More concepts…

The God Collector

Every culture has labeled many natural forces as a divine character. Through time and space, these patterns repeat. It is through the visual representation that these beliefs differ from each other.

This activity will help the user first of all to understand that different cultures had different hegemonic values and had different relations with the population. The visual attributes can be highlighted to focus on its meaning, for example the ‘glasses’ of Tlaloc (Mesoamerica) or the ‘green skin’ of Asar (Egypt). By allowing the child to experiment building and creating gods, he or she can start to familiarise with them.


The God Builder (TUI)

This activity can start with a map where the user is provided with tokens that represent the different elements or idea to represent. Those tokens can be placed on a map where the location can be detected. By now linking representation and location, the ‘God’ from that specific culture will be presented as a PaperCraft toy that the user can build and start collecting. The collection arrangement can be assigned according to the user’s preferences.



Some concepts

Conceptualisation of exercises


Opening Exercise – Fossil or Artefact

This exercise can be implemented to introduce children (or anybody) into the first step to cataloguing archaeological artefacts. By identifying fossils or artefacts, the learner can be able to understand that archaeologists focus on the value of the material things, meanwhile palaeontologist focus on the finding of fossil remains.


Fossil or Artefact TUI

The activity can start by placing the object (bone or axe) and placing them in the correct character. The dinosaur will react and show that it is a fossil from a living thing. The character representing a caveman or a random human, can show that it was an artefact used for something.


Fossil or Artefact GUI

The GUI can present the same procedure but instead of dragging the physical item, it will be a classic drag-and-drop game where you can get a straight response from the game.

I will argue that positioning the bone on the leg of the dinosaur will help relating the object from the ground on to its origin. The same thing will happen to the axe, by placing it in its context, the user will be able to appreciate its use and understand its value.

Value of Artefacts – The Burial

This exercise can be used to help the user understand that there are different values to material culture. These values have been changing through time and they are different for each culture. Different cultures value different things.

This is basically a puzzle game where any given corpse, in this case the mummy, will have to be buried with his valuables. In order for the mummy to reach heaven or ‘eternal life’, the user needs to be able to add a specific score. In this example the puzzle contains the corpse and seven puzzle pieces. Each piece has two representations: one is the valuable item (+10 points) and the other one is the non valuable item (0 points). This way the user will finish the puzzle and find the artefacts that were valuable to that culture.


TUI Burial game

The TUI can be built with paper and eventually utilise different cultures.


Burial game for on-screen only (GUI)

The interface will be very similar to the actions where the use is capable of placing different puzzle pieces on the burial.

By comparing both interfaces, I hope to evidence how they can benefit into the analysis process of children, especially when presenting objects like this. It is not necessary to add the values of the objects, ne numerical value acts just as a method to reach a winning score.

Brainstorm / Ideas


Estoy desarrollando unas  interfaces para museos. Por el momento ando desarrollando cosas para museos en donde  niños puedan investigar objetos  arqueológicos y aprender de ellos. Es muy importante en esta etapa utilizar  métodos educativos constructivistas. Esto significa que no es necesario llevar o alimentar directamente al niño con la información. Hay que dejar que el mismo vaya haciendo sus propios descubrimientos.
Otro punto importante que estoy desarrollando, es el uso de interfaces tangibles. Esto es es uso de objetos  físicos conectados a la computadora para llevar a cabo la interactividad. Por lo que se puede contemplar ni siquiera utilizar un mouse o un teclado.

Lo que estoy buscando es alguna manera en la que los niños puedan pretender o jugar a que son arqueólogos o curadores de museo y puedan emular algunas de esas actividades y de esa manera ir descubriendo los ‘valores de los objetos’.


I am currently developing some interfaces for museums. I am developing them in a way where children can explore archaeological artefacts and learn from them. It is very important to utilise the constructivist learning approach. This means that it is not necessary to ‘spoon-feed’ or direct the information to the child. It is important to allow the children to discover his own knowledge.
The project also involves utilising tangible user interfaces where physical objects connected to a computer can be used as the interactive ‘tool’. This can allow concepts that do not require even a mouse or keyboard.

I am looking for ways in which children can play or pretend to be archaeologists or museum curators and emulate some of their activities and discover the “artefacts’ values”

Gracias / Thank you,