Struverse by iA.IID

2021 FALL

IID 3014-01

STUDENTS INVESTIGATING THE WORLD OF METAVERSE CONTEXT MAPPING: INTERACTION MODEL FOR GAME DESIGN LED BY PROFESSOR HEEJUNG KWON

CHUNG, YOONSEO | IID CLASS OF 19 JEONG, CHAERIM | CDM & IID CLASS OF 19

YONSEI UNIVERSITY

CONTEXT MAPPING

TABLE OF CONTENTS

01 INTRODUCTION STUDY BACKGROUND PROJECT AGENDA PRELIMINARY RESEARCH

02 RESEARCH RESEARCH PROCESS SAMPLING METHODS TOOLKIT DESIGN SESSION AND ACTIVITY

00 00 00 00

00 00 00 00 00

03 DATA & RESULTS

DATA GATHERING RESULTS

00 00

04 DATA ANALYSIS

05 CONCEPTUALIZATION

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CONTEXT MAPPING

01 INTRODUCTION The unexpected hit of COVID19 paralyzed people, including students worldwide, and limited the way people communicate. Due to social distancing and restrictions, students could socialize and build connections with their colleagues as before. The education sector was one of the sectors heavily influenced by the COVID19. Universities that accept international students and provide a global education encounter many difficulties from restrictions and complicated quarantine processes. Underwood International College of Yonsei University was no exception to this matter. The situation in Korea was unpredictably worsening with booming numbers of confirmed cases. As a result, the government continuously strengthened the monitoring of people arriving in Korea from other countries. Overall, it was not easy and safe for international students to come to Korea. Schools had no choice but to proceed with online semesters relying on Zoom, a cloud-based video conferencing service. It made students in and out of Korea have no opportunity to experience offline campus life and socialize with colleagues. Team Stuverse was aware of this situation and how COVID19 weakened the social aspect of college life.

STUDY BACKGROUND This team comprises two students in class of 19, who were the last ones to enjoy Freshmen life offline in Songdo Campus. As they have connections with underclassmen, they hear many sad stories. Of all things they articulate, socialization was the most severe drawback. As one of the fundamental values of university education is expanding social networks, having no chance to socialize with colleagues was critical. This team believed that designing a solution to solve the matter through context mapping would result in a valuable solution model. Thus, the study conducts a sensitizing session using a toolkit to three groups of Yonsei University students who never experienced offline college life before - international students residing in their home country, international students residing in Korea, Korean students residing in Korea using a generative technique of sensitization. The research process following the procedure of a context mapping study is as follows:

PROJECT AGENDA The purpose of this research is to understand the social context of three groups of Yonsei University students who never experienced offline college life before - international students residing in their home country, international students residing in Korea, Korean students residing in Korea. The study objective is to propose a design solution that can support Yonsei students’ social life. The research questions that the study session centers around are as follows:

What are the characteris-

tics of activities that are ef-

tics of the enjoyable, com-

tics of activities that are ef-

fective for building relation-

fortable social experience

fective for social life (person

ships? (person to person)

of international students?

to the community)

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PRELIMINARY RESEARCH Prior to conducting the research session, Team Stuverse did a preliminary research on metaverse platforms. The research session was planned to be executed using a metaverse platform, Gather Town. Gather Town is a virtual community platform where users experience using their avatars in real-life environments designed within the platform. The platform supports people to communicate and collaborate through video and audio tools. Users can also build their own space using MapMaker without coding.Team Stuverse examined two recent cases of student engagement with Metaverse, GatherTown in particular. Metaverse was loved across the business and educational sector over the past two years due to COVID19 as a key measure to cope with online situations. Some example Gather Town events that replaced the original offline events are as follows:

JOB / CLUB FAIR

COLLEGE ENTRANCE CEREMONY/ FRESHMEN ORIENTATION

COLLEGE FESTIVAL

GUEST SPEAKER EVENT

These following two cases were two major events that recently utilized Gather Town in Yonsei University: Yonsei Global Leaders Department 21.5 Freshmen Welcoming Ceremony and UIC ONE Festival.

