Julia Choi

BCT Year2

I am very greedy. I always want to change the world and I believe I can do it.
This is the reason I jumped into the Creative Technology.

Features


From brain to the keyboard

The best part of computing is programming.
I can program with Java and C.
My future study on programming will be python.

Hardeware is also playful as software

Screw driver is the best tool to play with.
I enjoy dismentling electronic things. Not just electronic,
I also love to see the inside of mechanical machine.

Enjoy facing with complex problems

Problems can make people down.
But if you know how to treat it, you can enjoy it as I do.

Think logically

Logic is a direction of how to solve the problems.
So I always think logically to solve problems
like unloosing tangled thread.

Right now,

I am a first yoer student of Creative Technology at AUT.
I am intending to study about the relationship between education and technology
and I will focus to develop toys and tools for education purpose.


Specification


Legal Name Jeongsook Choi
Origin Korea, Republic of
Matufatured date 30 . MAR . 1990
Gender Female
Current Location Auckland, New Zealand
Language Korean, English
Built-In Programming and computing skills
Knowledge of art and design (Photoshop skill is included)
Mechanical and electronical knowledge and skils
Generating creative ideas
Logical thinking
A fanatic cat lover

N.B. Minor design or functions may change without any notice.
Any Questions?
Phone: 027 883 7487
E-mail: melong2.jc@gmail.com

MADE IN KOREA

stOri AR


stOri AR is an interactive storytelling method using an AR app and origami. It is aimed to propose the new method of storytelling using origami and AR and suggests the usage of the method. stOri AR is using origami as the main medium of the content and it supports audiences to interact with the story using AR function. The audiences can participate to the story by folding the origami of the key items or specific parts in the specific scenes to continue the story. Also, the AR functions extends the user experience by providing the actual story over the screen.


stOri AR tried to merge the advantages of AR and origami. At the beginning of the semester, I was working on an interactive documentary. However, I realised that storytelling does not need to be in a form of book, video, audio or any other common media, but they also can be in some other format. So I changed my direction of research to a physical model of storytelling and I focused on the new method of storytelling rather than making a video.

The initial trigger of stOri AR was a frame of origami picture that I found from Google search. It was 2 origami elephants in a white frame. And there were a tree, 2 birds and grass around the elephants (Manucrafts). When I saw the frame, I realised that a singular origami model just stands alone as an object and it can be a part of a story when an imagination is behind of it. Storytelling is delivering the found connections between two different things, and it does not care about the medium and I thought that origami can become a good medium.

Existing storytelling media do not disappear even the technologies are developed. And the developed technologies became a new bridge that links the existing media to audiences. Synthetic Reality is one of them and it is now used widely. However, many Synthetic Reality Storytelling contents are focusing on Virtual Reality (VR). In fact, VR can support more realistic and immersive environment and many companies are developing the devices for it. HTC Vive and Oculus Rift are the main devices in VR market and Sony released PlayStation VR in October 2016 with a lower price than HTC and Oculus (Stuff, 2016) . Also, there are cheaper options such as Google Cardboard or Samsung Gear VR, but these devices require a smartphone. However, I believe that Augmented Reality (AR) is the easiest accessible technology to experience the Virtual ‘thing’ without any extra equipment, and it can be naturally melted into everyday life because smartphones and tablets have become a necessity. AR and VR cannot be compared accurately because of the technical difference and purpose of use. However, the purpose of storytelling is to deliver a story to the audiences, and AR can cover the wider range of audiences because of its accessibility. So, I tried to merge AR into the origami to make something portable and easy accessible storytelling method.

While I was working on stOri AR project, I went to Auckland City Library to get some story idea. And I discovered a very important point at there. I found a girl was reading a book and she focused on the glued textures on each page rather than the story or texts were written. She did not even read a word but she touched and felt the fabrics and cardboards only, then turned to the next page. And she finished 3 books in one minute. It was the very interesting and important point that children interact with the additional contents rather than the main story. And I learnt about how the contents are important in storytelling.

