Danish for beginners · Group 4 – Kasia, Patricia, Jozsef, Gabor Cs., Gabor L. Report – Laer Dansk Game -Project 1.2 1 Danish for beginners

Group 4 – Kasia, Patricia, Jozsef, Gabor Cs., Gabor L.Report – Laer Dansk Game -Project 1.2

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Danish for beginners

Name of authors :

Kasia Petersen, Patrícia Tóth, Damokos József, Gabor Lukacs, Gabor Csomai Supervisors – Søren Ipland, Jarne Beutnagel, Michael Hvidtfeldt, Niels-Erik H. Kaster Intro Animation Link: http://www.youtube.com/watch?v=2jFWSNhkYiA Name of the program: Multimedia Design and Communication Total number of characters: 22849 Hand in date: 03.06.2013

Table of content

Project introduction ……………………………………………………………………….. 3 Who is our client ………………………………………………………………………....... 3Mission, Vision and Values ………………………………………………………………... 3Schein Model ……………………………………………………………………………..... 4SWOT analysis …………………………………………………………………………...... 4Personas …………………………………………………………………………………..... 5AIDA – model ……………………………………………………………………………... 6Gamification theory …………………………………………………………………….…. 8Design ………………………………………………………………….……….………..….11Contrast …………………………………………………………………………….…..…...12Design of the poster, Intro, Advert ………………………………………………….….…..13Interaction ……………………………………………………………………….……….....14Project planning ........................................................................................................................... 18


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Project introduction

Learning a new language is always a challenge. Therefore everywhere in the world teachers try to develop more and more language teaching softwares to make the learning process easier. This is not an easy task, because people quite easily get bored of the softwares, because they are strictly educational, they have poor graphics or they aren’t entertaining at all. And the situation is exactly the same here in Denmark. Our research found out that students don’t really use these language software here either.To change this situation we came up with the idea of making a web based game, which will help people to learn Danish in an easier and more interactive way. We believe that by using new graphics and many videos to introduce the Danish culture to foreigners will be a key to our success.

Who is our client?

Lær Dansk Skole, which in English means “Learn Danish School” is an organization in Denmark, financed by the Danish government, to help foreigners, who moved to Denmark, to learn the Danish language for free. Lær Dansk School is present in almost all the major cities in Denmark. Lær Dansk has also an online sys-tem, where you can learn Danish, it’s called Net Dansk. Some statistics: In Aarhus there are more than 2000 students in the language school, having the biggest part from Easter European countries.

Mission, Vision, Values

On the Lær Dansk homepage are described the mission, vision and values of the institution. Mission: With Danish tuition in 20 Danish municipalities, Lær Dansk is the country’s largest network of language centres. We teach foreigners who come to Denmark to live, work or study. Lær Dansk focuses on quality, flexibility and satisfaction in tuition, at a reasonable price. Vision: In relation to our collaborators and students, we have identified three areas, which they especially wish to be known for.

They wish•To be ahead technologically•To develop the quality of our services through dialogue with our users•To be a good, attractive and competitive workplace. Values: In Lær Dansk we base our work on three values, professional engagement, confidence and respect


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Schein model of Lær Dansk-Aarhus

Artifacts:New building: not in the city centre but still easily accessible with two main bus lines. Clean and bright room, perfect environment for studying.Responsible and dedicated teachersNetDansk – online learning possibility

Values: •positive atmosphere •interactive learning process •conversation-based lessons •lessons in different times, to fit everybody’s schedule

Assumptions: •provide the students with the best possible Danish education

SWOT analyzes


Strengths

•Reputation •Only language school in Aarhus •Government funded

Weaknesses

•Not enough networking with danish society •Some students consider this as an old fashined and boring way of learning •The education is not made from the foreigner point of view

Opportunities

•Recently arrived people •Integration for foreigners •Learn more about Denmark and Danish culture

Threats

•A working system •Not everybody want to be integrated •There is many other way to learn danish •Dependent on government’s money but the government want to save money on this

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Personas Name: Simona PopescuAge: 20 years oldProfession: StudentLocation: Viby J, Aarhus, DenmarkHome life: SingleHobbies: Dancing, cycling, readingPersonality: Caring, joyful, cultural.Internet usage: Is more or less online all the time either on her smartphone or the laptop at home. Uses facebook, email and shops online..