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CASE I Yonsei Global Leaders Department 21.5 Freshmen Welcoming Ceremony

Gather Town August, 2021

Metaverse Club of Yonsei University organized a metaverse “Gathertown” event for 21.5 Freshmen, consisting of 300 International students from more than 30 countries. There were warious sessions held - Dean’s Message, Campus Tour, Games, and Upperclassmen Talk. Student reactions were generally positive.They report the experience was cool and memorable. However, they pointed some drawbacks of not feeling real and feeling nothing different than normal games.

CASE II UIC ONE Festival Gather Town

Gather Town September, 2021

UIC Student Council ‘Unlock’ organized a department festival for UIC students using Gather Town for the purpose of promoting communication and vitalizing the school community . They actualized Yonsei Songdo Campus on Gather Town, Various activities existed - Talent Show, Escape Room, Division Competition, and Classroom Gathering. For student reactions, students who report to have a good experience mentioned a lot about having fun with peers. General comments how the experience was cool and amazing were found, too. However, for those who do not have friends were not able to enjoy as much., and for those who are introverted people were difficult to enjoy as well.

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02 RESEARCH

RESEARCH PROCESS

Thid study followed the six procedures of a context mapping study - preparation, sensitization, sessions, analysis, communication, and ideation for solution model.

SAMPLING METHOD Representative Sampling Team Stuverse did a representative sampling to recruit students who never experienced offline college life before - international students residing in their home country, international students residing in Korea, Korean students residing in Korea. The recruiting announcement was announced in the Division / Major Chatrooms and Eastern Civilization (a freshmen-year course that normally has over 300 students in class) chat room. Despite the low participation rate, a total of 9 students from each category were recruited - 3 from each category.

Category

Number of Participants

Category I: International Students residing in their home country

Category II: International Students residing in Korea

Category III: Korean Students residing in Korea

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METAVERSE EXPLORATION Existing Metaverse Platforms and its Characteristics

Interface

Second Life

Zepeto

Roblox

Gather Town

3D graphics

Pixelated (2D)

Socializing

Gaming

Socializing/ Co-working (virtual office)

Hard (mesh-based customization and different avatar mesh bodies that does not make items all suitable)

Easy (does not have different avatar body mesh, need to make a purchase to customize a character)

Mediocre (some parts can cause confusion due to presence of different avatar body)

Very Easy (no need to make purchase of items to customize a character)

Needed (PC viewer)

Needed (Mobile app)

Needed (PC or Tablet)

Not needed / can access via PC and mobile web

Main Usage

Character Customization

Installation

As part of a preliminary research, the team

Furthermore, because of it the platform

explored various metaverse platforms and

was very fast. There was less loading time,

compared their characteristics. Team Stu-

and character customization was easy -

verse explored metaverse platforms in-

less burdening in perspective of users.

cluding Second Life, Zepeto, Roblox, and

Also, there was no need of installing any

Gather Town. For the effective evaluation,

program or application to use; all users

the platforms were evaluated based on

were given access to the website via link,

the four categories of interface, main us-

making it highly accessible and conve-

age, loading time, character customiza-

nient.

tion, and installation. Among four of them, Gather Town was assessed to be the best one. Although its graphics are not as modern as other three platforms, its pixelated (2D) aspect gave users a friendly feeling.

TOOLKIT DESIGN

Sensitization is a process where participants are triggered, encouraged, and motivated to think, reflect, wonder, and explore aspects of their personal context in their own time and environment. For this research, a sensitization process was done in a workshop format. The session was designed in Gather Town to create an environment where participants actively get involved. The part that there are many immersive experiences available for participants was highly considered. All participants get a chance to create their own avatar and get control of it. To make the session more immersive, the session incorporated a theme of Squid Game, a recent Netflix hit. It was a strategy to make the sensitization and the overall session easy and engaging. There were several reasons behind selecting this theme beyond its popularity. First, Squid Game became an iconic figure that people related with Korea the most. To brief some of their achievement: it was the top content on Netflix in 94 countries; it was the top-watched program ever on Netflix; it was the most in-demand show in the world in the 2 weeks following release; it was rated the most popular TV show in IMDb, based on user votes. The number of viewers is still increasing, and just last October it reached 111M. Corporations reproduced the contents in many ways as a marketing strategy as well. Considering this, Squid Game was reasonable enough to use for an engaging session. In fact, all of the participants reported to know Squid Game during the sessions.

