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For example, sometimes play starting as
fully external
(e.g. parading around the
playground) gradually converted into
partially contained
play (e.g. chasing a player
with a particularly coloured circle).
5.7.2.2
Physical Play
During most sessions the physical activity of the children was at a non-intensive
level (M = 86.93, SD = 13.931). Although children would occasionally perform in-
tense activities (M = 5.79, SD = 8.64) such as running, jumping and sliding, the most
observed behaviour included non-intensive activities such as walking, throwing and
shaking. Passive behaviour, involving no physical activity was observed only rarely
(M = 3.57, SD = 3.797).
5.7.2.3
Social Interaction
In all sessions, the most frequent observed player interaction pattern was
multiple
individual players versus game
(Fullerton et al.
2004
) (M = 67.5, SD = 15.426). In
other words, players would spend most of their time within the playground inter-
acting with the playground itself, instead of with other players. Note that this does
not imply a lack of communication between the players. Typical player behaviour
for these situations included walking around the playground and discovering new
interaction possibilities, while making remarks about things happening in the play-
ground's visualisation. These remarks were often not directed to anyone in particular,
but would nonetheless sometimes cause responses from other players. The social na-
ture of the play that was observed in the before-break and after-break sessions showed
a significant difference. Competitive and cooperative play behaviour increased sig-
nificantly when comparing the before-break observations (M = 16.86, SD = 9.263)
with the after-break observations (M = 29.57, SD = 5.028); t(6) =
−
5.156,
p
= 0.002.
5.7.2.4
Concluding Group Interviews
Concluding interviews with the children indicated that they were very fond of the
interactive playground and were willing to give up computer gaming time to play in
the playground.
5.7.3
Discussion
The evaluation has shown that through the design method described earlier, an
interactive environment was created that elicited playful behaviour by children partic-
ipating in this evaluation. It has also highlighted difficulties that arise when designing
