A student ready to design and develop products with impact that can change the world
My most recent project, the Adventures of Mickey, is an AR game for children in years 3 and 4 of primary school. The game aims to motivate students to practice math, but also to help them develop their social skills and spatial awareness. The game achieves this using numerous game theories such as reward systems, self-determination theory, and intrinsic motivation, to create engagement with the player.
This project is dear to me because it is the first project I did by myself. Previous projects have always been group projects. Having to rely on my own skills and intuition was new to me. I decided that it would be beneficial for me to focus on my strengths. I choose the squad Play & Learn for my Final Bachelor Project because I believed this was the best fit for my strengths and interests. Game theory and the theory behind play are topics I find very interesting in both my personal life and previous projects.
While my Final Bachelor Project was probably the hardest thing I have done so far, I also grew a lot during it. I spend a large portion of my time getting to know my target audience and design space, skills acquired during Project 2. The latter half of the project I got to apply a lot of game and play theory. You can read more about The Adventures of Mickey on the home page.
During the last few years, I got to work with a lot of different students, each with their own skills and expertise. I got to see how much I still can learn in certain fields, but also how much I already know in others. I believe I have known reached a point where I feel like I can tackle anything. I know very well that this is more hubris than anything, yet I believe that my bachelor has not only changed me as a designer, but also a person. I learned how to problem solve efficiently, how to communicate with peers, how to approach clients and deduct research. Most importantly, I learned how to design products with impact that can change the world.
Fresh out of high school, I would not have considered myself a designer. It took me a year of university, a year of Software Science, to realize I would rather make products, not software. As a result, however, I felt like I had less prior experience than many other students.
After year one, I learned a lot about how to talk to users, what a business model is, and how to shape and dress up products. The courses User-centered Design, Project 1, Basic Form giving Skills, and From Idea to Design helped me grow into the designer role. In year one I build the foundations I relied upon in later years.
During year two, I build prototypes for my projects and followed courses which helped me further develop in the area’s Business & Entrepreneurship and User & Society. The USE learning line I followed, “Designing for a Connected Society”, helped me crawl into the skin of users. Introduction to Business Design introduced me to topics such as patents and further familiarized me with business models such as the Business Model Canvas.
During year three, I found a passion for game design, more specifically serious games. I put great focus on the areas Math, Data, & Computing and Technology & Realization. The coherent course package Design for Games and Play, the software science course Programming, and the design elective Interactive Intelligent Products all had me struggle with technology. I started using Unity and got more familiar with the Java coding language. The third year was by far the most impactful year as me a designer. I found a field I am truly interested in which fit my skillset. Naturally, I chose Play & Learn as my squad of choice for my Final Bachelor Project.
During my Final Bachelor Project, I got to put all my Areas of Expertise to test, save for Business and Entrepreneurship. While market viability was at the back of my mind, I wanted to design an idealistic product for the future without it being constrained by the current economic landscape. My improvements in Creativity and Aesthetics got put to the test while making the world of the game and while presenting it during Demo Day. Technology and Realization while struggling to get AR to work and while visualizing the game. The result only has few physical components, however, using the appropriate technologies resulted in a convincing prototype. My growth in Math, Data, & Computing was utilized while coding the game. The game uses artificial intelligence pathing for the Mickey character, math to calculate arc’s and directions for objects, and computing to program the rules of the game. Finally, I used my expertise in User & Society to create a game that young students would play, while also providing value for the teachers.
My growth over my bachelors is visualized in the graph below.