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Session Organization Sensitizing Session - Gather Town with Squid Game

Sensitizing Toolkit - Optimal Workshop

Mini Activity I

Mini Activity II

[Figure 1] Session Organization For the toolkit that participants use, Op-

ble usage. Hence, the tools were able to be

timal Workshop was used. It is a UX plat-

easily modified within its original frame. It

form that supports a wide range of user

made it much easier, in the perspective of

research tools. There were several reasons

session organizers, to prepare sessions or

for selecting Optimal Workshop and or-

activities according to the objectives.

ganizing a toolkit with it. The biggest advantage was interactivity. The key point of holding sensitizing sessions is to engage participants. Therefore, engagingly asking questions is highly recommended. Optimal Workshop achieves this by offering very interactive user research tools. Second was its usefulness. All the toolkits were highly structured but present flexi-

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First Mini Activity The first activity focused on how participants felt about freshmen social life experience. Link: https://krcgmo24.optimalworkshop.com/optimalsort/csg5tdbf-0-0-0 The questions of the first activity were as follows:

Type

Questions

Pre Question Likert Scale

Were you happy or unhappy about your Freshmen social life?

Main Activity Card Sorting

Categorize words on the left to emotion boxes on the right. Simply drag and drop each word to emotion boxes that you associate each word with. There is no right or wrong answer, just do what comes naturally. Verbal response What did you like about your Freshmen social life?

Post Question Written response What are some examples of your positive experiences? Verbal response What did you dislike about your Freshmen social life? Post Question Written response What are some examples of your negative experiences?

Second Mini Activity The second activity focused on how students evaluate each socializing activity in general and whether they were helpful or not helpful in building friendships as part of socializing experience. Link: https://krcgmo24.optimalworkshop.com/optimalsort/csg5tdbf-0-0-0-0 The questions of the second activity were as follows:

Type

Questions

Pre Activity Ranking

What helped you to build friendship at Yonsei? Please order the list below in the order of significance.

Main Activity Card Sorting

Categorize words on the left to boxes on the right. Simply drag and drop each word to boxes that you associate each word with. There is no right or wrong answer, just do what comes naturally. Task response (check all that applies) What do you do to maintain your friendship in general?

Post Question Checking Box

Verbal response Did COVID-19 influence or not influence your answer? Provide us with examples that will greatly help us understand better! Task response From the scale of 10, how much of your ‘Dream Yonsei Social Life’ has been fulfilled?

Post Question Likert Scale

Verbal response How would you imagine a ‘Dream Yonsei Social Life’? What is your ideal social gathering inside of Yonsei and outside of Yonsei? Why was your dream sufficiently or insufficiently fulfilled?

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Sensitization took place in Gather Town in the theme of Squid Game

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The maps were created based on the selected scenes and games.

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A lot of effrot were used to keep consistency

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03 DATA & RESULTS The team recruited 9 participants in total and successfully held sessions in the scheduled time. The schdules were organized in Google Spreadsheet, and all sessions were recorded under the participant’s consent. The videos were used for the purpose of data analysis. Using Miro, a collaborative digital whiteboard, the screenshot of the sessions were pasted, and every insights we gather were noted. Implications and needs were oragnized again according to the types - international students residing in their home country, international students residing in Korea, Korean students residing in Korea.

DATA GATHERING Data was gathered through several ways - observation, taking notes during the session, and optimal workshop. For the first two ways, Insights gathered during the sessions were organized in the Google Spreadsheet, and then they were visually displayed and clustered in Miro board. In the case of the optimal workshop, it offered a rich source of information and analysis of the workshop sessions. It provided the visual representations of the answers of simple questionnaires, card sorting activity, and ranking questions.

RESULTS Activity I - Pre Question

For the first question, 87.5% (⅞) of the participants reported their freshmen social life to be just okay, while 12.5% (⅛) of the participants claimed its freshmen social life to be unhappy.

