An interactive, screen-free learning platform
Magic Carpet is a joint collaboration between Intel and Welspun to infuse home textiles with intelligence. Our concept: a rug-as-gaming-platform that enhances school readiness with preschool-level, play-oriented educational gaming. I was brought on board to conduct research in educational benchmarks and design a series of games and rugs. We found there were no comparable products on the market and a need for toys that capitalize on children’s inherent ability to learn through play. I then set to designing games and rugs to meet established benchmarks. As users learn new concepts, the rug progresses to more sophisticated levels of learning, progressively preparing them for success in preschool and beyond.
I have written or co-authored multiple patents for this project.
I developed two separate rugs with approximately 20 pre-programmed games each. The first rug, a math and shapes-focused rug, approaches geometric concepts and arithmetic concepts in a fun and competitive environment. Games build on budding math skills, teaching counting, skip-counting, and number patterns. Advanced games build on this knowledge to teach arithmetic and advanced shape theory (beginning geometry).
The second rug, a music and colors-focused rug, allows children to explore the foundations of musical expression in a color language they understand. This rug teaches rhythm, scales, octaves, pattern recognition and introduces them to a variety of instruments (to keep it lighthearted, we included frogs, cats, and farm animals).
To create the game concepts, I conducted research in education benchmarks for U.S. and Canadian children between the ages of 4 and 7 in constructing, organizing, and applying knowledge, language & literacy, mathematics, creative thinking and expression, physical development and social development. We then created personas to represent Magic Carpet’s target audience for developing testing scenarios.
To test the game designs, we chose 8 kids representing boys and girls between the ages of 4 and 7, with half in school and half preparing to enter school (daycare, home care, or preschool programs). Our testing goals included safety issues, accessibility concerns, appropriateness of games, the ability of games to sustain interest, and their ‘fun’ factor.