Monthly Archives: October 2016

FA16- Week 10: Project 5

The amount of subjects that were used were 30 kids. They were all recruited by taking a survey and then being chosen from that. The survey a variety of questions that helped us determine how social they were. To collect data observations were made and recorded during the game. All the kids gathered together before the game so that it was explained and everyone began by introducing themselves and talking to one another. Everything was observed and those who interacted more received more stars. The students were aware of the rules of the game and that if they talked more during the gathering they get more stars. Observations were also made during the times when they were on the scavenger hunt and were at each checkpoint. By the end of the game, the second and last gathering was observed also to see how much more comfortable each subject was with talking. I compared those who were originally more social and those who weren’t to see how well they improved on speaking and interacting. Things were explained as a group at the beginning of the game and data was collected by observations and also assessments at the beginning and ending of the game. The outcome showed that the game did affect them and they became more social after playing a few rounds.

FA16 – Project 7: Week 10

My game is called Speed Round and this week was the second playtest which meant the second trail of our game. There were 5 subjects used and they were recruited if they have the mental disorder, ADHD, and then will be picked at random. The conditions of this experiment were that the experimental group were given medication in order to focus on the game and the control group were given a placebo; thinking they were given medication when they took nothing. I would observe how the subjects responded to simple questions and if they didn’t answer in a timely manner, they would be placed in the control group. I created the conditions of how each player must be able to type in at least one word correctly so that they’re eligible in order to keep playing the game. The subjects in each condition were asked to answer a series of simple questions as in: what color is the sky and when was the declaration of independence signed in order to be able to participate in the game. I collected data by putting all the scores into a spreadsheet.This week, my game did well for most of the subjects because they felt motivated to actually focus on the game rather than rushing into it.

FA- 16 Project 20 Week 10

Sultan Tahir

Memory Gallery

There were twenty-four subjects used for the game. The subjects were recruited in high school. They volunteered to participate in the games. Inclusion and exclusion criteria didn’t include their sex or their ethnicities. All subjects were assigned to these conditions. The only things that were included were their ages. The subject demographics were 12 males and 12 females to make the study even. Ethnicity, sex, etc. wasn’t important. Materials used to collect data were a poster board, an iPad also for the timer-app and a pen to tally up the scores. The game was presented in a simple way, with an instructions manual. Responses were measured by the points accrued by each subject, round after each round. The outcome of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, smaller students in high school with easier pictured beat the older children that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game.



FA16-Project 12 – Week 10


Usman Athar

CUNY York College

There were twenty subjects used for the game. The subjects were recruited in school, in the library. Students that were simply at the library for leisure were recruited. They volunteered at their will to participate. Inclusion and exclusion criteria didn’t include factors such as age, sex, race, ethnicity, type and stage of disease, the subject’s previous treatment history, but instead the presence of a healthy medical condition.

The conditions included students had to ingest a liquid diet throughout the day, which included all the healthy nutrients needed for optimal health. All subjects were assigned to these conditions. The subject demographics were simple, and found 10 males and 10 females to make the study even. Race, weight, sex, etc. were not important.

Materials used to collect data included a notepad, an iPhone for the timer-app and a pen. The game was presented in a simple fashion, with an instructions page first. Responses were measured by the points accrued by each subject, after each round.

A few conditions were created. One condition included the control group in which did not have anything to ingest at the start of each round. All subjects did have liquid diet before study though. The experimental group had a few conditions in which included the ingestion of water before the first round and a caffeinated drink before the second round. These instructions were explained to the subjects via an instruction sheet provided to them in the start of it all. Data was collected based on how many points they accrued through out their trials/rounds.

The outcome of the experiment defended the hypothesis, that the ingestion of liquid does affect people’s attentiveness. Subjects that ingested the caffeinated drink had the best result, in terms of points. Subjects that ingested the caffeinated drink had about 25% more points than the control group.