More about Simona: She is a student at VIA University College, and she studies Constructing Architecture. In the same time she has a part time job 15h per week. So she is quite busy, that’s why she didn’t join the Laer Dansk courses yet, even though she is interested in languages. Her plan is to stay in Denmark after graduation, and find a decent job, but of course Danish language is required everywhere. That’s why she would like to learn Danish, but her schedule doesn’t let her. She is searching for other methods for learning this language. She heard about this game from a friend, and also a from a Facebook post.

Name: Bogdan DorekAge: 39 years oldProfession: Cook at a restaurantLocation: Risskov, Aarhus, DenmarkHome life: Married, have two kidsHobbies: Fishing, Personality: Ambitious, active, competitiveInternet usage: Uses it for e-mails, Facebook and for talking to his sister in Poland via Skype. His employees forced him to join the language course, but he think is quite boring..

More about Bogdan: He is working at a small restaurant as a cook since 3 years ( before he worked 2 years in a big ”cleaning company”). He really likes to be here in Denmark, but so far he could live also with his English knowledge too. Recently he was asked by his bosses to learn the Danish language, because he could get a promotion at his job. Furthermore he is also considering taking his whole family to Denmark that is why he would like to learn in Danish. He was never really a study oriented person, so that is why he never even considered going to a language school, but he likes to try out many other new things. That is why he is also searching for a new method of learning Danish. He heard about this game from his colleagues from the work, but also from some friends.


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Name: Shariff MohammedAge: 20 years oldProfession: Shop assistant in Bazar VestLocation: Brabrand, DenmarkHome life: SingleHobbies: Play football.Personality: Active, out-going, family oriented. Internet usage: Uses it for facebook mostly.

More about Shariff: He arrived to Denmark 3 months ago from Afghanistan, together with his family, because they wanted to live in a nice and peaceful country. He only knows Afghanese, so that’s why he would like to know Danish. For him, not only the language, but also the whole eu-ropean culture is quite new, and that’s why he would like know more as fast as possible. He heard about the language school and a game on a poster at the refugees’ camp.

Analyze of the –pre-interviews

We made 5 short interviews with the persons from the target group during the different phase of the project and one with the teacher from Lær Dansk. From the first 3 ”pre-interviews” we think that the current language softwares are not enough effective. Some people also said they are badly and cheaply made softwares, which does not keep the attention enough of the students. The positive thing in the software is that the user receives the results instantly, but obviously it is not replac-ing the live lessons. We think it could be also a problem that the language learning software are made by native danish people, which means all the examples and exercises are made from “Danish point of view”, and not from foreign point of view. Therefore it seems there is a huge requirement for a “game” or software which is entertaining enough to keep the user’s attention, but in the same time it contains many useful elements, and information what could be useful for people who would like to learn danish and integrate into danish culture. Many foreign students for instance, would like to learn danish at some point, but they are very busy with their studies and their part time jobs during their stay. That’s why many of them postpones the start of language course, or doesn’t start at all. Those who start are struggling sometimes to get to the courses, that’s why they are trying to use some additional softwares to practice, but they lose interest very quickly because, as we mentioned before the poor quality and the unin-teresting tasks.

The other results ( of the test-interviews) will be discussed during the presentation.

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Aida-model:

Attention: We want to catch our target group’s attention by placing the link to our game on the main page of Lær Dansk website as a fairly big and outstanding button. So when somebody searches for Danish language courses and finds this site, he can easily click on the game’s link and try it out before reading all the boring description of the program and schedule of the Dan-ish lessons. Also we want to advertise the game separately so if you do not now the Lær Dansk site you can play the game first and find out more about the actual courses after your interest has been raised by the game. We want to do that by promoting the micro-site of the game separately via Facebook groups, ads, pages and links to our game on other websites from this category. We will use a video advertisement too (more about advertising at the Media part of our report). Inside the actual game-site we want to raise our audience’s at-tention by placing the game as a primary element of the website, and persuade them to play it using interest-ing, eye-catching graphics and easy, interactive game play.

