Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #1 Melody Beads and persuasion A conceptual captology design by Shuli Gilutz Design Challenge To create an interactive technology that motivates kids (who don’t play musical instruments) to get engaged with music creation.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #2 Melody Beads Persuasive Purpose To motivate novice musicians to interact with an compose music. Industrial Design A prototype of a desktop application.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #3 User Description Kids grades 1-4, that are novices in terms of formal music training. They are exposed to music in their everyday life (TV, CDs, radio, movies) but do not engage in an organized learning environment about music, or music theory.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #4 Prototype of Melody Beads The opening screen introduces 3 active environments: The Games section introduces a more feedback based learning environment. The Community provides social interaction and sharing of personal creations. The MCM provides an easy to master creative space to create music.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #5 Theoretical Justifications Social comparison – the on-line community in melody beads enables a platform for different kind of social comparison – see what other kids have done, publish your own beads and get feedback, a rating system where users rate the beat melody chains… Intrinsic Motivation – using design principles discussed in Leper and Malone’s article, the MCM enables an interactive environment that incorporates sounds, and games. These create a higher engagement even in kids without prior motivation. The games section harnesses curiosity, when kids try to figure out – which answer is the right one? Self efficacy – in many cases kids who do not have formal music training, do not approach music games/compositions since they feel incompetent. In Melody Beads, you can create musical chains even if you know nothing about music theory, and the more you play with it, the more you can create chains that “sound good”. This creates a cycle I which kids are now less intimidated by these domain, and are more willing to engage in it. To sum up these ideas, Melody Beads is using positive reinforcers (persuasion strategies and specific feedback) to create an environment which kids can enjoy, and will want to return to.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #6 Results of User Testing User testing was conducted with 4 same-gender pairs of 3 rd graders, at “keys School” in Palo alto. Here are some examples showing intrinsic motivation in action. Click the images on the next slide to view short video clips conveying these ideas: Pair 1 – starting to figure it out. Pair 1 – success! Pair 2 – trial and error. Pair 3 – self efficacy.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #7 Pair 1 – starting to figure it out.Pair 1 – success! Pair 2 – trial and error.Pair 3 – self efficacy.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #8 Shortcomings of Design Current prototype needs more screens that guide the users in their first encounter with melody beads. (in the user testing this was done orally).

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #9 Expansion - What else is possible? Other form factors or ID possibilities –Add a physical component where kids can carry their tunes/ beads with them. Other features and interactions –Add a multiple user possibility. The kids in the user testing seemed to really enjoy the collaborative effort and interaction.

Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” Melody Beads Shuli Gilutz Slide #10 Next Steps in Design Process More user testing – kids from other backgrounds (not private schools), kids from different age groups (grades 1-2). Iterations to the design – adding shades to each of the colored beads to bring out patterns more. Creating a working prototype of the on-line community and testing the social comparison element.