FA16- Project 1: Week 10

20161030_20503620161030_205029 PINGO Second Test Trial

Eight participants were included in this study. These individuals were recruited through ads on Facebook, Instagram and Snapchat. Individuals who were included in the previous study and individuals with diagnosed disease or illness that may impair cognitive abilities were excluded from this study. The participants in this study included 5 women and 3 men with a minimum of a high school education, and an average age of 25. Individuals were randomly assigned to one of the two groups by randomly drawing their names out of a hat. In group one individuals were given the easy PINGO cards to play. In another group individuals were given the hard PINGO card to play. Individuals in both group were escorted into separate rooms to complete their assigned game. In each room individuals where given verbal instructions on how to play PINGO. Each game was completed three times with 15 minutes Intervals after each completed game. Once the game was finish individuals were escorted into a different room to complete the paper folding test. The results collected from the paper folding test after the game was computerized and analyzed for each group. The results showed that individuals in the hard playing card group were more accurate in their identification of the folded paper than the easy playing card group. Individuals in the hard playing card group had an average of 75% accuracy. Individuals in the easy playing card group had an average accuracy of 62%.

FA16-Project16-Week 10

In my project I sampled 2 aunts, my mom and 2 uncles. All of whom are middle aged and different sexes. It will be interesting to see how their genders affected their depression and how it drove them to keep going. I also chose people I know so they can be honest and comfortable talking to me as well as relaxed. I feel like if I chose people I didn’t know for this project it wouldn’t have caught my interest, seeing depression as an issue that affects my family is what drives me to do this project. I excluded teenagers, so this project is strictly for middle aged men and women, and the men/ women are a part of my family. Younger men and women they have different values than someone who is older, someone who is older has experienced life and dealt with the stressors or life. The responses were measured by the level of progress each person made. I also looked at their mindset before and after my game. How has their mood changed for the better as well as their health? I compared the men experiences to the women’s. I did this because men and women are more similar than they would like to admit and I do see something similar in all the cases, I compared the stages of their depression and how they dealt with I compared the men experiences to the women’s. Lastly, I incorporated the game’s results into my findings to not only pinpoint a reason for depression but also help find a solution. While all my data has not been collected as of yet I would have to say so far my game is proven to be very effective. I collected data from 2 aunts so far and this game has helped them not only lose weight but help them feel better about themselves. They plan on adapting a healthy lifestyle.

FA16-Project 10-Week 10

During week 10 we were responsible for fixing our games.  My game Attention Span of a Snail or Speedboat? is a game used to figure out who has long attention spans and short attention spans. Those with long attention spans are more attentive, unlike those with short attention spans who gets distracted by the drop on a pencil. In total 16 subjects were used. There are four main subjects. Two subjects were being tested on how well their attention was being sustained after playing games. The other two subjects, who had no involvement in games, their attention span were also being tested. 6 subjects were asking the 4 main subjects questions, while the other 6 people were audience members. The subjects were recruited from a high school. The participants were promised college credits. Based on the responses from the questionnaire, favorable candidates, regardless of ethnicity and background, who showed clear signs of short attention span and those who showed long attention spans, were chosen. They would have to participant in question rounds that they were require to attend for 2 months, with 2 sessions per week.

All participants were asked to answer a set of questions at the end of each week to evaluate their progress. Each participant’s questionnaire score was averaged using a scale from 1 to 5 with 5 indicating that the individual had a more positive result based on how well they concentrated.  The control group, which consisted of the two participants who received little to no questioning after watching the film, demonstrated no improvement during the 2 month session. At first boring films were shown to the first experimental group to see how long it would take before they become distracted. The same movie was shown for both the control group and the experimental group.

My game was created with a board.  The way this occurred was in the middle of the board was the title of the movie. The 4 participants was family members. The movie my family watched was “Snow White and the Seven Dwarfs”. In the end those with short attention spans were asked to name the seven dwarfs. They were also asked to describe the outfit Snow White was wearing. Those with long attention spans got the chance to answer the questions once the opposite team got the answer wrong. On the board it consisted of numbers and letters. The letters that says SA stood for short attention while LA was long attention. On the board had index cards that had questions on them, while the other deck of index cards had the answers to the questions asked.  The other 6 participants were taking turns asking the questions from the cards. The last 6 members were able to ask the participants if they were sure about their answer given and if they want to stick with it or not. They were also asked to explain how they came to terms with that answer. In the end the game was beneficial, because those with long attention spans did much better. Those with short attention spans did poorly. Those with short attention spans kept get distracted by either their phones or what’s happening around them, while those with long attention spans were unbothered. In the end when they had to repeat the questionnaire,  those with long attention spans had continued to improve, while those with short attention spans remained with the same results or only had a one point difference.

