Live, Lear, and Thrive CST 499 Online Capstone ‘Trevor G, Smith & Christopher Luntsford 03/24/2017Live, Learn, & Thrive Executive Summary This capstone project, titled Live Learn Thrive, was created to help individuals between the ages of five and fifteen learn how to control their diabetes through online games. Many children with diabetes learn how to control their disorder by taking courses through their insurance provider. These courses are often long and boring; due to this issue, the children taking these courses often do not fully retain the information taught. To aid the overall health and welfare of these children, this capstone will aim to create a website where patients and their caregivers can jump online on any device and play creative and engaging HTML 5 games. The games will help teach children about hypo and, nutrition, hyper glycemic symptoms, and overall diabetic care. Every year 1.4 million people are diagnosed with diabetes, leaving 29.1 million people with this disorder. Unfortunately for many families, the most serious case of diabetes, type-one, affects mostly children. In fact, until ten years ago, type-one diabetes, herein T1, was called juvenile diabetes. Diabetes remains the seventh leading cause of death in the United States. Type-one unlike type-two diabetes is an incurable disorder. The only treatment for this is through di ry intake regulation, frequent glucose monitoring, and insulin injection, Our project aims to help minimize the mortality rate of juvenile deaths due to diabetes by providing our clients with the knowledge and necessary information to self-regulate their blood sugar levels and diet. We also hope to educate our users to identify the symptoms of low blood sugar levels due to the overdose of insulin and other medications and teach them how to increase their blood sugar levels through eating foods high in carbohydrates.Live, Learn, & Thrive Table of Contents “Introduction”: “Project Objective”: ~“Implemented Objectives”: ~“Future Objectives”: ~“Contributor Objectives”: “Approach and Methodology”: “Necessity & Feasibility”: “Design and Functional Decomposition” “Timeline & Budget” “Testing & Evaluation” “Final Deliverables” “Ethical and Legal Considerations” “Conclusion” “References”: “Appendix A”: Page No. 4 Page No. 4 Page No. 5 Page No. 6 Page No. 7 Page No. 9 Page No. 10 Page No. 12 Page No. 13 Page No. 15 Page No. 17 Page No. 19 Page No. 21 Page No. 23 Page No. 24Live, Learn, & Thrive “Appendix BY: “Appendix C”: “Appendix D”: Page No. 25 Page No. 29 Page No. 39Live, Learn, & Thrive Introduct Every year 1.4 million people are diagnosed with diabetes, leaving 29.1 million people with this disease. Unfortunately for many families, the most serious case of diabetes, type-one, affects mostly children. In fact, until ten years ago, type-one diabetes, herein T1, was called juvenile diabetes. Diabetes remains the seventh leading cause of death in the United States. Unlike type-two diabetes, herein T2, type-one diabetes is an incurable disorder. The only treatment for this is through dietary intake regulation, frequent glucose monitoring, and insulin injection. Children who have been diagnosed with type-one diabetes are usually between the ages of five and eight years old. During this time, these children and their families spend countless hours mastering how to control their blood glucose levels by learning the signs and symptoms of hyper and hypo glycaemia, carbohydrate counting, carbohydrate to insulin dosage conversion, and dieting, Unfortunately, even with extensive medical intervention, 2.69 million children under the age of nineteen will die from type-one diabetes. The project objective for our 2017 capstone is to create a website that encompasses resources, games, and activities for diabetics. Our website is accessible from any device with Internet capabilities for free, and without the need to log in or register. For example, if@ user would like to jump on a desktop computer at home, they can just type in our webpage, hitp/Arevorgsmith.com/LLT.himl and start playing. This would also work for a user who is, sitting in their local coffee shop and playing on their favorite phone or tablet devise. Focusing on juveniles between the ages of five and fifteen, our games and activities will be simple, eye catching, exciting, and informative.Live, Learn, & Thrive One of the games that are included within our webpage has a virtual pet that has type-I diabetes. (Appendix B: “T2: the virtual pet”) In this game the user is allowed to feed, love, and give insulin to their personal virtual pet. This helps them understand the balance between hyperglycemia and hypoglycemia, During this game, the user is required to choose between feeding the virtual pet high and low carbohydrate foods, giving it insulin, and also providing it basic needs such as love. Another game is called “Regulation”. (Appendix B: “Regulation”) This asks the user to eat enough carbohydrates to stay within the desired playing horizon. If the user gives the character too much food, the character will hit a “High” bar and the game will end. If the character does not receive enough food from the user, the character will hit a “low” bar, also ending the game. This game will demonstrate how difficult it is to maintain a healthy glucose levels to both diabetics and their providers. To ensure that all of our goals are met, we have created an easy list of bulleted objectives. Implemented Objectives + Users are able to locate, run, and play on most modern devices. These devices include, but are not