Omei prevails!
(First rezident to complete the quest)

In many ways, The Shield Quest (my current project) is an experiment. Most obviously, it is the largest project I have undertaken; various scenes, many objects, sounds, textures, animations, sculpties, machinima. More parts, more scripts, greater complexity than anything I have built.

The first machinima is embedded, below.

The biggest challenge with this project, however, may be the operation of a group. From the start, I have wanted to create an opportunity for any number of participants to collaborate. Recruiting members and then introducing them to the project takes time. Additionally, I am identifying and developing a couple of web-based documents (Google Doc and MediaWiki). I am curious to see if those resources are used.

Another aspect that is new to me is the activity’s combination of instruction with entertainment. Equal parts medieval quest and new-user education, the tagline is…

Orientation Island meets Legend of Zelda

What if new users could enter a game-like activity that required the use of various user interface (UI) features? What if, on finishing their initial orientation experience, users could be immersed in a playful romp, a harrowing adventure, or a murder mystery…maybe in a haunted house?

If fun, interactive spaces nudged new users into using the most commonly used menu options, preference settings, and other UI elements, would they learn the interface more easily? Would they recall that information more readily?

Would they stay around longer?

A big build, an experiment in collaboration, an attempt to smooth the learning curve…yes, all of these. But primarily, this project is a laboratory; a proving ground for design criteria found during my own quest to identify elements of effective virtual world design. If all goes well, many conversations will crop up; with educators and content creators discussing various approaches for a particular part of the design.

That dialog has already started. (Huzzah!)

The collaborative phase is underway. On Friday, eight users were invited to enter The Shield Quest. On completion, each is prompted to indicate whether they would like to join the development team; The Shield Guild. (More about this group another time.)

Azwaldo visits The Cloud Oracle

Presently, the activity is a loose arrangement of scenes and interactions. I launched the project with the simplest design I could manage, using the most basic objects and minimal scripting that represent the least possible amount of content that still creates the outline of an adventure, from start to finish. In this way, group members will have many opportunities to contribute.

Also, leaving gaps will provide room for the lesson to grow. The list of objectives is incomplete; all of the UI skills to be included have not been identified. The narrative will grow as we incorporate new UI features: Want to implement the use of Ctrl-Alt pan? Let’s hide a riddle text-ure at the Cloud Oracle (see image). Want to incorporate use of the sound volume slider? Let’s stream clues into the Crystal Palace with sound clips, with some so low that the user has to pump up the volume.

The activity will remain public; no admission will be charged. The design is not meant to be sold or marketed, sponsors will not be sought. Instead, content creators will be invited to participate and credits will roll at the end of the quest. How about a tapestry? Or a shrine…with participants listed in gilded finery? Another display could offer a notecard with participants’ names, web address or grid location, and SLurls. This would be made available on touch, not given automatically.

I plan to maintain the space for as long as it remains practical. It is quite possible that the design will continue to be refined for many months, even after it is “complete” and deemed ready for new users.

For more than a year, I have wanted to bring together educators and content creators to collaborate in the development of large-scale, interactive learning experiences. The Shield Guild now has four members. Only one of us is currently an instructor in First Life.

A second quest has already been discussed.

Can an open, collaborative project successfully produce an interactive learning activity in SL? Would you like to see this happen? With the caution that this is a work in progress, I invite you to an adventure…and the quest is only the first step. If you are curious, please send an email, post a comment here, or contact Azwaldo Villota in world. The first introductory video is below. Until our paths cross…

…may fair winds find you.

I-285 from I-20 image by tmac0381

While considering the elements of effective design in virtual worlds, I am frequently reminded of street signs; their design is the best example I can find for a practical convention. Providing information, aiding in navigation; they inform users in a reliable manner. Without some consistency, these objects would not be as effective.

A sign like any other?

What can the design of an Interstate sign tell us about navigation in the virtual world?

Even the color communicates. If you are familiar with roadsigns in the U.S.A., then—like me—you might have to look twice at this picture. Without its standard colors, this sign is less effective.

I discovered another list of design criteria in Caleb Booker’s 11 Best Practices for Corporate Builds, and signage made his list, too. In fact, several items he mentions appear to apply in the design of educational content:

• Signs: Text is the enemy. Graphics are your friend.
• Don’t hand out text files (Notecards) expecting people will be grateful. Use video (machinima) or basic simplified signs to instruct.
• More on signs – use legible fonts, few words – similar guidelines as PPT slides

So, they have been added to the list of issues.