FA16- Week 10

I used 6 different subjects for my gaming experiment so that it may be easier for me to get more of a variety for my data collection. This helped me to discover that my game my not appeal to almost everyone but a certain group of people. No, one likes to always feel like their learning but the game comes in handy when you want to learn a specific category. The game consist of a board that will be divided up into different categories such as math, reading , science and history. Choosing from these groups makes it easier for people to brush up on their common core learning. This game seems like its going to appeal more to people that are willing to stay fresh up on typical learning criteria. But for my subjects in the experiment I just had them play the game until they reach level 4. Once they reached their I gave out my questionnaires and recorded their responses to the game. After getting back my results it was much very much to be expected but it was still successful enough.

Fa16- Project 11 Week 10


Eligible participants were at least 12 years of age, and no more than age 18. They were recruited from a school research subject pool at Brooklyn Autism Center in Brooklyn, New York. The subjects were recruited through a brief survey asking parents about any behavioral problems they are going through, and that they may need help with. Subjects with great visual skills were chosen to be the control. The children that had great abilities in music were the experimental group. The average age of the subjects were 15 years old. The teens were male and female, any ethnicity, but they would have to be American born. Must attend an American school in New York City or any disability programs in New York City.

The materials that I used to collect data were recording behaviors through a two-way mirror. The collection of data was then recorded on a spreadsheet that showed how long a subject took to place the shapes in the right place. It also showed the different behaviors and how often they occurred throughout the game. It would be the first time this game would be used. The subjects were motivated to participate by receiving movie tickets for a new ASD movie.

The game will take place in a classroom. There were two groups. One group will play with a child that does not have ASD. The other group will play the exact same game but without a typically developing child. Subjects were told that they will be playing a game in which they had to feed the monster. If they got the answer wrong, then the monster will be hungry. The collection of data was recorded on a bar- graph to show the ranges of behavior when working with another child. There were 10 trials for the game.

The outcome of my experiment, was that the children that played with the typically developing child, experienced a great change in their social ability. The whole study was to see if a child with ASD can develop better social skills by working with a typically developing child to finish the game. The children that played the game without a typically developing child, were looked at as the control, because they had higher visual skills than the other kids. It was fact that they can look at something and figure it out very quickly.

This week I began drafting together exactly what I wanted to put on my board game. In the past weeks i was able to put together a computerized monster that I made. i was able to draw him and the way I want my title to look for my board. I also made the “Willie Crown”, adding a King and Queen side if the winner of the game is a girl or boy. I also made a few game pieces that will be used in the game as well. img_2410

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fa16-project-13-week 10

I used a total of two subjects. My two and six year old daughters. My daughter that is 2 has delayed speech, due to countless ear, and throat infections, she has her tonsils, adenoids, and tubes put in her ears. Since this surgery her speech has developed better, but she still needs help with her speech. Seeing this made me want to develop some kind of game to help her. My game Ice Cream Phrase will not only help here say words better, but also help her with reinforced learning through her sister. The game consist of index cards, and a game board and game pieces, the object of the game is to say the item correctly that is on the card and place your game piece on the board, whoever gets to the ice cream and cake first wins the game.One condition of the game is that if they can’t pronounce the item or say it incorrectly they lose their turn and the other player is able to take the turn and move their piece. By doing this i believe that the other child will hear the word and want to say it correctly the next time. I had the children both play 3 times, to see if the 2 year old would be able to pronounce more words with this game. The first game the child said 6 words correctly, but did repeat words as the other child said the items on the card. By the end of the third game the two year old said 13 words that she could never pronounce before. After seeing this i was very impressed and felt like this game was helpful for the child and her speech skills.