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Activity I - Card Sorting Activity

There were not many responses under the negative emotion, but some students claimed that their experience with Life Sharing Social Media (IG, FB), Team Projects, Homeroom Activities, Major/Freshmen Kakao Chatroom, Club Fair, and Everytime was negative. The reasons include: •

Feeling not connected but rather awkward

•

The existence of a language barrier - not having English service

•

Lack of activities

•

Could not help feeling left out, isolated in an online setting

•

(Team Project) Having passive, uncollaborative attitude hindering smooth and productive communication

For the options under the Nothing to Say part, it was either they never heard of it or had no experience with the activity. The result of card sorting activity showed that Alumni Talks, RC Activities, Major Info Sessions, Student Club/Academia, Student Clubs/Academia, and Chat Based Social Media (Kakaotalk) are Freshmen experiences that they feel positive about. The reasons behind the selection rooted from the fact that •

They feel welcomed as Freshmen.

•

The events, people, and platforms work as a valuable means of connection from them to the major in interest or people in general.

•

The informative sessions are helpful to their freshmen life

•

Socialization occurs out of an academic setting, which is more comfortable.

In the meanwhile, Life Sharing Social Media (IG, FB), Team Projects, Homeroom Activities, Major/Freshmen Kakao Chatroom, and Online Games turned out to be the Freshmen experiences that they feel neutral about. The reason behind the selection mostly came from the fact that the experience was not significant enough to draw positive or negative feelings.

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Activity I - Post Questions

Many claimed how they appreciate the help of event organizers (House RA, Club Members, Student Council, and Professors) who organized many events for Freshmen. Their answers majorly lied on the moments where they find the experience helpful to their school and social life.

Students repeatedly mentioned that lacking in-person and real-life interaction with colleagues and professors is what they dislike the most. The unnatural atmosphere of the online setting was negatively affecting their social life. Another thing was language. Amid the pandemic, International students were looking forward to joining student clubs to fill the gap, but the majority of them were ‘very Korean’ which made it unlikely for international students who are not comfortable with Korean to join.

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Activity II - Pre Question

With 1 being very significant and 6 being very insignificant, joining student events turned out to be the most significant way that students feel helpful to build friendship at Yonsei. The second was being part of the same student clubs or academia. The common points that the first and second option share are having a natural setting to get to know people and sharing a similar interest / goal with peers. In fact, one participant stated that socialization occurring outside of an academic setting is easier and more comfortable to build. However, taking the same courses and doing team projects together also help students to build friendships since they make them to regularly get along with each other. Playing online games together and going blind dates together turned out to be the least helpful ways to build friendship since cultural differences exist and personal preferences with games differ from each other.

Activity II - Card Sorting Activity

The result of the second card sorting activity showed that Chat Based Social Media (Kakaotalk), RC Activities, Freshmen OT, Student Club/Academia, Homeroom Activities, Major/Freshmen Kakao Chatroom, Online Games, and Mentor/Mentee Program positively affect social life. The reason these activities positively affect Freshmen social life is because it allows the actual communication. Talking and doing something in-person/in-group interaction helped them to feel getting in touch with others. In the meanwhile, Major Info Session, Alumni Talk, Life Sharing Social Media (IG, FB), and Team Projects turned out to neutrally affect social life. Participants claimed that these do not feel like a social experience but rather informative and academic experience. There were not many responses for negatively affecting social life, but some placed Life Sharing Social Media (IG, FB), Team Projects, and Everytime App under this category. In the case of social media, some found it not helpful, and for team projects, some did not have a good social experience with teammates. The negative opinion on Everytime App was raised by a domestic student, not international student, and she claimed the anonymous community’s toxic contents negatively influence the way Freshmen understand the school atmosphere. For the options under the Nothing to Say part, it was either they never heard of it or had no experience with the activity.

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Activity II - Post Questions

All participants claimed they message, and the majority of them said they meet up offline. Other answers varied by people. While some preferred to call, others liked to facetime instead. In the case of the impact of COVID, some participants said they message, call, or facetime more than usual, but others stated the frequency of communicating remained the same. However, all agreed that offline meetups greatly reduced due to social distancing.

