E-Ducation Kidd: User Documentation

Course: Multimedia & Human Computer Interaction
Course Code: COMP6341
Lecturer: Raymond Bahana, S.T., M.Sc.

Project Name: E-Ducation Kidd
Team Members: Bill Clinton

Tasks Distribution

We divide the menu into three sections, studying section, games/playing section, and credits section. I created the games section along with the menu layout, loading screens, and layout for main menu while Bill created the study section with its menu layout and credits section. Since we will use audio in the project, I also asked my other three friends from other major to help us with voice actors.


1. Loading Screens

When the game runs, there will be two loading screens. The Loading screens are basically an introduction for the game and also introduce the educational institutions under BINUS University International, Computer Science Major.

Loading Screen 1


Loading Screen 2

2. Main Menu

After loading screens have finished, a main menu will appear, along with two menus for studying session and games session.

Main Menu

There is also a small menu on the bottom right corner of the main menu layout. From main menu, the program will navigate user to the next layout according to the menu chosen.

3. Games Session

User will be directed to a sub-layout for games session if the user chose games session menu from the main menu.

Game Session Menu

As I said before, this menu has 3 sub-menus. “Feed Pluto”, “Number Guessing”, and “Decorating House” game. “Feed Pluto” and “Number Guessing” is a counting based game, whereas “Decorating House” is a shape based game. There is also a home navigation on the top right side of the screen to navigate user back to the main menu.

3a. “Feed Pluto” Game

This game is a counting-based game where the user has to feed a dog, named Pluto from the Disney Mickey Mouse. Before jumping on into the actual game, there is an instruction to play this game.

“Feed Pluto” Game Instruction

The instruction itself is very simple and self explanatory. Of course with parents’ guidance, children will understand it better. The interaction between the objects and user itself only occurs with mouse click. Left click on the ‘paper bag’ will add a bone into the dog’s plate. When the user is sure about the answer, they only need to click the dog to verify the answer. If they miscounted or not sure about the answer, clicking the plate will reset the ‘bones added’ to 0.

“Feed Pluto” In Game

When the game starts, a random number will be generated. User only need to feed the dog according to the number randomized. Whether the answer is correct or incorrect, another number will be randomized. Sound effect will be played for each answer, indicates correct or incorrect answer. After user has solved 10 problems, a scoreboard will appear. Additionally, there is a ‘home’ and ‘back’ navigation on the top left corner.

“Feed Pluto” Scoreboard

The scoreboard will tell user both the number of correct and incorrect answers. Then, there will be a navigation whether to retry the game or back to the main menu.


3b. “Number Guessing” Game

“Number Guessing” game is another game with counting-based game. This time, user will have to listen to the number pronounced. User only need to click the numbers given. If user did not hear the number pronounced or was not sure about it, they only need to click the ‘sound logo’ provided and it will repeat the current number.

“Number Guessing” Game Instruction

On the start of the game, a random number is generated, afterwards a sound will be played according to the number randomized. User has to guess what number is being played. There is also sound effects that will tell the user whether they answered it correct or incorrect.

“Number Guessing Game Preview”

At the end of the game, a scoreboard will revealed and asked user if they want to play again or go back to main menu.

“Number Guessing” Scoreboard


3c. “Decorating House” Game

This game is a shape-based game. This time, user has to perform a drag-and-drop behavior. There will be 8 items provided, and user places them to the 8 shapes which are black colored. Before jumping on to the game, user can select which character they want. There are 2 choices, boy’s room and girl’s room. The only difference between those 2 is only the items. Girl’s room has ‘girly’ items than the items on the boy’s room.

Choosing the boy’s room or girl’s room

Before the game starts, there is an instruction layout. I also included example with pictures so that the user can understand it better. They only need to move the items to the corresponding basic shape. While moving the items, the program will count the time until user has finished all items.

“Decorating House” Game Instruction


“Decorating House” Boy’s Room


“Decorating House” Girl’s Room


“Decorating House” Scoreboard


Closing and Suggestion

Overall, that is our game for the Final Project Multimedia & Human Computer Interaction. I express my gratitude towards my lecturer Mr. Bahana, teaching assistant Mrs. Senorita, and all people who participate in helping both of us in making this project. Any kinds of  critics and suggestion are welcome.


