eLearning Interactive Brief (pt 3)

We’ve been developing the management plan and concepts together. Before we had simple stages for the entire game but now we have sketched out even more elements in the interactive activity as a whole.

Its simple, a hover image for the information to be found in a fun and interactive way. We even set out the design for how the game would run. Allowing it to seem like one whole activity with 2 levels.

This is a storyboard for how the hover of the actual first level will go. Alongside a design for the final scenes of the activity.

We understand that the child has to have some kind of validation when it comes to being able to finish the game with some kind of secure way to prove they have successfully learnt something.

We also created concepts for the way the game scenes will work in more detail.


we regrouped and gathered all of our information about learners and children in our research. Identifying the three main types of learners:




Auditorial learners are the kind of people who benefit mostly off hearing instructions, jungles, songs, rhymes, similes and other ways that data can be processed through sound. These people have active parietal lobes in their brain which helps understand language, define sounds and memories things. Its also referred to the Wernicke’s area. Children do seem to have very strong inclinations to sound and echoic memory.

Visual learners are the most common. They benefit of pleasing things to look at to gain information from. Videos, infographics, posters, pictures, demonstrations and documentaries are all ways that visual learners are able to process information. The occipital lobe is in charge of light and visual interpretation. By being able to relate images to information these learners will be able to take in the information better. Its also psychologically proven that colours can help relate to the way that people remember information.

Kinaesthetic learners are more like “do-ers” in terms of learning. The hands on type of people who like to be involved in the process to be able to learn. These people benefit off puzzles, games, follow on steps, tutorials and anything that they can actively be a part of to get something in the end.

We used this research to ensure that in the end out concepts did involve all of those learners to a degree. It allowed the children to have sound with the games, (learning what breaks would sound like on a bike when they stop for example) visual work with the imagery and the game benefits kinaesthetic learners. It also uses context dependant cues, in which the students can see a bike in its usual situation on the road and be able to apply it to real life as they will recall it.

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