While half of the participants scored 3-4, the other half scored 5-7, showing that their Dream Yonsei Social Life has been somewhat achieved - but not fully.

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04 DATA ANALYSIS Immersion on the Miro Board

The key to analysis was catching what participants think, say, or react to the given immersive context. The main activity of the both mini sessions was a card sorting activity. In this workshop, participants were given a set of expressive components and instructed to sort them reflecting their thoughts, feelings, and ideas. These two mini activities were designed for examining different purposes. There were school Zone another. First one examines the effectiveness for building relationships of given activities, while the second investigates the effectiveness for social life of given activities.

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https://miro.com/app/board/o9J_lhzlT20=/

The main findings were the following for two activities. For the first case, it tried to see what emotions (positive, negative, neutral) do people relate with given activities and how they think about its effectiveness in terms of building relationships. In general, participants were positive about the active interaction occurring with cameras on (lin zoom meetings) and any opportunities that provide a chance to do something (basically socialize) together with their colleagues. As they have a little connection with the upperclassmen, participants desired and appreciated events that give an opportunity to get to know upperclassmen and build personal relationships with them. They even reported to feel much more safe and confident by knowing upperclassmen, because it makes them feel they have somewhere to ask or discuss their inquiries. In addition, with having a narrow social boundary, participants were hoping to find a group where they can belong to, preferably where people with similar interests or like minded people gather.

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The second card sorting activity checked how given activities influenced people’s social life - positive or negative or neutral. To start with the general one, activities that allow people to naturally encounter and interact with each other were frequently mentioned to positively affect their social life. The fact that they meet new people and make friends was significant, especially in these days, and people perceived this as a process of expanding their social network as well. However, the most important part was

identified from their wish to feel like a yonsei student. Ever since they entered university, they had no chance to fully experience campus life and feel like a university student. Those who wished to come to Yonsei were sad by the COVID situation. Therefore, official school events were activities that participants felt very positive about as it gives them a sense of being a yonsei student. For this reason, the Joint Cheering Session, Yonsei Club Fair, and Chat Based Social Media, Freshmen OR, and Major / Freshmen Ka-

kao Chat Rooms thermore, several UIC Festivals as on activities, recalled they were bonded fact that the stude for them, their col tivity as they are d participation is vis stagram) were all feel connected to other hand, activit evaluated as neutr a thing that peopl

I wish to be more included and connected as part of a Yonsei University student. I want more opportunities to interact with students and get to know them.

“

were positively evaluated. Furl participants who mentioned ne of the most positive-feeling how they were able to feel like d to the school community. The ent council prepares this event lleagues are doing the same acdoing, and how people’s active sible online (for example in Inl contributing to making them the school community. On the ties that were informative were ral or negative, which is more of le enjoy in their personal realm.

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There were several user characteristics

the default character that did not resem-

the session saying,

identified as well. First, people highly ap-

ble the participant, and people who deco-

ple enjoyed the mem

preciated the game-like experience of the

rated default characters that did resemble

the questionnaire, im

session. They liked the interactiveness and

the participant. 5 out of 9 participants did

entertaining materia

excitement that every activity delivered.

not decorate the default character that did

One, it made the

Second, on the other hand, people were

not resemble themselves, and none of the

more relaxed, which

not very active about decorating their av-

participants, even though they decorated

cial expressions. Two

atars in Gather Town, showing reluctance

the default character, placed too much

participants and ke

about complicated and time-consuming

emphasis on this process. This indicated

session. Three, they

activities. The 9 participants all decorated

that people do not really care about the

meaning that they t

their avatars differently but majorly in these

avatar as much and hate time-consuming

they felt from this on

three categories: people who decorate the

activities. The less task there is, the happier

they shared struggle

default character that did not resemble

the participant. There was even an actual

share with the stran

the participant, people who did decorate

reaction of the participant in the middle of

made the conversat

“Yes there’s less work!” Third, peo-

mes and jokes that were included in

mplying their preference of having

als. This was shown in several ways.

h was shown through positive fa-

o, it helped to grab the attention of

eep them engaged throughout the shared their experiences fruitfully,

I wish I can be spirited with my colleagues. That is supposed to be the greatest part of university - meeting new people.