E-Ducation Kidd: Project Overview

Course: Multimedia & Human Computer Interaction
Course Code: COMP6341
Lecturer: Raymond Bahana, S.T., M.Sc.

Project Name: E-Ducation Kidd
Team Members: Bill Clinton


This project is aimed for the Final Project of Multimedia & Human Computer Interaction course. We were asked to create a game application and the main target user is for children who is under 3 years old.

Our mindset from the beginning is keeping the game simple, practical, and easy to understand for them yet enjoyable to play with. Moreover, they actually learn something while they are playing. We kept the idea “using the mouse only”, since our user is just toddlers and they are not understand enough to use another controls(keyboards, controllers, etc.) It is easy by just clicking with the mouse and keeping it fun for them.

As an additional points, we tried to make the design looks cute and funny by featuring famous cartoon characters(E.g: Disney characters). Usually, they will get interested and immersed in both playing and studying if they like the characters. Moreover, they also learn with fast pace.



We finally decided to create 4 categories, there are: Colors, Counting, English, and Basic Shape. We divide into 2 sections, studying session and game/playing session. We assume that children who is under 3 years old(which is still in kindergarten) has not studied about those 4 categories mentioned above, so that’s why we create a study session.

Study session menu consists of 4 sub-menus. They are study session for basic colors, counting, English, and basic shapes. For basic colors, we provided 8 basic colors(red, green, blue, yellow, brown, white, black, and purple) and the items which have those colors. Counting study session will help children to learn numbers from 1 to 10. Basic shapes will introduce them to 2 dimensional shapes(circle, oval, square, rectangle, triangle, heart, star, and rhombus) along with the example of items which we see often in daily life. While English study session will introduce them basic vocabulary in English and the order is based on alphabetical order.

While the game session consists of 3 sub-menus. They are “Feed Pluto”, “Decorating House”, and “Number Guessing” game. “Feed Pluto” and “Number Guessing” is a counting game. “Feed Pluto” requires the user to feed a dog(Pluto from Disney Mickey Mouse) bones according to the number appears on the screen. “Number Guessing” on the other hand, requires user to guess the correct number according to the number pronounced by a narrator. “Decorating House” is a drag and drop based game, which involves basic shapes. User has to drag the items to its corresponding basic shape, which is in black color. For example, a triangle ruler should be placed to the black triangle provided. In the end of the game, there will be a scoreboard for both the numbers of correct answers and wrong answers for “Number Guessing” and “Feed Pluto” game while “Decorating House” will show how fast the user is to complete the game.

Finally, there is a credit session is just basically introduce the people behind the production of the game. There are main programmers, voice actors, lecturers and teaching assistant, and also the source web of pictures that we used in this project.



Database Final Project: Fastcabs

Course: Database Systems(COMP 6339)

Members: Charottama Oshmar, Vincent Alexander Seliang


This final project is for the following course: Database Systems. The project is about a private company, FastCabs, which has problems in communication and sharing information. I should form a group of 3, including myself to solve the problem in creating a database application to support the running of the company.


Getting Started

The first step that I did with my team was creating the Entity Relationship(ER) Diagram and the logical flow. I created the first draft of the ER Diagram.

It appeared that I had to create 9 tables. Office has a manager with 1 to 1 relationship, manager will also manage 1 office only. Manager manages staffs such as taxi owners and drivers. Taxi owners are mostly also drivers. A taxi owner can own 1 or more than 1 taxi and 1 taxi can be used by more than 1 driver. On the other hand, clients were divided by 2, private and business clients. Both clients will reserve a taxi and it will form a job. Then, I found some problems which was quite troublesome. The first problem was, how to identify taxi owners who are also drivers. Second, how private and business client with different table could use the job service, since private clients did not have contract to identify them. Additionally, charge and fixed fare was also a problem because there were no identifiers that will give them ‘sign’ to change its value.


Fixing The ER Diagram

After having a consultation, I modified my first ER Diagram. I created a staff table, which held name, age, gender, and office ID where he is working at. Then, the owner, driver, and manager table will held staff ID to identify each staff and his/her position. For clients table, I decided to combine both private and business clients into 1 table. To distinguish between private and business client, there is a column ‘type’ which later affects the charge and fixed fare.