The original design was a book with AR markers on each page, and the markers are completed by folding the given origami and place it in the right position. I choose a book because it is one of the traditional formats of storytelling and I tried to combine the tradition and technology. However, the early version of markers I designed with lines did not work due to the sensitivity of Vuforia, the AR tool I used, so I had to work on the whole thing again. Also, the origami paper in the early version was similar to the origami paper in AR Origami app, so each origami paper was specially designed for a specific origami model. So, I focused on developing new origami paper that could be folded at any angle when I rework the whole project. The new paper can be folded in any form and it would work as AR marker if the model is registered in the app. The new marker design reduced the limitation of the usage of origami markers and it can be applied in wider area. Moreover, the standalone origami models can provide the initial frame of the audience’s imagination to extend the story rich.

Cinderella frame has an origami pumpkin and 2 mice. And a picture of the pumpkin carriage that Cinderella took to the castle pops up on the screen as the AR function. The frame of Alice in Wonderland has an origami cat face on a branch. It is Cheshire Cat on the tree and the AR screen of the frame shows the Cheshire Cat appears and disappears. Snow White frame has a basket of apples and the origami apple is the poisoned one. The poisoned marks on the apple only show up on AR screen. Repeated animation is attached on frame markers, but extra works still require to build it as a proper storytelling tool. If I had enough skills and time to work on the animation, the frames could work as a good story narrator. However, I tried to add different functions to reflect many different usages.


Each origami model works as a standalone AR maker. And, it is the best example to describe the principle of the origami markers and the usage of the method in the real situation. I designed 3 different origami papers for 3 different stories. They are same origami used in the frame, but the AR function does not overwrap each other.

Currently, this project is built for children aged 7 and above because the origami markers must be folded in exact shape to work on the app. However, younger children still can play with this if they can get any help or they have ability to fold it as instructed.


I intend to add animations and menus to make it as a full storytelling tool for future development. And the interactions between origami models will give an advantage to the functions of the project in real world, and the usage can be extended for commercial advertisements and any other everyday storytelling.

Reference
Manucrafts. (n.d.). Origami Elephant Frame, Origami Box Frame , Baby and Mommy/Daddy Elephant. Retrieved from https://www.etsy.com/listing/487023795/origami-elephant-frame-origami-box-frame
Pride Design. (2014). AR Origami. AR Origami. Korea.
Stuff. (2016, 10 6). Review: Sony PlayStation VR. Retrieved from Stuff: http://www.stuff.co.nz/entertainment/games/85018799/review-sony-playstation-vr

NEST


In 2015/2016, 127,099 students applied Student Allowance and about 96% of them received it. In fact, the number of students is increased compare to the past years. In 2007, 62,505 students were received, so the number of students who receiving Student Allowance has been doubled over 10 years. Some of 127,099 students may live outside of Auckland. However, based on a report published by Tertiary Education Commission (TEC), 72% of enrolled tertiary students were in Auckland City in 2008 which was the largest population rate in Auckland region. Also, the amount of Student Allowance has been changed in last 10 years, from $148.74 to $175.10 for a single student aged under 24 and living away from home.

NEST is a transmedia storytelling project using an interactive data visualisation to provide an experience of tertiary students’ financial spending which affected by housing crisis. The name NEST is basically describing the status of tertiary students who are similar to grown baby birds, and about to leave the nest of their parents. Student allowance is a financial support on full-time studying students and it is the initial stage of being financially independent from their parents. So it is not only supporting their finance but also help them to stand alone as a member of community.


The project aims to communicate with audiences about students’ daily life in Auckland and how the housing crisis affected on them. The living cost is based on student allowance and the category is divided in to 8 different sectors based on general daily needs and spends. There are total of 30 playable blocks. Blocks are representing the student allowance and each block is 3.33% percent ($7.00) of the maximum student allowance a single student can get. Stacking the block activity is based on the audience’s knowledge and experience of living in Auckland. All other incomes and supports are eliminated. The town is symbolised and simplified into 8 major categories and they are horizontally arranged so it will end up with a graph of personal spending of student allowance in a week. We set 4 different fixed incomes which is based on the rates of student allowance. We ignored all other incomes to narrow the point down.