That is a new link. All of the notes posted at the SimTeach wiki have been sorted and moved into a new Wikispaces site. Also, a new page has been created in this domain to provide an overview; it is simply titled Usability.

In the last post I presented a list of design issues collected from other sources. A broad range of concerns is addressed in that list, which helped when categorizing the various types of design elements. Each issue was reduced to the most basic interaction it described, and several common aspects emerged.

However, many of those issues represent aspects of design that are either complex or broad, such as user experience and overall quality. Those issues will require a degree of analysis that is beyond the initial reach of this project. After removing those complex issues, six categories of simple design issues remain.

Navigation-Content

This category pertains to the purpose of navigation aids. What assistance does a user require to ensure that the entire design is experienced? Do sufficient visual aids exist to ensure that they are exposed to the entire build, whether by moving their avatar or camera position? Are there any side trips or particular camera angles to notice? Are there different paths for different users?

Navigation-Distribution

This category pertains to the placement of navigation aids. Are there sufficient signs, pointers, and teleporters at the central landing zone? Are these aids present throughout the build, allowing users to easily move within the site? Is the particular location and placement (position and orientation relative to objects) of each individual aid optimal. Are there too many?

Navigation-Presentation

This category pertains to the appearance of navigation aids. Are these aids obvious? Do they have a consistent style (colors, shapes, iconography)? Does their design distinguish them from other objects and aids? Does their design provide sufficient contrast without being obtrusive or incompatible?

Information-Content

This category pertains to the purpose of informational displays. What descriptions are necessary to explain the elements within the actual build? What information is implied by—or, can be extrapolated from—the design, or from specific parts the design?

Information-Distribution

This category pertains to the placement of informational displays. Is the information pertinent to the immediate location within the build? (Don’t tell me about the lions at the landing zone. Perhaps just tell me that there are lions, and then show me how to get there.) Are these aids present throughout the build, informing users as they move around the site? Is the particular location and placement (position relative to objects) optimal for each individual aid. Are there too many of these displays? Could some information be better supplied via notecard or external source?

Information-Presentation

This category pertains to the appearance of informational displays. Are these design elements obvious? Is the text readable? Do the displays have a consistent style (colors, shapes, typography)? Does their design distinguish them from other objects and aids? Does each display occupy sufficient area without being obtrusive or out of proportion?

This list is not exhaustive, the design issues given here are examples. Still, these basic categories contain issues which are simple enough that analysis is more likely to generate results, and the list is small enough in number to simplify the content evaluation process.

For much of the day, I struggled to fill the gap left on removing the term “standard” from this process. It was one heady moment of confidence that saw me insert that word into the introduction. But then again, if this project does not deliver solutions, then I have produced nothing. I kept wondering: What is a solution that is not quite a standard. Then, during my evening constitutional, it occured to me…

Before a design principle becomes a standard, it is likely to exist as a convention.

Whew!

This project does not need to devise new strategies and then work for their adoption. It should simply identify solutions that are already in place, and recognize where repetition has proven their effectiveness. So, the process that is emerging looks like this:

1. Identify the stumbling blocks
2. Deduce sensible guidlines for each case
3. Search for instances where solutions already exist

Moving right along…

In an earlier post, I suggested the goal of developing a checklist for content creation. Two such lists have been discovered. One is short; but ample, given the context of its delivery (an interview). It is a list of design criteria offered by Markus Breuer in the blog post titled METAVERSE08 Usability in Second Life. The other list is provided by Eloise Pasteur in the form of three web documents (1, 2, 3). These criteria apply in the evaluation of learners’ projects; but, since the lesson was about building in SL, they provide a practical set of design issues.

A review of design and assessment criteria provided by these two sources has resulted in a classification scheme for design elements. I will post the categories here. Then, you will find the bulk of the issues raised by the two sources mentioned above, along with designated categories.