limited to tablets, phones, and desktop computers. «The website will be easy to use and will focus on users whom are four years of age or older. ‘© The site will contain at least one interactive game/activity, which will help the users to count carbs,Live, Learn, & Thrive ‘The site contains at least one interactive game, which will help the users identify carbohydrates in unlisted foods. (I.e. apples, bananas, chicken, beans, etc.) The site contains at least one interactive game/activity, which will help the users identify the common symptoms of hyperglycemia. ‘The site contai at least one interactive game/activity, which will help the users identify the common symptoms of hypoglycemia. ‘The site contains at least three third party resources for parents and guardians. ‘The site contains at least one third party resources for parents and guardians looking for a community network, where they can ask question and connect with other TI diabetic caregivers. The site contains at least one resource page describing T1 and T2 diabetes and its history. Future Objectives The ability to host a local discussion board directly on the site. Video tutorials from third party sponsors, such as Medtroni New activities and games. A parent portal where they could track their children’s glucose levels, diet, and insulin dosages. Bring our activities and games to the android and iOS market place.Live, Learn, & Thrive Con yutor Objectives + Improve on our static website development skills by creating impressive and captivating websites using HTML and CSS. + Continue to develop and enhance dynamic web development utilizing object oriented scripting such as, but not limited to JavaScript. * Contributors will gain experience with web service technology such as REST or soap. + Contributors will gain experience with software configuration management such as GitHub. Contributors will revisit and improve the process of AGILE web development. Final Deliverables * A rrunning web application which is hosted on TrevorGSmith.com/LLT.html © A.cross browser game called “Regulation”, which helps users understand diabetic symptoms A cross browser game called “T2: The Virtual Pet”, which helps users understand the effects of diet, insulin dosage, and correct blood sugar levels © A cross browser game called “High/Low”, which equally demonstrates the difficulty of blood sugar control and entertains the user.Live, Learn, & Thrive * Across browser game called “Sugar Monster”, which is a diabetes themed game which entertains the user. A parent portal page, which links parents and/or guardians to important diabetes resources, © Documentation from Mrs. Kensrue of the overall effectiveness and accuracy of the information being provided. A web application that can be played on both mouse controlled and touch screen devi s. ‘There is a lot that is to be desired when working with any terminal disorder, especially one that affects young children, Clinical courses offered to children are held in doctors’ offices and in hospitals, which are often intimidating, difficult, and expensive to plan. To further reinforce our efforts, we have created a mission statement for this pseudo-company, which states: “The Online Educational School for Children with iabetes’s mission is to lead the children with type-one and two diabetes to their full potential by developing games and resources to help ensure their long-term and healthy personal growth”Live, Learn, & Thrive Our website plans to execute this mission by bringing the same clinical information to our user’s homes. Unlike doctor visits, we will add excitement and fun to learning how to control diabetes. Our goal is to teach young children how to start managing their disease without realizing it In addition to the games for our younger users, we will add resource links for caregivers, guardians, and adults to help make the best decisions for our diabetic users. The links shall provide online resources and, eventually, a virtual community full of support from public users. We believe that this will help new TI parents cope, lear, and support their families through one of the most difficult experiences they may ever have. Approach and Methodology Due to the time scope and boundaries of the capstone, as well as the legality of administering such a plan to minors without the supervision of a professional, we will be unable to explicitly serve type-one and type-two diabetic children publicly. Instead, we plan to use friends and family members to substitute themselves in place of our intended clients. Pre-client observations will be completed at the beginning of our Capstone, which will commence by having children within and around the age of five to fifteen take a small oral questionnaire (Appendix D). This questionnaire will ask simple and basic questions such as the carb content of an apple versus a piece of cake, whether a piece of candy is considered a high carb food or a low carb food, what hypoglycemic and hyperglycemic symptoms feel like, etc. We will then ask our substitutes to play in our online games for five to ten days in a row, with at least fifteen minutes of game time per day. Afier the end of that session, we will administer a small questionnaire at the end of our capstone. Mr. Smith and Mr. Lunsford will then compare the pre-test and post- test. We will analyze the scores and determine whether there is an increased awareness of10 Live, Learn, & Thrive dietary limitations, symptom awareness, as well as other nutritional and diabetic personal care goals. (Appendix A) The hope and goal of this