Interest: After accessing our site and trying out the game our users will get a sample of Danish language and culture and hopefully their interest of learning this language will increase. Also we are promoting a different ap-proach to learning the language, so when visitors will play the game they will not think of language courses as being a hard and boring thing involving lots of reading and studying but something fun, interactive and useful. That is why we want to make the game scenario-based, and add an interesting storyline to it. Also we can grow their interest by using some scenarios that our target group can identify with, some scenarios that they encountered since arriving to Denmark. Desire: After their interest was raised our users can think about trying out the actual courses because they cannot learn everything from a game, they need to attend the courses too. Because our main target groups are for-eigner students, they all need to know the language on some level, so this game helps them to change their perception of the language courses by showing them that it can be easy and fun, and finally give it a try. Action: So we want our target group to go from thinking about learning Danish to actually sign up for the Laerdansk lessons. After playing the game they will feel more optimistic about the course itself, not looking at it as be-ing a long, boring and hard thing but something fun and interactive. And if they choose to attend there will be an easily accessible link on our site which redirects them to the actual Laerdansk website where they can sign up or find out additional information about the courses.

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Business goal:

•integrate foreigners because it’s better for Denmark if foreigners stays here for longer time after their studies •motivate foreigners to get interested in Danish language and culture

User goal:

•get more motivation •learn the language •be the part of Danish society

Gamification theory

Storytelling

The game is meant as branding of the language school Lær Dansk. We want to attract the international students (primary target group) and young “work-emigrants” (secondary target group), who didn’t start the language education yet. The other goal is: to encourage the new beginners to learn more about Denmark and how to live in the Danish culture.

The target group is young 20-35 years for this reason we turned our attention to short adverts and movies, which the target group usually watches and shares on Facebook.

The character

We would like to make a connection between the movie world and the game to make it more interesting and funny. We decided to use characters from the movie “The Godfather” to promote the game.

Humour as a main element of the game-concept

The other reason for choosing gangsters as main characters is: we want to use humour to brand the school as a funny and interesting place to study, which wants to be in constant development, where action is going on.

In the same time those comical and stereotypical painted characters can be helpful in telling about everyday life in Denmark and the culture code without the “educative” (read: “boring”) associations.We want to use the absurd humour – the everyday-live situations are mixed with “ non-realistic” behaviour – that should make the target group laugh of the scenes and encourage them to take more lightly on the mis-takes and misunderstandings which they will surely experience in their learning process . In the same time we want to encourage the target group to jump in the game – to develop the game-concept, to share the experiences with each other and to research the language and culture.

The motivation is a very important factor in learning the language (as Lær Dansk teacher says) ,and Lær Dansk is aware of that the lessons in the school are not enough to help the foreigners to learn the language – that is why the role of school is also, in high degree, to motivate and inspire the students to try out the knowledge on their own and share it with the others.


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Story

Some members of famous Corleone family from the movie “The Godfather”, moved to Denmark some years ago, and obviously they try to live their “usual” life. But they have no idea about the country and about the language. Therefore they have no other choice, just to go to Laer Dansk.

This is the background story, and from now on we can follow the gangsters’ adventures, and difficulties in integrating in the Danish society.

Through the different situations they go through, for example:what is basis culture code in Denmarklearn the basics words...and find out that is a good idea to join the language school.

The gangster can enter different situations – when you enter the game you can see different areas you can go to – you can decide yourself where you want to start.There is for ex. Bakery, Club, Bus stop, Municipality (Kommune), Church and Language School etc. The examples of situations:•the gangster helps a woman to find the way to the center•the gangster is hungry and try to buy some food•the gangster goes to a disco and try to order a beer

In each situation you can choose two or more scenarios. (Similarly to the real world but with a touch of exag-geration)

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Future possibilities of developing the game-concept

The game is meant as a longer-term project which should be developed with the users. During the promotion -face of the game (by short movies) we want to make competition for the manuscript and videos, which show “new adventures” of the gangster in Denmark. The price is:By developing your concept with game designers you can win 5.000 DKK.

This competition will have a probably positive impact on the increasing interest for the game.

