Applying the PLEX framework in designing for playfulness

Abstract

In addition to functionality and usability, interactive products are increasingly expected to provide pleasurable experiences to their users. Playfulness is a part of these experiences. However, playfulness can manifest in many different ways as humans are inherently playful by nature. This poses challenges for designing for playfulness. To tackle this broad field, we have developed the Playful Experiences (PLEX) framework. The two-fold purpose of the PLEX framework is to be a conceptual tool for understanding the playful aspects of user experience (UX), and be a practical tool for designing for such experiences through established user-centered design (UCD) methods. In this paper we present an overview of our work during 2008--2010 on designing for playful experiences. After introducing and summarizing previous studies, we motivate the reasons for designing for playfulness by framing PLEX within the domains of user experience and emotional experience. Then, we briefly discuss the creation and evaluation of the PLEX Cards and its associated techniques as practical design tools based on the PLEX framework, followed by a concrete design case where these tools have been used. We also present the development of the PLEX Design Patterns for actual design solutions for playfulness. Based on this work, we propose the PLEX framework as a powerful tool for understanding playful experiences, and for providing inspiration to design interactive products that elicit playfulness

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

“…Developing systems which increase focused attention, curiosity, and enjoyment will therefore result in higher playfulness and greater adoption of m-learning. Likewise, recent literature illustrates that gamification of educational systems (Codish & Ravid, 2015) and using elements of mystery and challenge (Arrasvuori et al, 2011) enhance playfulness. Researchers and practitioners ought to identify better ways of embedding such features in mlearning environment.…”

Found in Translation: Bringing Reversal Theory to Design for Play

“…Bekker et al (2014) argue that attempts to make the link between child development theory and interaction design explicit and operational have so far not succeeded. Several attempts to use psychological theories to explore the relation between playful/pleasurable experiences and the design aspects which lead to them have been undertaken in digital games and interactive design contexts (see, for example, Costello & Edmonds, 2007;Hunicke, LeBlanc & Zubek, 2004;Korhonen, Montola & Arrasvuori, 2009). Korhonen et al (2009) developed PLEX cards to support the design of playful experiences.…”

The playful experiences (PLEX) framework as a guide for expert evaluation

“…The PLEX framework categories used in this paper are summarized in Table 1. The PLEX framework has subsequently been used as a basis for design-related activities, i.e., to develop design tools [26,27] and for concept development [3,17]. In this paper, we take the work developed by Korhonen et al [22] and later by Arrasvuori et al [2], and our aim is to explore the use of the PLEX framework for evaluation purposes.…”

“…The PLEX framework identifies 22 categories of playfulness based on previous theoretical work on pleasurable experiences [12], game experiences [14,18], emotions [24], elements of play [37], and reasons why people play [4,40]. While it has been successfully employed in design-related activities, such as developing design tools and techniques [26,27], as well as for concept development [3,17], its potential to guide expert evaluation has not yet been studied.…”