project is to see increased results on said issues After the results are calculated, we will create within our capstone project an analysis of our findings. This analysis will include, but is not limited to, graphs, charts, and test solutions. In addition to analyzing and reflecting on our results, we will also provide information on what ‘went well and what did not do well. (Appendix A) I hope is to continually improve this project to meet its full potential. Project Necessity & Feasibility ‘There have been several projects, which are similar, but not the same as, our web based application. According to the website, “Time Insulin”, there are three resources that provide young user the same resources and games as we are creating. (Resource #1) First, there is an application called “Carb Counting with Lenny”, this application provides the user a series of games, put together by Medtronic, the creator and leading pioneer of the artificial pancreas and insulin pump. Lenny is a virtual lion with Type-1 Diabetes. His focus is to teach children to accurately count the carbohydrates that they are consuming. The games are broken down into four separate sections. These sections are titled “Carbohydrates or no Carbohydrates”; “Compare the Carbs”; “Guess the Carb”; and “Build A Meal”. On top of the ‘games menu, the application also has fun activities for children of all ages, and a great food carb around the kinds of foods that children love to eat. reference guide buw Live, Learn, & Thrive Additionally, there is another application called “Monster Manor”. This application has not released publicly yet, however, Monster Manor is a combination game and logging app for children with Type-1 diabetes. The goal of this application is to allow children to enter their blood glucose (and other) stats,. When they enter this information they are rewarded with pifiatas, The pifiatas contain fun treats like “beanz” or gold. “Beanz” that let your kids grow and manage new monsters in the their manor, and gold lets them buy pets and accessories for their monsters. Finally, “mySugr Junior” is an application, which allows children to tame pet monsters by following good diabetic management practices. This means if the child enters their blood sugar, meals, carb intake, insulin doses, and other notes about their condition, they will then gain points and awards. Entering the notes gets encouragement from the diabetes monster, and you can go back and review previous entries. Although these applications are great resourees for children, our webpage plans to avoid four obstacles these applications all have in common. First, unlike the applications stated above, our application will be completely web based. This means it will be available instantly to any device with an Internet connectivity and web browser that can display JavaScript. Secondly, our device is completely free. Within our website there will be free access for all users without any in application purchases. Third, our website will not require any information from the user. Unlike the listed applications above, which make the user submit information over and over again, our web-based games will provide the carbohydrate count, glucose levels, and dietary plan of virtual pets, not real people. Finally, our web-based application will contain important. resources for both the user and the guardians. These resources will link to third party affiliates that can help answer questions or issues either the parent or user are facing.2 Live, Learn, & Thrive Project Design and Functional Decomposition. To complete a fully function program, many elements had to come together seamlessly. These elements included, but were not limited to, understanding of modem web applications and languages, analysis of GUT’s for young users, the process of creating captivating games, and heavy research into type-one and type-two diabetes blood glucose control, nuttition, and symptoms. To begin, initial analysis began on observing and researching the most frequent issues, children with diabetes will face in their day-to-day lives. According to the National Library of Medicine, the most frequent issues are nerve damage, coronary disease, immune deficienci death, and blindness. (Reference #2) Unfortunately, there is no cure for diabetes. Therefore the only way to help prevent diabetic complication is through tight and consistent glucose control. To help facility a balanced glucose level, diabetics are encouraged to understand carbohydrate counting, insulin dosages, and symptom awareness. To help facilitate our user's knowledge, we decided to make a website that would house mini html 5 games that would reinforce proper diabetic education and create a functional UI. HTML 5 games require several web development languages and techniques. The languages utilized in the Live, Learn, and Thrive capstone include HTML, CSS, and JavaScript. HTML was used to create a dynamic canvas, which would allow JavaScript to create and animate objects, by offering frames (Appendix C). The frames within the HTML canvas tag are similar to a frame of a film. Multiple frames are cycled and redrawn to create the appearance of moving images. JavaScript was used for the game logic, appearance, and overall animation. JavaScript, in conjunction with the HTML canvas function, allowed our project to create logicB Live, Learn, & Thrive such as movement, physics, collision detection, and image placement. CSS was implemented at the end to create a colorful and engaging playing environment. The CSS contained within this project helped