Categories of design elements

• Nc = Navigation (Content) – addresses the purpose of navigational aids
• Nd = Navigation (Distribution) – addresses the placement of navigational aids
• Np = Navigation (Presentation) – addresses the appearance of navigational aids
• Ic = Information (Content) – addresses the purpose of instructional text
• Id = Information (Distribution) – addresses the placement of instructional text
• Ip = Information (Presentation) – addresses the appearance of instructional text
• B* = Design of Buildings – addresses the need to consider interiors, tight spaces, thematic continuity and distinction
• Q* = Quality of design – addresses the overall quality of the content

User-dependent Issues

• UI* = User Interface – addresses the need to adjust viewer settings, preferences
• UE* = User Experience – addresses the level of expertise required

* These categories represent design issues that may fall beyond the scope of this study. They are included here due to their appearance in the original source materials.

Design Issues [category]

• Make signs readable from the point where people arrive when teleporting [Ip]
• If your cool architecture makes it had for avatars to navigate: offer them help. [Nd]
• Design for avatars that have a cam 2m behind and 1m above them. [B]
• Don’t lead people into dead ends or hide access points. [B]
• Help people find orientation [Ip]
• Help people get their processes straight: what can I do? [Ic]
• Bot that give cryptic instructions are not helpful [Misc.]
• Tell users exactly what you need them to do [Ic]
• Price tags and orientation maps are cool, too [Ic]

This list was suggested by Markus Breuer (link above). The following list was compiled from the rubrics offered by Eloise Pasteur (links above).

• Is it clear where the avatar is supposed to go on arrival? [Nd,Id,Ip,Ic]
• Is the theme of the build made clear immediately on arrival? [Ip]
• Is it clear for whom the build is intended? [Ic]
• Is there a stated list of objectives? [Ic]

• Is it clear which path the avatar should take or the options that are available? [Nc]
• Are avatars encouraged to change environment settings to make the most of the build? [UI]
• Is navigation within the build obvious? [Np]
• Is it easy to find the start again if appropriate? [Nd,Np]
• Is it easy to get between different parts of a build, e.g. via teleports? [Nd,Nc]
• Can avatars exercise choice in navigation? [Nc]
• Are the different parts of the build adequately distinguished? [B]
• Does the build cater satisfactorily for different avatar sizes? [B]
• Does the build cater for social use, e.g. by pairs or groups of avatars? [B]
• Is the build camera-friendly, i.e. the avatar camera stays within walls and isn’t subject to “bounce” and newbies aren’t forced to use complex camera movements? [B]
• Is the build interactive? [Q]
• Is interactivity related to the topic? [Q]
• Is interactivity varied? [Q]
• Does the build exploit the potential to provide an alternative to real-life experiences? [Q]
• Does the build make use of the third, z dimension? [Q]
• Is the build “kinetic”, i.e. does it encourage movement and navigation? [Q]
• Do the structural elements used have relevance to the topic? [Q]
• Is there sufficient variety to the build? [Q]
• How accurate and topical is the information provided? [Ic]
• Are there any accidental examples of cognitive dissonance, e.g. fluids appearing to flow uphill. [Q]
• Is there use of humour where appropriate? [Q]

• Avatar skills: Can the objectives be mastered with students having their current level of avatar SL skills, or is there time and significant justification to spend time to develop said skills? [UE]
• Attention: How easy or difficult is it for you to stay focused in this environment? To the material being presented? Is something creating distraction or intellectual “noise?” [Q]
• Comprehension: Are the messages, visual or linguistic, comprehensible? Is the vocabulary too complex to follow? Do the communication forms (IM, chat, and voice) adequately facilitate needed communication? Is it clear how the visuals relate to the subject and do they help to understand it? [Q]

Each one of these issues may be addressed later, or it may not; and, any one may lead to a specific guideline (as part of the “process” mentioned earlier). All of this is now open for discussion, too.

Many aspects of a user’s experience with software can be examined for usability. User interface (UI), accommodation for those with physical challenges or differing abilities, suitability of a technology to the audience…all of these are usability issues. However, they are not the focus here.

The purpose of this project is to explore a variety of virtual world spaces in Second Life®, to experience the effectiveness or utility of each design; and then, to identify the characteristics that shaped that result.

Anyone is welcome to participate; invitations are being made via the SLED listserv, a RezEd forum thread, and numerous emails to individuals. I have begun to organize some information at the SimTeach wiki; but, am also weighing the options of building at Wikispaces, or even by starting a Google Group. I would be interested to learn of your perspective regarding these sites, or others.

