After identifying 27 unique ideas that looked at blending digital and physical spaces at Jupiter Art Land, the student teams identified three opportunities. These three projects were organized with the Blended Spaces Framework, e.g. Generic Space, Physical Space, and Digital Space. Students and faculty are working together to formalize the fourth space or the Blended Space. The projects are, the Storytelling Tree, Loos and In Memory.
Students and faculty from Farmingdale State College and Edinburgh Napier University walked the grounds of Jupiter Art Land. The goal was to explore what kinds of blended interactions could be possible moving between digital and physical spaces at a sculpture park.
For example, students proposed augmenting the sculptures of Apolo to learn more about heavens, while, the user’s physical position around the large sculpture could tell different digital Greek stories. Another example included putting an arm around the weeping stone children as if consoling the frozen stone child. The digital interaction could be automated monetary donation to a child hunger charity.
Students explore Jupiter Artland in Mind Craft after visiting the physical environment. The above image shows students in a Jupiter Artland classroom, while digitally navigating the virtual environment. The students posed themselves in Mind Craft for a class photo.
After having a lecture with Professor David Benyon, at the Centre for Interaction Design at Edinburgh Napier University, Farmingdale and Napier students put their learnings to use and identified commercial examples of Blended Spaces. Blended Spaces in which digital content and physical environments merge. The students identified commercial experiences below and noted whether the blend was “seamless” or “broken” from the users’ point of view. Here are a few examples of their findings.
Farmingdale and Napier Students explore the land sculptures, installations, and artwork of Jupiter Artland.