create changing background colors, captivating fonts, and overall cohesion throughout the Live, Learn, and Thrive website. In addition to the actual programming of this project, the graphical user interface was further enhanced by creating two mascots and multiple characters through Adobe Illustrator. During this phase of the project, our mascot’s names “T1” and “T2” were created. T1 and T2 are diabetic monsters which help our users leam about glucose control, nutrition, and symptom awareness throughout the website and games (Appendix B). Tl and T2 are friendly characters which help gather the interest of our users by reinforcing the overall GUI styling found throughout the website ‘These strategic planning, organization and combination of programming and creative design have created the dynamic Live, Learn, and Thrive application. Each element supports the overall goal to create an engaging and educational learning environment for children with type- one and type-two diabetes. Timeline & Budget The timeline for this project was eight weeks and the anticipated budget was $0.00. Production of this project began on March 19, 2017 and ended on June 5, 2017. To begin, Mr. ‘Smith and Mr. Luntsford extensively collaborated and brainstormed creative and effective way to teach young children about blood glucose management and diabetes care. After careful consideration, the idea of a web based arcade was created. Soon after, the Google Team Development Drive was created which was utilized to store, manipulate, and reference project4 Live, Learn, & Thrive material. The material therein contains source code, images, audio files, team papers, and animated gifs. Creative development and illustrations began on March 21, 2017 utilizing the free adobe suites package provided by the California State University of Monterey Bay. During this time, ‘two mascots were developed. The names of these mascots are TI and T2. In addition, creative development on backgrounds, logos, game characters and animations were designed during Mach 21, 2017 to May 01, 2017, which marks the first sprint of the Live, Learn, & Thrive project. Final creations were added to the Google Drive on May 02, 2017. The second sprint of Live, Leam, and Thrive began on May 03, 2017 and ended on May 17, 2017. During this sprint, the initial game and web development began. During this sprint, the Live, Learn, and Thrive team created the HTML and CSS skeleton required to display the project and house the HTML 5 game features. In addition, the JavaScript logic was created and implemented to the HTML 5 canvas, in order to create the game logic and general user interface. Finally, on May 17, 2017 the initial project was added to the domain name TrevorGSmith.com/IIt.html A third sprint was added to the Live, Learn, Thrive project to optimize the user’s ability to navigate and play with the arcade games utilizing multiple web providers and devices. The third sprint of web development began on May 17, 2017 and ended June 01, 2017. During the third sprint, the Live, Learn, Thrive project was released to the C.S.U.M.B. faculty and students, in order to receive feedback, modify usability, and rate the overall effectiveness of the project. In addition, multiple meeting was held with Shadlie Kensrue, a registered nurse with the Irvine school district, to verify the accuracy of the information being provided.15 Live, Learn, & Thrive A final sprint was introduced during June 01, 2017 to June 18, 2017. During this time the Live, Learn, and Thrive project was completed. In addition, Mr. Smith and Mr. Luntsford created a final presentation, analyzed the pre and post test answers, and developed analysis on its findings. During this time, the Live, Lean, and Thrive were released in full to the domain. In conclusion, although the final sprint has been completed, Mr. Smith and Mr. Luntsford hope to continue to improve and create interesting solutions to the education of type one and type two diabetes. The final conclusion of the Live, Leam, and Thrive project was to create a strong foundation for future game development. Testing & Evaluation ‘Testing and evaluation was consistently being utilized through every sprint of the Live, ing the Agile development process, Mr. Smith and Mr. Lear, and Thrive project. Util Luntsford were able to debug the JavaScript game logic and the overall layout of the web application, to create a simple and interactive web application, During the first sprint of project development, evaluation of the creative design and overall look of the project was considered. During this phase, multiple “mock-ups” of character were developed. Careful consideration, brain storming, and design were used to create backdrops, objects, themes, and characters. Perhaps most importantly, two unexpected mascots, ‘were created. These mascots are called Tland T2 (Appendix B). T1 and T2, short for type one and two diabetes, are fun and loveable diabetic monsters. These monsters are featured throughout the website and play a role in most of the featured gaming experiences. The evaluation of TI and T2 were discussed between Mr. Smith and Mr, Luntsford, in order to create16 Live, Learn, & Thrive a simple and relatable character. In addition, after discovering the potential effectiveness of TI and T2, anew game was created just for them. After recognizing the potential for TI and T2 to become a major staple of the Live, Lear, and Thrive foundation, the second sprint of development was focused on creating games which featured these mascots, such as the game “T2: The Virtual