Usability gauges the degree to which an object is

• More efficient to use—it takes less time to accomplish a particular task
• Easier to learn—operation can be learned by observing the object
• More satisfying to use

(from Wikipedia )

Particular aspects of the user’s experience interest me. I aim to identify those characteristics of virtual world design that make for effective communication; or, find examples where the message gets fuzzy…then try to imagine alternatives.

I do not plan to evaluate entire builds.

I am not in this to throw stones. Rather, I will be observing discrete elements like instructional text displays, navigation elements, and media interfaces; any object a user engages to consume the content. I will be looking at the color of a sign, the shape of a prim, and the placement of objects in relation to one another. But, where my view of features is narrowed, my reference to the history of web design will be generalized. When reviewing the history of web design I will seek out the underlying principle of effective communication by looking past the device of any particular element (see references to Nielson, first post).

On review, my use of the term “standards” may be ambitious. Will any single principle apply in every case? Can a group of educators and designers agree on a set of criteria, enough to benefit a significant number of users? What can come from discussion about usability?

What I am imagining is a list of design criteria; a content creation checklist. But, since my ideas just scratch the surface, I will continue to contact folks who might have 2¢ to add.

You are already reading this…who have I left out?

In the first post in this category, I described how I have begun to study the history of web design as a means to approach instructional design in virtual worlds. An hour and a half with Google, and I have enough material on web design, instructional design theory, and distance learning to keep me thinking about usability for weeks.

But first, before diving in to all of that, I will describe two examples of communication in virtual world design; one is very effective, and the other leaves me scratching my head. And, as it happens, they represent two types of design element which may have the most obvious need to communicate; navigation and the presentation of information.

The Particle Laboratory

Few instances of instructional design in Second Life® meet the standards set by The Ivory Tower of Primitives. However, at The Particle Laboratory, Jopsy Pendragon may actually push the bar. Particle effects are produced with scripts. So, it is scripting that Jopsy is teaching us; and he does it well. If you have never been to The Lab…please, log in and go there now. You do not have to be interested in scripting to enjoy the visit.

Balloon-avator at Teal, Image by Torley

But, it is not The Lab itself that serves to make a point here. On arrival, you will find a balloon that can take you where you want to go; and, there are quite a few destinations in Teal that are worth the trip, other than The Lab. I have stumbled over this balloon ride more than once. And, I must not be the only clumsy avatar around, as Mr. Pendragon has recently installed a new navigational element…

Sit-target teleporter

Jopsy’s new option for reaching The Lab is a good example of an obvious and unambiguous navigation element. The first time I saw it, what struck me was not its size (it is huge) or how noticeable it is (bright red with a particle beam). What impressed me was how thoroughly it solved a problem and improved the user-experience. For me, there was no mistake about the purpose of this object. A first-time visitor might not understand its use immediately, much less appreciate the utility; but then, the object also has floating text, just in case.

I am sure that I will still opt for the balloon ride, but this approach to navigation has taught me plenty.

RMB City

Image by Daniel Voyager

Top-shelf design. Slide your draw distance up a notch, because there is a lot to see.

At RMB City 1 (SLURL), the People’s Palace offers information about the project. However, the amount of information is most significant when one considers the effort required to read it.

Info displayed on rotating prims

Large cones inside the palace have text assigned to their surfaces. These objects are rotating, presenting a challenge to any user who tries to read their message. I have returned several times now. So far, I am unable to find a way to stop the rotation, and am unwilling to continue adjusting my camera long enough to read any one display.

It looks like useful information; but the display is a moving target.

What are the lessons here? Do they only apply in these situations, with these particular circumstances? Or, can the nature of these experiences be generalized into principles that have value?

Delivery of information requires a design be evaluated for user experience. Is the presentation clear? Is it apparent that an opportunity to receive information is even present? Does the user have to jump through a hoop or walk a high-wire to reach success?

Navigation elements should be obvious. They should stand out as being interactive objects, inviting users to touch and teleport. They should be clearly labeled, explaining (somehow) exactly where they lead.

Many hands make light work.

My study of virtual world usability has a goal of identifying the principles of effective design for myself. The reason for sharing what I find is selfish. If I can stir up a conversation about design in virtual worlds, I can learn more, and probably learn it more quickly. Hopefully, these examples demonstrate two extremes in the effectiveness of communication. What have you seen in world? What examples of navigation strike you as both effective and unique (so not as well-known)? What examples of informational displays stand out in your mind as particularly user-friendly?