In this modified ER Diagram, those problems that were mentioned before, are finally fixed. Here, staff table will identify each position in the company. If both staff ID in table owner and staff ID in table driver same, then that particular staff is a taxi owner and also a driver. Staff ID cannot be the same for the rest of the position, except for owner and driver.

Queries ‘A – S’

The report specification gave us ‘a’ through ‘s’ query example to display the table results. Here are the sample queries:

(a)  The names and phone numbers of the Managers at each office.

SELECT name, phone FROM staff, manager, office WHERE staff.officeID = office.officeID AND staff.staffID = manager.staffID

(b)  The names of all female drivers based in the Glasgow office.

SELECT DISTINCT driver.driverID, staff.name FROM staff, driver WHERE staff.gender = ‘Female’ AND staff.officeID = 300 AND driver.staffID = staff.staffID

(c)   The total number of staff at each office.

SELECT office.officeID, office.city, COUNT(staff.staffID) AS totalStaff FROM office, staff WHERE staff.officeID = office.officeID GROUP BY office.city

(d)  The details of all taxis at the Glasgow office.

SELECT * FROM car WHERE car.officeID = 300

(e)  The total number of W registered taxis.

SELECT office.city, COUNT(*) AS registeredTaxis FROM car, office WHERE car.officeID = office.officeID GROUP BY office.city

(f)    The number of drivers allocated to each taxi.

SELECT car.carID, car.licensePlate, COUNT(driver.carID) AS allocatedDriver FROM driver, car WHERE car.carID = driver.carID GROUP BY car.carID

(g)  The name and number of owners with more than one taxi.

SELECT staff.name, count(car.ownerID) AS carOwned from staff, car, owner WHERE owner.staffID = staff.staffID AND owner.ownerID  = car.ownerid GROUP BY car.ownerID Having Count(car.ownerID) > 1;

(h)  The full address of all business clients in Glasgow.

SELECT address FROM clients WHERE city = ‘Glasgow’ AND type = ‘Business’

(i)    The details of the current contracts with business clients in Glasgow.

SELECT * FROM clients WHERE city = ‘Glasgow’ AND type = ‘Business’

(j)    The total number of private clients in each city.

SELECT clients.city, COUNT(clients.clientID) AS totalPrivateClients FROM clients WHERE type = ‘Private’ GROUP BY clients.city

(k)   The details of jobs undertaken by a driver on a given day



(l)   The names of drivers who are over 55 years old.

SELECT DISTINCT staff.name FROM driver, office, staff WHERE staff.officeID = office.officeID AND staff.age > 55

(m)The names and numbers of private clients who hired a taxi in November 2016.

SELECT clients.name, COUNT(clients.name) AS Total FROM clients, jobs WHERE clients.type = ‘Private’ AND clients.clientID = jobs.clientID AND MONTH(jobs.date) = 11 AND YEAR(jobs.date) = 2016 GROUP BY clients.name

(n)  The names and addresses of private clients who have hired a taxi more than three times.

SELECT clients.name, clients.address, clients.TimesOrder FROM clients WHERE clients.TimesOrder > 3 AND clients.type = ‘Private’

(o)  The average number of miles driven during a job.

SELECT AVG(mileage) AS averageMileage FROM jobs

(p)  The total number of jobs allocated to each car.

SELECT car.carID, car.licensePlate, COUNT(jobs.carID) AS totalJobs FROM car, jobs WHERE car.carID = jobs.carID GROUP BY car.carID

(q)  The total number of jobs allocated to each driver.

SELECT driver.driverID, staff.name, COUNT(jobs.driverID) AS totalJobs FROM driver, jobs WHERE driver.driverID = jobs.driverID AND staff.staffID = driver.staffID GROUP BY driver.driverID

(r)    The total amount charged for each car in November 2016.

SELECT SUM(charge) AS totalCharge FROM jobs WHERE MONTH(date) = 11 AND YEAR(date) = 2016

(s)   The total number of jobs and miles driven for a given contract.


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