The language school want to be ahead with technological solutions and they want to engage the users – ex-ample of this is that on the Lær Dansk homepage, where you can upload the videos where you tell about your experiences with learning.The problem is that it is not the “playing” element in just uploading your videos on the homepage, were you don´t get response for your action (probably you are just “encouraged” by the teachers to do so). We want to develop the thought of sharing experiences.

There are huge possibilities of developing the game-concept in cooperation with users by promoting it on Facebook , Lær Dansk homepage and The game homepage , also during the Danish lessons, info meetings, face-to-face ( students tell to students) and through printed media ( f. e.g. Poster)

It can be added many scenarios and many places to the actual game, it can be customize so the player can create their own character and it can be develop in the direction that you are able to play with the other play-ers on-line. Shortly: you create, share and learn...

Finally there is also potential to cooperate with cultural organisations from Århus and Århus Municipality, who are stakeholders of the Language school (let´s say situations where you have to make some papers - the yellow card). It could be a more serious face of the game, but very useful and more interactive (easier to con-sume).

The game play

The player is a gangster. The player can choose to enter different “buildings”/ situations. Visually it will look like: a simplified map of Aarhus with chosen destinations.

The order of action is decided by the player. When the player has chosen the destination fx: Bakery – he can take the action of choosing the way of communication by choosing the objects or worlds on the screen. The choice implies different scenarios for the player (which we implies small animations).

Technology

The homepage is probably accessed during learning situations - that is why we think that we could develop this game for pc. In the same time the game is based on comics and movie elements – so it can be good to present it on tablet. Presumably not all the students and “work-emigrants” have tablet – for reach as many as possible from the target group we decide to develop the game for pc in the first version. The target group is used to use all mod-ern media. The game will be promoted on Facebook, and at the language school homepage.


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Design

Design of the game

For the background of the game we chose the paper pattern, because we wanted to give a cartoonish appear-ance. Furthermore the paper gives an association to school situation.When you enter the game, you first see the gangster, because he's standing in the middle and he is the only character in the main map.

The second thing what we can notice is the yellow cloud in the left corner. This is because the placement, shape and colour. Afterwards we can see the buildings which are placed symmetrically. You can notice first the left side buildings because the colours are stronger. When you enter a building you get the impression of being inside. You can see a dark frame which highlights the actual scene.

Colours: We use strong saturated colours, mostly primary colours like: red, blue, yellow. We are also using different nuances of these colours. That’s why our colour scheme can be also called Tetradic/Double Com-plementary. The character has black suite, because he is a gangster, and he should be visible on the white background, so here we have some strong colour contrast. The woman is also quite highlighted because of her dress, and her light blonde hair. She also symbolizes Denmark, by having the Danish flag’s colours on her.


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Contrast

There is a strong colour contrast between the character, the buildings, and the main map.There is also a contrast of shapes: the clouds and the characters have rounded shape, but the buildings they are more angular. There is no size contrast, because the character and the buildings have more or less the same size. There is also a contrast between the map and the scenes’ colour scheme, because the main map has cool colours, and the scenes mostly have warm colours. The resolution of 900x550 was chosen in order to be compatible with most the common resolution of computers.

Typography

We choose cartoon style typography for our headlines, because our game has a cartoon style, and we consider it is more interesting. The other words have a very simplistic style, in order to be easily readable. The build-ings have different fonts - just like in a real city.

Design of the poster

The poster’s style matches the style of the game. The girl on the picture can be a student (person from target group), but also refers to our gangster theme.


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Design of the intro

In the intro animation we use the same colour scheme as in the game, but the contrast is stronger, because of the clear white background. The animation is very graphical, because we use a lot of lines, and contour lines of the town elements. The use of black and white colour gives the animation a more stylish look moreover it fits with the Game advert’s style. We use just a few colours to avoid confusion.

Design of Advert

The whole theme of the game is inspired by the famous movie trilogy “The Godfather”. To make the connection stronger, between the movie and the advert we choose to shoot the film in black and white (The advert will be shown at the final exam). The closing picture is colourful again, to reflect the come-back from the fictional world to our real world.