The system used 2 Arduinos. One controls the lights on buildings and the other controls the sound. Sound files are containing extra information of each category related with living costs in Auckland.


Our goal is educating public about the tertiary students’ financial hardship that caused by the housing crisis in Auckland. The project is for wider range of people which is also including pre–tertiary students to educate reality of tertiary students’ life. It is playable display, but we would not define it as a game because there is not any win or lost in the system.

Flux VR


What is Flux VR?

Flux VR is an educational purpose Virtual Reality (VR) game which provides a mutual communication between the system and a player.
The aim of Flux VR is to develop the educational approach of VR environment to provide better understanding using a mutual communication between the system and a user. The idea of the mutual communication is a refined knowledge that formed with systemic feedback of any changes made by the player which means the player can customise the environment and experience the changes. It helps the player to get a wider range of information.

Flux VR is started from 3 main factors:

  • Education
    To deliver information and knowledge of the fundamental of electricity and electronic circuits. All facts are based on the theory of physics in electricity and electronics. The physics behind them is very complex and advantage level. So the difficulty level of contents influenced to set a range of target user.
  • Virtual Reality
    To simulate and visualise the information in 3 dimensional environment. VR is a display tool to describe the information which is compacted in 3D models inside the environment. It includes the physics and property of each unit.
  • Customisable environment
    An environment of each component can be combine with others and the property is relative with other components. Any changes made by the user is performed as a physical reaction to teach a relationship between components.

Why VR?

One of the main advantage of Virtual Reality (VR) is that people can explore or experience a simulated environment that people cannot access easily. However, they only gain limited information and knowledge that the developer set in the system. It is not much different between watching a video in 360 degrees view. The system may interact with user’s input, but it is also a part of rules made by the developer. So my project intend to develop the method of delivering information to break above limitation of VR in educational field.

Tools


Generally, VR is a 3 dimensional environment. So, I need to use a 3D modelling tool to build a VR environment, Also, I have to build the system on a game engine for physics in the environment, I decided to use Blender for 3D modelling and Unity for game engine.
Another tool I worked on is the Google Cardboard. The reason I chose it as a viewer is to increase the accessibility. Oculus devices have better resolution and quality but they require high-end hardware specification and the price of devices is also too high. By comparison, Google cardboard is cheaper and easy to get. It is very important because the target users are mostly students.

Contents

Flux VR purposed teaching electricity and electronic circuit.
Build: The player only can build a series circuit. It will be worked outside of VR mode. Bulbs and other component have fixed resistance, but the resistor is able to change the value of resistance by changing the colour of bands and voltage of the battery is also selectable.
Play: The player begins the game within an electron shell with 100% of voltage. The player must drop the voltage to 0 until the player reaches at the end of the loop. Each stage instructs the amount of voltage required. The speed of the player is also calculated by the system. So if the player builds a circuit with high resistance components, the current reduced. All calculations in the game is based on Ohm’s law, I=V/R.
Rules:

  • If the voltage dropped before the player reaches the goal or any voltage remains at the end, the player loses the game.
  • If the player transfers too much voltage on the component over the limit (over used), the component blow up and game ends.
  • The player cannot edit the circuit while they are playing in VR mode.


Learning outcomes and goals

It is an educational tool, so the learning outcomes implied in Features of Flux VR.

  • Approach to the player’s curiosity and answer it by the result of customised environment that built by the player: The player can build and simulate a simple series circuit as a science experience. So the player approaches to deeper understanding of their curiosity.
  • Experience theories which are unvisitable or hard to visualise: The player learn the relationship between voltage, current and resistance of the circuit by experiencing the environment in VR based on Ohm’s law.
  • Increases the understanding of complicate object by an actuated methods such a mini game: The player learns the functions of components by playing relative mini games.

