Gruppe 2 – Crey

Introduction to Crey Games

We started this workshop with an introduction to Crey Games. Our case partner, Carsten, told us about his vision for Crey Games and introduced us to the concept Crey Science. With Crey Science they aim to disrupt the traditional classroom by introducing more technology into it and thereby their game (an open world game). Using this software users can create any type of game they like, or play and edit existing ones from the marketplace inside Creys game.

They hope and believe that technologies/ games can help keeping the students attention and maybe improve their engagement for learning. That is also our focus which we will explain further in the ‘Design Process’.

The members of the group are following: Arthur, Louise, Yoan, Emil and Katja.

Concept Video

The problem we want to solve on Creys behalf is the way the classroom work right now. We try to disrupt the classroom and hopefully set the frame for students being more engaged in learning. This we will do by implementing Crey in lessons. We chose to focus on the user experience of Crey. Our main focus is the 2 different play modes: one is gamemaster & everybody is a gamemaster. These are the play modes which we based all our concept sketches on. The technology comes in second and that is why we are going to show 3 different scenarios with different technology.
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The Design Process


In order to come up with a concept for Crey Science we first had to go out in the field to collect some data. We did interviews with a teacher and multiple university students about the learning environment and the engagement in a learning situation. Furthermore, we did an observation on kids (9-12) that had to learn to create their own game. All this data we categorized with color-coded post-its in order to recognize patterns and analyze them (see the picture below).

This way the data would not only be information but knowledge (insights from the data) we could use as criteria to develop concepts. The main focus of our concepts is to disrupt the classroom, the traditional way of learning, which the respondents in our interviews thought was boring as well as uninspiring regarding the creativity. Consequently, the primary criteria in our concept for Crey Science is to increase the engagement in class.  All the respondents expressed a desire for a different approach in the way their lectures are done now. They want a more learning by doing approach. Therefore, the secondary criteria is applying your knowledge in class. The tertiary criteria is to give people a tool to better their cooperative skills because the respondents seemed to be missing this at the university. The quaternary criteria is change of environment since it can be disengaging to be in the classroom during lectures without anything new that could stimulate body and mind in some way.

With this in mind we came up with 5 concepts which we visualized through sketching and later stop motion. In the sketching phase we presented the 5 ideas we had so far for the case partner, Carsten. The feedback we got from him was to focus less on the hardware and more on the futuristic part of the concept – the concept shouldn’t necessarily be possible with the technology we have today. Instead, we had to think 10 to 20 years into the future – what is possible with the technology 10-20 years from today? The group needed to have this point in mind when developed further concepts. The futuristic part started a discussion in our group – why did we have to come up with a concept that isn’t even possible to make now. However, the fact that we had to go crazy on brainstorming ideas for the future allowed us to become even more creative and innovative because anything seems possible if you think futuristic.

In the end we presented 5 concepts for another group that didn’t knew or worked with the Crey Science case. We got their feedback for the 5 concepts presented as stop motion short films which helped us a lot. The feedback allowed us to cut down on concepts to show at the last presentation for Crey Science. We came up with the conclusion that the final concept needed to show the possibilities for the game with only one being game master and everybody being the game master. In this way we could focus on the user experience instead of the technology.

Concept Sketches

Concept Sketch 1

This first concept involves AR-glasses where students cooperate at creating a building.  They have to make a part of the building themselves and then combine the parts in the end. This way they have to interact with each other to create the best outcome. The teacher is the game master. 

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Concept Sketch 2

Students are their own game master. They make their own settings and adjust their avatar using smartphones. This way they can explore a number of possibilities still within the learning environment setup.  They get to challenge each other and have fun while doing it. It is an easy way to involve the students in the creation part. 

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Concept Sketch 3

The teacher can activate a hologram. When it is activated it can create an environment through speech recognition. Then the students choose which person they want to examine or other variables. They can mention age, lifestyle etc., and the person’s body adjust accordingly. The teacher is the game master but the students can create within his rules. 

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Concept Sketch 4

The split screen on the touch table allows students to play together at the same time. The teacher can throw in obstacles while they are in the play mode. This concept combines the create- and play mode which can create the frame for a competitive game. The teacher is the game master. 

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Concept Sketch 5

In our final concept, the students play together on a touch table while competing with each other. This allows the students to be more involved and to participate. They learn how to cooperate in order beat the other team and win which also keeps them engage in the learning situation.

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