Page 24 - Menlo Magazine: Winter 2018

WINTER 2018
his students might be able to help Tim while learning some computer science along the way.
This project combines “programming, physical computing, and human-centered design in one learning experience that incorporates the full range of disciplines, from core subject areas to the arts to social-emotional learning,” says Mike.
“I always tell my students that computer science is more than just video games, websites, apps, and databases. It’s a problem-solving tool that, when used with ethical behavior, empathy, collaboration, and resilience, can be used for the good of humanity.”
To launch the project, Tim produced a video for the students introducing himself and describing his accident and how his perspective on life has changed since. After learning about their client, the students got to work in teams of three. They went through the design-thinking process to conceptualize and build a computer game using the Scratch application, a visual programming language designed by the MIT Media Lab to introduce kids to computer coding. Some of their creations included a maze game, a whodunit mystery, and a soccer goal-blocking game that was inspired by Tim’s love of the sport.
Once they had an idea of how their games would work, keeping Tim’s abilities and limitations in mind, the students
designed and built game controller prototypes using Makey Makey technology, electronic invention tools that use closed- loop electrical signals to enable users to connect computers with ordinary objects that conduct electricity and then communicate a keyboard stroke or mouse click to computers. Completing their controllers required planning, creativity, basic circuitry, some basic construction skills, and careful consideration of Tim’s limited use of his wrists and hands.
The nal controller designs—which varied from laser-cut boxes with large buttons to both handmade and 3D-printed joysticks and lap-platform push-button controls—could navigate game avatars and control the movement of the mouse and click function. Each design also included some piece of conductive, wearable technology to serve as the “ground” so that when Tim uses the controller, the touch of his hand or wrist to the buttons or joystick will complete the circuit and initiate the intended action on screen.
Because we knew this was for a real person, “everyone was a lot more emotionally involved,” said Malia Chavinson ’23. “While we learned a lot about coding, circuitry, and teamwork...we were excited to be doing it because it had a purpose, and this drove us to think outside the box and to push ourselves to create the best designs we could.”
Tim was quite impressed with the students' level of thought and the quality of the designs. “These are unbelievable!” he said after seeing a demo. “I don’t think the students truly understand how much these prototypes can help those
with limited hand functions. It’s really hard to use standard controllers because all the buttons and joysticks are so close together, but the spacing on the students’ designs looks good and the amount of pressure needed to initiate each click looks extremely manageable...I hope the students are really proud of how they came out—I’m not sure the professionals that design controllers for the disabled come out this well.”
In re ecting on the project’s outcome, Charlie King ’23 beamed, “It feels great to be trying to make a di erence in the real world...helping others feels better than ful lling your own needs.”
❝...computer science is more than just video games, websites, apps, and databases. It’s a problem-solving tool that, when used with ethical behavior, empathy, collaboration, and resilience, can be used for the good of humanity.❞
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