Future Development

I intend to add an interaction between a physical toy. So the player is able to build a circuit using blocks of components rather than inside a software. There is an actual component such a motor, bulb or speaker in a block which is fully operated. Also, the value of resistors and batteries is able to change by buttons on the block. Once the player built their own circuit and presses a button to communicate with a smartphone, VR environment will be generated based on the circuit diagram that the app received. When the player passes each stage of the component, the actual component in the block also operates. E.g. a light bulb turns on, a speaker make a sound or melody, a motor with a fan rotates and so on.
Also the game supports a series circuit. However if solve the problems on a parallel circuit in my game system, it is able to support more components such as a capacitor, transistor or diode.

Reflective Statement

Over the semester, I concentrated on developing the concept especially on a method to provide a better education and tried to combine with a VR technology. The question was how I can describe specific details in VR. I could not contain all details, so I had to select the range and the level of difficulty of the information. It was a key work to set the target user. The early stage of concept was based on a breadboard and online circuit simulators. However, there were few problems on explaining the parallel circuit. So I ended up with series circuit and Ohm’s law as the main contents. I also tried to work out with 3D modelling and game engine to build a demo game. I am a beginner in this field so I had to start from understanding VR. I designed few 3D samples using Blender and imported into Unity. I am still struggling on physics inside the Unity so my demo version could not explain all the details of my concept. The designing process required extra work on describing the properties of components and set functions to explain theories. So I playtested with specialised people to find any errors on information Also, I playtested with non-specialised people in science who are in a target user group to check the communicability of contents.
Overall, I spent hard time over the semester. I start work and I could not manage the time consuming. Compare to the last year, I had more time to work on my own work but it seems I wasted time. Another problem was that I did not have enough skills to make something I want. I googled tutorials, videos, and code sources and so on. I think I spent most of my project time with Google. However, it was a good chance to think about the develpment possiblity of VR. Over the research, I found the study on VR started from 1960s. In my opinion, the VR area need to focus on maximise its feature and efficiency.

Random Number Generator in Minecraft

Transdisciplinary Inquiry 2016

Do it! - Process

At the beginning of the project, I assumed that a computer is able to generate true random numbers which are close to the ideal random without any seeds from the real world. So, over 8 weeks, I built a random number generator on Minecraft and tested to prove it.


How does it work?

There are 5 inputs which are called seeds. They are collected from the position of squids in a tank. I set 5 pressure boards at the bottom of the tank so the squids press them randomly while they are swimming over the boards inside the tank. Every press will change the status of 5 different T-flip-flops which are connected to each board.
Then, the 5 inputs will be mixed using logic gates. I tried several different logic gates and I ended up with a mixture of And, Or and Xor gates.


The sequence of mixed seed is input data of shift registers. Two different shift resistors return values of two 4-digit binary values which are shifted opposite way in random clock timing.
The clock of shift resistors is connected to 2 simple random binary generators and outputs of generators are the actual clock value. Even they have one clock, they may not work in same time.
The values are mixed by Xor gates and 4-digit binary decoded to hexadecimal values from 0 to F.

In my assumption, the random number should be generated without any seeds from the real world. It means the input from a user is also a seed from the physical world. So I made 2 different output loader, one is a clock cycle and the other is a random input from chickens’ egg spawning.

What? - Result

The result showed that my assumption is wrong.

Clock operationChicken operation

As above diagrams, I got 2 set of 120 numbers generated by my RNG. I found specific number sequences keep come out. They does not pick up as a complete pattern but I could find the similar patterns of '1 3 7 5 4 8' and '2 6 4 8 0'.
The left sequence is a result of a clock cycle and it loads the random number on regular timing. Red coloured numbers are most frequent sequences made by my RNG. The orange ones are less frequent but still be able to predict.
The chicken operation outputs, the right one, seems more closed to rear random but I still can find the repetition of sequences. The reason Chicken one returns better result is that the timing of chickens’ spawning is also random. So the output chicken system picks a number from the sequence of random timing, so the system looks more random even the numbers generated are not a real random.

