and features. P1.5 Task 05 Define and compare Lossy and Lossless Compression and the importance of Optimising images for final output with chosen examples. M1.1 Task 06 Research and Discuss the different purposes and benefits of colour models in defining graphic images. M1.2 Task 07 Discuss how the density of a output image can impact on the users picture quality with chosen examples. D1.1 Task 08 Using 3 chosen examples from different mediums, critically evaluate the critically evaluate a range (three or more) of digital graphics for interactive and suggest how the graphics could be improved.