{"id":31,"date":"2025-01-31T15:40:28","date_gmt":"2025-01-31T15:40:28","guid":{"rendered":"https:\/\/projects.etc.cmu.edu\/expression\/?p=31"},"modified":"2025-04-30T16:21:07","modified_gmt":"2025-04-30T16:21:07","slug":"week-3","status":"publish","type":"post","link":"https:\/\/projects.etc.cmu.edu\/expression\/week-3\/","title":{"rendered":"Week 3: Research & Design Concepts"},"content":{"rendered":"\n

This week, we continued refining our transformational goal<\/strong>, recognizing its importance as the foundation of our project. Establishing a strong core early on will help prevent uncertainty and repeated revisions down the line.<\/p>\n\n\n\n

Framework<\/td>Current Idea<\/td>Next Step<\/td><\/tr>
High-level purpose<\/td>Bring awareness, understand knowledge of Fos and AF<\/td>SME consultation<\/td><\/tr>
Audience & Context<\/td>CMU Student<\/td>Campus survey<\/td><\/tr>
Player Transformation<\/td>Be informed about the law, policies, and can distinguish free speech<\/td>Create engaging game experience<\/td><\/tr>
Barriers<\/td>Controversial topics<\/td>Waiting for survey result<\/td><\/tr>
Prior Works<\/td>Serious games, transformational game from ETC<\/td>CMU Student<\/td><\/tr>
Assessment<\/td>Emotional arc, playtest feedback<\/td>Playtest opportunity<\/td><\/tr>
Domain Concepts<\/td>Free Speech<\/td>Research, SME, survey<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Game Design Concepts<\/strong><\/h2>\n\n\n\n

Building on our previous brainstorming session, the team consolidated several ideas:<\/p>\n\n\n\n

    \n
  1. Narrative-driven choice-based game<\/strong> \u2013 Inspired by Disco Elysium<\/em> and Detroit: Become Human<\/em>, this concept immerses players in the role of a student navigating a semester, making choices that lead to different endings. A variation of this idea involves players taking on the role of a forum moderator<\/strong>, reviewing posts and determining which ones are legally protected, ethically acceptable, or violate policies.<\/li>\n\n\n\n
  2. Abstract metaphorical experiences<\/strong> \u2013 A more symbolic approach using abstract visuals and 2D dialogue systems<\/strong>, where players interact with an AI to explore different interpretations of free speech.<\/li>\n\n\n\n
  3. Dating simulator<\/strong> \u2013 Based on student feedback, Moe proposed a dating sim format<\/strong>, where players either help different NPCs resolve free speech-related issues<\/strong> on campus or “date” personified laws and policies<\/strong> to better understand their nuances.<\/li>\n<\/ol>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    Refining the Concepts<\/strong><\/h2>\n\n\n\n

    After discussing these ideas with our instructor, we selected three directions for further development:<\/p>\n\n\n\n

      \n
    • Choice-based single-player experience<\/strong> \u2013 Players take on different character roles to explore free speech dilemmas through narrative and decision-making, leading to multiple outcomes.<\/li>\n\n\n\n
    • Multiplayer CMU orientation game<\/strong> \u2013 A short-form multiplayer experience set within CMU\u2019s orientation, incorporating mini-games that naturally introduce free speech concepts without the challenge of reaching a broad audience.<\/li>\n\n\n\n
    • Dating simulator<\/strong> \u2013 A fresh and engaging approach that appeals to students by blending humor with educational elements.<\/li>\n<\/ul>\n\n\n\n

      Our instructor also suggested meeting with a subject matter expert next week<\/strong> to refine our approach and ensure the content is accurate and impactful. In preparation for our Quarters Presentation<\/strong>, we compiled and structured these ideas to present them effectively.<\/p>\n\n\n\n

      Research & Preparation<\/strong><\/h2>\n\n\n\n

      Since transformational games tackle serious topics<\/strong>, it is crucial to conduct thorough research to ensure accuracy and avoid misrepresentation. The team divided tasks and explored various aspects, including:<\/p>\n\n\n\n

        \n
      • U.S. legal definitions of free speech<\/strong><\/li>\n\n\n\n
      • Relevant court cases in Pennsylvania<\/strong><\/li>\n\n\n\n
      • Free speech policies at CMU as a private institution<\/strong><\/li>\n<\/ul>\n\n\n
        \n
        \"\"
        Finding inspirations from The Tartan<\/figcaption><\/figure><\/div>\n\n\n

        Quarters Feedback & Key Insights<\/strong><\/h2>\n\n\n\n

        During our Quarters Presentation, we received valuable feedback that will shape our next steps:<\/p>\n\n\n\n