So what? - Conclusion

According to my observation on my RNG, the shift registers generate the repetition of the sequence. Because when a bit moves to the next register, the patterns of outputs of Xor gates are also shifted. Also, there is a problem the period of changing input is too long so the shift registers cannot continue to generate new random numbers. The reason of this problem is that the number of squids in the tank could not be controlled well. The reason I choose squids was that I could not predict it’s movement. However, squids are keep disappearing so I had to install an auto squid supplier to keep the number of squids.
Minecraft is a tool to build calculating systems like my RNG because the redstone works as an electronic circuit. However, it gave me several limitations and problems and the major problem was the length of redstone may affect the result.
So, I cannot conclude that my assumption is wrong because my RNG has several systemic issues.

Now what? - Reflective statement

The final model of my RNG is far different from my initial design. It is because of systemic problems on Minecraft and lack of my skills and knowledge on Minecraft system. My first plan was that the shift resistors receive 4-digit binary values rather than one binary value. However, the shift register did not work as I wanted so I had to change the main part of my project.
If I continued to develop my RNG, the shift registers required developing to get 4-digit binary values and shift them as I want. Also, gathering seeds need to be developed.
I still believe that a computer can generate real random numbers but it is hard to prove with Minecraft. However, if I can access to the real-time system value such as a coordination of a monster of animal in the Minecraft rather than inputs of buttons or pressure boards and I can calculate it, I may get different result.
After I finish this project, I got an idea of a toy (or tool... whatever,) to educate a principle of computer and programming by understanding the logics of computer processing. As I learnt from this project, understanding principle of a computer will help a lot to students learning programming.

Apart from that, the whole project was interesting and enjoyable. I learnt programming for several years but I didn’t think about a part of computer system deeply as this time. I never thought about how a computer can generate a random number. For me, ‘random’ was a tool to get unpredictable values and all other programmers use it for the same reason. I learnt assembly language few years ago and it has a similar method as logic gates. It is not a big surprise if you know that the initial version of a computer is built with transistors and logic gates. So, this project was a big challenge to me. Based on my knowledge, I had to build a computer-like system. I transferred from computer Science to Creative Technology because I was sick of programming. And this time, I learnt deeply about programming even more than when I was studying in Computer Science!

Cartopia


Cartopia is an indoor garden is made of abandoned car parts.
The aim of this project is repurposing environmentally harmful resources into a pollution-free object and it is also beneficial to society.
The name Cartopia is portmanteau of car and Utopia. People build more factories for faster and better production. They use more cars to travel faster and they build more roads to reduce the traffic congestion which is increased proportionally to the increase of using cars. Pollution is unavoidable when modern society seek convenience. The ‘car’ in the Cartopia symbolises the convenience that modern society seek and the pollution which made from it. And Utopia represents an ideal world that can preserve the environment while maintaining the convenience.
The reason Cartopia completed as an indoor garden is that ‘garden’ is a nearest eco-friendly resource in everyday human life. Also the reason I used car parts as materials is that people can access to it easily in their everyday life.


Cars and garden are very closed to people’s everyday life

Another remarkable point is that there are few similarities and differences between ‘car’ and ‘garden’. So Cartopia fused differences and magnified similarities between resources to make it useful and friendly.
During the process of making Cartopia. I approached from 3 different resources to combine as one solid output.


The relationship of these 3 resources in Cartopia is:
Plants are grown in hydroponic condition and the closed-loop ecosystem which nourishes the plants.

The original purpose of car parts is running a car and it generates air pollution that caused respiratory diseases and global warming. However, they are repurposed to run a small ecosystem which is beneficial to physical and mental health of everyday life and it does not creates any pollutions. Also the ecosystem helps to grow healthier herbs and sprout vegetables. Products made from it returns to the society as another benefit.