Choice of music

In the advert we used the famous music from the “Godfather”. In the game and in the intro animation we used jazz to match the style of the 30´s and gangster stories.

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Interaction

Our game is a canvas game having a main animated character, some quiz-type scenes and many animations.

We have a main character (a gangster) that is placed on a map surrounded by a few buildings. He can move and enter any of the buildings and inside every building there is a quiz with 3 possible answers. Every answer selected has a reaction shown in a short animation. If he answers all the questions correctly he can enter the Laerdansk building and complete the game.

Most of the content is generated inside the JavaScript part, the only things declared in the HTML part are the animations, the containers containing the speaker, “skip intro” and “reset” pictures, also the link to Laerdansk site and the “play again” buttons. Everything else is generated inside JavaScript. The HTML contains 10 animations having a separate id (for referring to them in JavaScript) and a common class. The class is then positioned with CSS so it has the same height and width and position as the canvas. The other elements declared inside the HTML are also positioned accordingly with CSS they also have distinctive id attributes. The non-animation elements have {position: absolute} assigned to them so they can be over the canvas. The canvas and the animations are centered, but the non-animation elements have a little floating space if you resize the window, they can’t have a fixed position relatively to the canvas because of the {posi-tion: absolute} property.

Here is the end of our HTML and CSS files from here everything is taken over by JavaScript. At first every element has a display = “none” property assigned to it in CSS. This is then changed inside JavaScript. Every element having an id makes it easy to change their style properties in from “none” to “block”. Animations are shown this way, making the canvas disappear from the screen and loading the animation instead of it. Having the same height, width and position, and the transition being very fast you get the feeling that everything is happening on the canvas. After the animation ends the canvas takes over again.

The JavaScript consists of 6 major parts:

1) Loading the canvas and the images2) Global variables3) Quiz scenes4) Reset function which also animates and moves the character5) Drawing everything on the canvas6) The main game loop and the setInterval for making everything start

The first part creates a canvas element, adds the width and height then it loads every image the following way:

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This is very useful because every picture has a Boolean value assigned to it (bgReady) so if we don’t want to draw it on the canvas we just have to make that variable false, because the drawing is done the following way:

This is how we made the quiz scenes visible we changed to false the Boolean variable of the default back-ground and the scene background to true:

In the second part all the global variables are defined, also the elements from HTML with distinctive IDs, for example the speaker pictures:

After being defined they all have an EventListener assigned, for example:

The third part is the quiz scenes. Every one of them is defined as a function, every time the character touches one of the buildings on the map this function is called. This function sets the new scene making all elements from the map disappear and making the new background and the arrow (for selection) appear. EventListen-ers are added for the “enter” and “esc” keys, you can move the arrow to one of the 3 answers and select them by pressing enter, or go back to the map by pressing escape. Then after selecting an answer an animation comes as a reaction to the answer selected. This is made by hiding the canvas and making the animation with the corresponding ID visible:

The animate function basically just sets the .display = “block” for the animation and .display = “none” for the canvas. Every animation has a specific length stored in the animationLength variable.The Laerdansk scene is different, after entering you just see a new background picture which says Congratula-tions! You can then click on the link which takes you to the actual website or click on the Play again button.

The fourth part is the Reset function which starts the whole game too, after the intro. This sets all the needed elements for the map view ready and also handles the movement of the character and checks if he is touching any of the buildings. It also plays the background music and places every image on specific x, y coordinates on the canvas.

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The event listener for the left, right, up, down keys stores which key are you pressing at the moment then ani-mates the character accordingly. The character has 9 separate pictures for each side (left, right) which change every time you press down a key, creating the feeling of walking:

This principle is also used in animating the arrow inside the quiz scenes, which has only 2 constantly chang-ing pictures. Inside the function is also checked if he is touching any of the buildings, if yes the specific scene function is called:

The fifth part is very basic, it handles the drawing on the canvas, if a picture is ready then it is drawn. This part also handles the scoreboard and the warning.The warning appears when you try to enter the Laerdansk building and you did not visit all the places on the map or you wrong answers number is bigger than the correct answers. If this happens you freeze for 3 sec-onds and the warning shows:

The last part is the actual start of the game. It starts with the intro function which calls the intro animation. Then there is the reset function. We introduced a helping function which delays the reset function in order to start it after the animations. Because it uses the animationLength variable we can call it easily after every animation if we define the length of them before:

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This is mainly our JavaScript code’s structure; it has also some minor helping functions that we did not men-tion like deletewarning, warningdelayed, check, movearrow, but they speak for themselves.The HTML and CSS are validated. The HTML has 30 errors and every one of them is because of the Flash-generated content (3 errors in every animation) the reason being: “obsolete”. We tried to change them but we ended up with even more errors so we left it the way they were. The CSS has 0 errors.

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ID Task Name Duration Start Finish Predecessors

1 Project 1.2 17 days Mon 5/13/13 Tue 6/4/1323 Business and communication part 5 days Mon 5/13/13 Fri 5/17/1345 Project introduction 2 days Mon 5/13/13 Tue 5/14/136 Who is the client 2 days Mon 5/13/13 Tue 5/14/137 Mission vision and values 2 days Mon 5/13/13 Tue 5/14/138 Schein Model 2 days Mon 5/13/13 Tue 5/14/139 SWOT analyzis 2 days Mon 5/13/13 Tue 5/14/1310 Personas 2 days Mon 5/13/13 Tue 5/14/1311 AIDA- model 2 days Mon 5/13/13 Tue 5/14/1312 Gamification theory 2 days Mon 5/13/13 Tue 5/14/1313 Brainstorming on the concept 3 days Mon 5/13/13 Wed 5/15/1314 Hand in report 1 day Fri 5/17/13 Fri 5/17/13151617 Workpakage 1 5 days Mon 5/13/13 Fri 5/17/131819 Planning of the week 1 day Mon 5/13/13 Mon 5/13/1320 Analyzing the game 1 day Fri 5/17/13 Fri 5/17/1321 Start coding 2 days Thu 5/16/13 Fri 5/17/1322 Making interviews 1 day Thu 5/16/13 Thu 5/16/1323 Build concept 1 day Thu 5/16/13 Thu 5/16/1324 Brainstroming on the game and design 2 days Thu 5/16/13 Fri 5/17/13252627 Workpakage 2 5 days Mon 5/20/13 Fri 5/24/132829 Planning of the week 1 day Mon 5/20/13 Mon 5/20/1330 Editing videos 1 day Tue 5/21/13 Tue 5/21/1331 Editing report 1 day Tue 5/21/13 Tue 5/21/1332 Producing game character 1 day Thu 5/23/13 Thu 5/23/1333 Producing design elements 4 days Tue 5/21/13 Fri 5/24/1334 Contiune to build the code 3 days Wed 5/22/13 Fri 5/24/1335 Brainstorming on animations 1 day Fri 5/24/13 Fri 5/24/133637 Workpakage 3 8 days Fri 5/24/13 Tue 6/4/133839 Planning of the week 1 day Mon 5/27/13 Mon 5/27/1340 Intro animation 2 days Fri 5/24/13 Mon 5/27/1341 Making animations 3 days Mon 5/27/13 Wed 5/29/1342 Dealing with the coding 5 days Mon 5/27/13 Fri 5/31/1343 Test the game on target group 1 day Wed 5/29/13 Wed 5/29/1344 Editing the report 2 days Tue 5/28/13 Wed 5/29/1345 Print out everything 1 day Fri 5/31/13 Fri 5/31/1346 Making presentation 1 day Mon 6/3/13 Mon 6/3/1347 Hand in report 1 day Tue 6/4/13 Tue 6/4/1348 Testing the game on target group 1 day Wed 5/29/13 Wed 5/29/13495051 Other activities 5 days Tue 5/14/13 Mon 5/20/135253 Breakfast downtown 1 day Fri 5/17/13 Fri 5/17/1354 Writing Wordpress blog 1 day Tue 5/14/13 Tue 5/14/1355 Making the advert 1 day Mon 5/20/13 Mon 5/20/13

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Project: Planning - Project 1.2Date: Mon 6/3/13

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ID Task Name Duration Start Finish Predecessors