“

conversation environment much

talked a lot on the details and how

ne situation in particular. For some,

es that might have been difficult to

nger, but the relaxing environment

tion easy going.

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There were several user characteristics identified as well. First, people highly appreciated the game-like experience of the session. They liked the interactiveness and excitement that every activity delivered.

Second, on the other hand, people were not very active about decorating their avatars in Gather Town, showing reluctance about complicated and time-consuming activities. The 9 participants all decorated their avatars differently but majorly in these three categories: people who decorate the default character that did not resemble the participant, people who did decorate the default character that did not resemble the participant, and people who decorated default characters that did resemble the participant. 5 out of 9 participants did not decorate the default character that did not resemble themselves, and none of the participants, even though they decorated the default character, placed too much emphasis on this process. This indicated that people do not really care about the avatar as much and hate time-consuming activities. The less task there is, the happier the participant. There was even an actual reaction of the participant in the middle of the session saying, “Yes there’s less work!”

Third, people enjoyed the memes and jokes that were included in the questionnaire, implying their preference of having entertaining materials. This was shown in several ways. One, it made the conversation environment much more relaxed, which was shown through positive facial expressions. Two, it helped to grab the attention of participants and keep them engaged throughout the session. Three, they shared their experiences fruitfully, meaning that they talked a lot on the details and how they felt from this one situation in particular. For some, they shared struggles that might have been difficult to share with the stranger, but the relaxing environment made the conversation easy going.

The session was so fun and enjoyable! I loved the Squid Game theme applied in Gather Town. I am a big fan.

“

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Key Implications: •

Students have positive attitudes towards making online friends.

•

Students appreciate having the environment where they can naturally engage with others, preferably with people who share similar interests.

•

Students prefer live social interactions because it is effective in building a relationship - talking with a zoom camera on, having a real-time conversation, and etc.

•

Students desire to meet friends offline.

•

Students feel more comfortable and easy to make friends with a common ground - interest, location like dormitory, class, and etc.

•

For students who do not reside in Korea, their social life fully depends on online activities.

•

International students cannot help from feeling left out due to cultural difference, language barrier, and time difference.

•

Students want more interaction opportunities as offline meetups are unavailable.

•

Students who live abroad wish for more active communication.

•

Students want to feel more motivated to socialize.

•

Students want to meet more people who share common grounds.

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05 CONCEPTUALIZATION Ideation for Solution Model Discovering a new solution model to promote socialization of students based on the context mapping research

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Stuverse Online College Social Life Platform Stuverse promotes the social interaction among Yonsei University Students.

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This is how

Stuverse works! There are 5 key features within Stuverse. Students can find friends who share common grounds and get connected! They can also expect to feel a sense of belonging by participating in a schoo-scale events! Try out the gamified filters and to feel our amazing school spirit!

Feel the community spirit while enjoying yourself By participating in gamified camera filters together, students are able to feel the community spirit while having fun

Search for friends with common grounds By joining interest-based chatrooms, students are able to find friends with similar interests and connect with each other

Connect deeper with new friends via chat By keeping in touch with new friends via direct message or small group chats, students are able to grow their relationship

Share laughter and be yourself By using fun and widely available emojis and memes, students are able to form a more comfortable atmosphere

Foster relationships with friends via call By keeping in touch with new friends via voice or video calls, students are able to further grow their relationship

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SEE WHAT’S TREND & TRY IT O

HOME

TREND

CAME

OUT FOR YOURSELF

ERA

FILTER

FILTER TRY

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# CHATS

BE SOCIAL !

CHATROOM

EMOTICONS

To make your chatting more fun and enjoyable, Stuverse prepared many emoticons and memes! Use it to show off your weird and funny sides! Believe us. This will make you to get close to people a lot faster than you could ever imagine ;)

(FUN) MEMES

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# CALLS

BE SOCIAL !

1:1 CALL

GROUP CALL

Choose in which way you are going to call with your friends! Stuverse supports both audio and video call.

AUDIO / VIDEO CALL

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Youtube

Team Blog

Prototype

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