          \n
        • Expanding character interactions<\/strong> \u2013 Introduce characters that represent social norms, kindness, and CMU policies<\/strong> (potentially as dateable characters or advisors).<\/li>\n\n\n\n
        • Moral vs. legal dilemmas<\/strong> \u2013 Design scenarios where actions may be legally protected but socially questionable<\/strong>, such as making a legally acceptable but offensive statement<\/strong>.<\/li>\n\n\n\n
        • Ambiguity in communication<\/strong> \u2013 Include phrases open to interpretation<\/strong> (e.g., \u201cShoot the mayor\u201d \u2013 with a gun or a camera?) to challenge players’ understanding of context.<\/li>\n\n\n\n
        • International perspectives<\/strong> \u2013 While the game focuses on U.S. and CMU policies<\/strong>, a brief comparison with other countries<\/strong> could add depth.<\/li>\n\n\n\n
        • Layered approach to free speech<\/strong> \u2013 Break down different aspects into clear categories<\/strong>:\n
            \n
          • Protected Speech<\/strong><\/li>\n\n\n\n
          • Social Acceptability<\/strong><\/li>\n\n\n\n
          • Legal Liability<\/strong> (e.g., being sued for statements)<\/li>\n\n\n\n
          • University-Specific Rules<\/strong><\/li>\n<\/ul>\n<\/li>\n\n\n\n
          • Real-world references<\/strong> \u2013 Consider using examples from “Decisions That Matter”<\/strong> and other real-life free speech simulations<\/strong>.<\/li>\n\n\n\n
          • Balancing humor and seriousness<\/strong> \u2013 Use comedy and counterintuitive situations<\/strong> to encourage critical thinking while maintaining engagement.<\/li>\n\n\n\n
          • Encouraging player discussions<\/strong> \u2013 Explore ways to prompt dialogue<\/strong> about free speech issues both within the game and in real-world interactions.<\/li>\n\n\n\n
          • Dating sim considerations<\/strong> \u2013 If we pursue this direction, we should research dating etiquette<\/strong> to ensure gameplay feels natural.<\/li>\n\n\n\n
          • Prototyping strategies<\/strong> \u2013 Use paper prototypes and improv-based methods<\/strong> to quickly test and refine concepts.<\/li>\n\n\n\n
          • Relatable campus scenarios<\/strong> \u2013 Simulate common student experiences<\/strong> involving free speech challenges.<\/li>\n<\/ul>\n\n\n\n

            Challenges & Open Questions<\/strong><\/h2>\n\n\n\n

            Technical Challenges<\/strong><\/h3>\n\n\n\n
              \n
            • Server infrastructure<\/strong> \u2013 How will players connect and interact in a multiplayer setting?<\/li>\n\n\n\n
            • Accessibility concerns<\/strong> \u2013 Could making the game too accessible<\/strong> dilute its impact?<\/li>\n<\/ul>\n\n\n\n

              Defining the Deliverable<\/strong><\/h3>\n\n\n\n
                \n
              • Target audience and experience<\/strong> \u2013 Should the game be a group experience<\/strong>? If so, for how many players?<\/li>\n\n\n\n
              • Logistics<\/strong> \u2013 When and where will the playtests take place? Could we integrate the game into orientation emails<\/strong> and track engagement?<\/li>\n<\/ul>\n\n\n\n

                Handling Offensive Content<\/strong><\/h3>\n\n\n\n
                  \n
                • Player-generated content<\/strong> \u2013 Will players have the ability to create offensive material? If so, how will we moderate it?<\/li>\n<\/ul>\n\n\n\n

                  Clarifying the Goal<\/strong><\/h3>\n\n\n\n
                    \n
                  • Is the purpose to make players better people<\/strong> or simply to educate them<\/strong>? (At this stage, we are leaning toward the latter.)<\/li>\n<\/ul>\n\n\n\n

                    Content Scope<\/strong><\/h3>\n\n\n\n
                      \n
                    • Which nuances of free speech<\/strong> should we focus on?<\/li>\n\n\n\n
                    • What real-life scenarios<\/strong> are most relevant to CMU students?<\/li>\n\n\n\n
                    • What behavioral changes<\/strong> do we want to encourage?<\/li>\n\n\n\n
                    • How do we create empathy<\/strong> in the game?<\/li>\n<\/ul>\n\n\n\n

                      Next Steps<\/strong><\/h2>\n\n\n\n

                      With these insights, we will finalize our direction after meeting with Dean Richard Scheines next week<\/strong>. His feedback will help refine our approach and ensure our game meaningfully addresses free speech in a way that resonates with our audience.<\/p>\n","protected":false},"excerpt":{"rendered":"

                      This week, we continued refining our transformational goal, recognizing its importance as the foundation of our project. Establishing a strong core early on will help prevent uncertainty and repeated revisions down the line. Framework Current Idea Next Step High-level purpose Bring awareness, understand knowledge of Fos and AF SME consultation Audience & Context CMU Student […]<\/p>\n","protected":false},"author":2,"featured_media":73,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-31","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/posts\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/comments?post=31"}],"version-history":[{"count":12,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/posts\/31\/revisions"}],"predecessor-version":[{"id":310,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/posts\/31\/revisions\/310"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/media\/73"}],"wp:attachment":[{"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/media?parent=31"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/categories?post=31"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/projects.etc.cmu.edu\/expression\/wp-json\/wp\/v2\/tags?post=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}