1 Project 1.2 17 days Mon 5/13/13 Tue 6/4/1323 Business and communication part 5 days Mon 5/13/13 Fri 5/17/1345 Project introduction 2 days Mon 5/13/13 Tue 5/14/136 Who is the client 2 days Mon 5/13/13 Tue 5/14/137 Mission vision and values 2 days Mon 5/13/13 Tue 5/14/138 Schein Model 2 days Mon 5/13/13 Tue 5/14/139 SWOT analyzis 2 days Mon 5/13/13 Tue 5/14/1310 Personas 2 days Mon 5/13/13 Tue 5/14/1311 AIDA- model 2 days Mon 5/13/13 Tue 5/14/1312 Gamification theory 2 days Mon 5/13/13 Tue 5/14/1313 Brainstorming on the concept 3 days Mon 5/13/13 Wed 5/15/1314 Hand in report 1 day Fri 5/17/13 Fri 5/17/13151617 Workpakage 1 5 days Mon 5/13/13 Fri 5/17/131819 Planning of the week 1 day Mon 5/13/13 Mon 5/13/1320 Analyzing the game 1 day Fri 5/17/13 Fri 5/17/1321 Start coding 2 days Thu 5/16/13 Fri 5/17/1322 Making interviews 1 day Thu 5/16/13 Thu 5/16/1323 Build concept 1 day Thu 5/16/13 Thu 5/16/1324 Brainstroming on the game and design 2 days Thu 5/16/13 Fri 5/17/13252627 Workpakage 2 5 days Mon 5/20/13 Fri 5/24/132829 Planning of the week 1 day Mon 5/20/13 Mon 5/20/1330 Editing videos 1 day Tue 5/21/13 Tue 5/21/1331 Editing report 1 day Tue 5/21/13 Tue 5/21/1332 Producing game character 1 day Thu 5/23/13 Thu 5/23/1333 Producing design elements 4 days Tue 5/21/13 Fri 5/24/1334 Contiune to build the code 3 days Wed 5/22/13 Fri 5/24/1335 Brainstorming on animations 1 day Fri 5/24/13 Fri 5/24/133637 Workpakage 3 8 days Fri 5/24/13 Tue 6/4/133839 Planning of the week 1 day Mon 5/27/13 Mon 5/27/1340 Intro animation 2 days Fri 5/24/13 Mon 5/27/1341 Making animations 3 days Mon 5/27/13 Wed 5/29/1342 Dealing with the coding 5 days Mon 5/27/13 Fri 5/31/1343 Test the game on target group 1 day Wed 5/29/13 Wed 5/29/1344 Editing the report 2 days Tue 5/28/13 Wed 5/29/1345 Print out everything 1 day Fri 5/31/13 Fri 5/31/1346 Making presentation 1 day Mon 6/3/13 Mon 6/3/1347 Hand in report 1 day Tue 6/4/13 Tue 6/4/1348 Testing the game on target group 1 day Wed 5/29/13 Wed 5/29/13495051 Other activities 5 days Tue 5/14/13 Mon 5/20/135253 Breakfast downtown 1 day Fri 5/17/13 Fri 5/17/1354 Writing Wordpress blog 1 day Tue 5/14/13 Tue 5/14/1355 Making the advert 1 day Mon 5/20/13 Mon 5/20/13

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Group 4

Group 4Jozsef,Gabor LGabor Cs,Gabor L

KasiaKasia,PatriciaJozsef,Gabor CsGroup 4

Group 4Kasia

Kasia,Patricia,Gabor LJozsef

PatriciaGabor Cs

Group 4Group 4

Group 4Group 4

Group 4Kasia

Group 4

S S M T W T F S S M T W T F S S M T W T F S S M T W TMay 12, '13 May 19, '13 May 26, '13 Jun 2, '13

Task

Split

Progress

Milestone

Summary

Project Summary

External Tasks

External Milestone

Deadline

Page 1

Project: Planning - Project 1.2Date: Mon 6/3/13

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Documents

Danish for beginners · Group 4 – Kasia, Patricia, Jozsef, Gabor Cs., Gabor L. Report – Laer Dansk Game -Project 1.2 1 Danish for beginners