Materials

Materials used in the project are non-reusable car parts. The tyre I used as the base of garden had a big side cut. Plastic parts I used for pond and waterfall are semi-permanent so they just thrown out when the car dismantled. The water pump which used for the sprout vegetable pot was a water pump of Toyota Estima. Water pump is a consumable part so they do not reuse it because of the safety issue. The vacuum control unit was broken and I found from scrap metal. And other small springs, gears and other parts are from broken gearbox and wrecked car.
Car parts are often used in garden. However they are normally used as decoration except tyres. Many people use tyres to grow vegetables. Sometimes people use whole car as a big pot but it need extra care and hard to move around. Cartopia is small garden and you can place it wherever you want. Also it is easy to care. What you need to do is that feeding fishes and watering sprout vegetable regularly. Water will be cleaned by the self-cleaning water system and the herb will be watered by the pump automatically.

Design

The design is motivated from an image of moonlight waterfall. There is a waterfall and a small house is next to it. And then a full moon just rose up from behind the house. Isn’t it the best landscape to describe the fantasy of Utopia?

Features

The main feature of Cartopia is interior decoration but the function is more than that. It can be used as a fish pond and it is a hydroponic herb pot. Also you can grow sprout vegetables easily. Moreover, it will return more benefits such; reduce stress and create a feeling of well-being from growing fishes and plants, the natural air purifying function from plants and humidifying function from waterfall, gain organic herbs and sprout vegetables.

Future development

Cartopia is ended up with a small indoor garden. However the knowledge and technique used in it can be expandable.
Mood lights function
Cartopia is already beneficial to the mental health with growing live plants and animals. However, for further development, mood lights function can be added which is based on psychological method of the relationship between a person’s mood and colour. So Cartopia can be used as a tool of psychological therapy.
Expend size and use as an interior theme
The materials I used in the project is very small part of car. There are many other parts still thrown out as industrial waste. Cartopia is a small indoor garden but size can be expandable depend on the usage and the availability of the area. More car parts can be used for bigger sized indoor garden. It can be an interior design theme to decorate specific places such as balconies, sunrooms or industrial places. Because the size expended, the benefits also can be expendable which means more fishes or plants can be grown.

Reflective statement

When I wrote a proposal for the project, I was unsure about most parts of the project. There was a mixture of several different knowledges in my mind but they could not arranged like a tangled thread. When tutor asked me about ‘why’o questions, I felt that I am standing in front of a large wall. But I realised that these ‘why’ questions are perfect tools to unravel problems. I am still struggling with languages to explain and I belief it was the reason that I could not get higher mark. But it was not. I could not approach to the main points of my project so I could not explain them clearly. This project gives benefits to the society but it also gave me a very important benefit which is understanding about creative technology and the method of approaching and thinking as a creative technologist.
Another thing that I struggled with was combining materials. It was similar process we have done in semester 1 - sound project. I had to make a collage of unrelated car parts to build an indoor garden. I tried to combine many other materials to make the base of the garden and all failed until I get a rubbished tyre. This failed trials seem a waste of time but I realised that better design came out through these process. At the beginning of the semester, we focused on ‘fail’ and I heard and also I thought that failing can produce better result. And now, I faced with lots of failed situation and I ended up with an unexpected but better result than the first idea that I had at the beginning of the project.
At the end of last semester, I was rushed with completing the vernissage project because it was a large scaled project with limited time. I did not want to repeat it again so I pushed myself to complete the tasks as I planned. And I ended up nearly same time as I planned so I had more time to do other works which was great. And because I finished making earlier than other students and it displayed at the corner of the room so I could get more feedback from many people. These feedbacks and ideas provided from classmates and tutors was really helpful to establish the point of my project. Another thing I realised was that a view from third person is very objective and it can point out what I missed because of my prior knowledge and plans.
The project Cartopia gave me a great experience and knowledge of creative technology and it will be very helpful for my next year studies.

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