Pet” (Appendix B). In addition to creating games, Mr. Smith and Mr. Luntsford utilized the Visual Studios IDE, in order to debug, manipulate, and change source code and logic. Before placing the source files within the domain name, a local server was utilized to ensure the proper functionality, usability, and overall format of the project was running. During the final development of the second sprint, debugging ‘commenced as the project was moved from the local server to the host domain, During this process, each game was independently analyzed in beta to ensure proper game functionality. This debugging process continued well throughout the third and final sprint of Live, Learn, and ‘Thrive. During the third sprint, the focus and evaluation was conducted on the formatting, game play, functionality, and style of the Live, Lear, and Thrive project across multiple devices and web browsers. During this phase, two previously described peers herein, were asked to join our beta test group. The two peers are Professor Krzysztof Pietroszek, a CSUMB Computer Science instructor at California State University of Monterey Bay, and Shaldlie Kensrue, a registered nurse for the Irvine Unified School District. Together, Professor pietroszek and Mrs. Kensrue were able to provide feedback on the overall experience and effectiveness of this project. Utilizing a simple survey, Mr. Smith and Mr. Luntsford were able to create a multifunctional project. These surveys may be observed at Appendix C. Utilizing the provided information, we were able to add onTouchstart(), ontouchStop(), onmouseDown(), and onMouseUP(), whichwv Live, Learn, & Thrive allows users on either a touch pad or desktop computer to play all of our HTML 5 games. To view this code and implementation (Appendix D). During the final sprint, testing and evaluation commenced on the styling and format of Live, Leam, and Thrive once again. During this stage, we Mr. Smith and Mr. Luntsford created the finishing touches on the final product. The final stages of debugging were corrected and completed as well as the most optimized GUL Final Implementation The final implementation for our project include a functional website containing four HTML games that can be played on any device with Internet connection; A webpage that provides links, for parents and guardians, to the most well-known and reliable diabetes associations available; and finally an evaluation of the usability and information detainment of our project. The elements have been carefully designed and executed to create an interesting and informative website. To ensure the information of our project was being accurately absorbed by our users, an evaluation was conducted. Utilizing the game “Symptoms”, we evaluated each users experience and score before and after playing on Live, Learn, and Thrive (Appendix B). Each evaluation ‘was conducted in beta, orally, and on close peers to ensure that the liability of this project was kept to a minimum, Instead of having a boring form, our study group was asked to take play “Symptoms” once before and after exploring the Live, Lea, and Thrive site. Symptoms is both an interactive game and a way to passively observe wither our users are understanding and. retaining the information. The results of the testing can be seen in Appendix C. The results of each individual will be applied and reviewed, so the Live, Learn, and Thrive application can be18 Live, Learn, & Thrive customized in order to maximum the overall experience of each individual user and overall user experience. Furthermore, in addition to evaluating the user experience, overall retainment of inform nn, and graphing and comparing pre and post test result, the surveys provided to our users allowed us to receive constant feedback for our project. During the third and fourth sprint of our project, users we asked what they liked about our site. Additionally, body language and facial expressions were observed during game play. This process allowed Mr. Smith and Mr. Luntsford to debug and create the most functional web application possible. All comments and suggestions from said survey may be observed in Appendix C. Some of the suggestions outlined from our survey were to add a simple video that explains diabetes to young children and allow the text to be unselectable in the button field. In addition to our observation on symptoms, three additional games were created (Appendix B). The games that were created are called “High/Low”, “T2: The Virtual Pet”, and “Sugar Busters. High/Low is a game inspired by the flappy bird game architecture. The goal of this game is to maintain a level blood glucose level to avoid colliding with “high” red bars or “low” blue bars. Although it does not directly inform the user how to regulate their blood sugar levels, it does inspire the user to be vigilant and constantly aware of their glucose levels. In addition, we have created another game called Virtual Pet. In this game, the user is asked to regulate the needs of his or her virtual pet named T2. T2 is an insulin dependent diabetic that requires the user to take care of its basic needs. These needs include love, hunger, and blood glucose levels. The user is asked to monitor his or her virtual pet and provide it with love,19 Live, Learn, & Thrive insulin, and snacks. The user will have a designated time to try to keep their virtual pet in homeostasis and accumulate as many points as possible Finally, Sugar buster is a first person shooting game that is designed to be entertaining. This game requires the user to zap sugar molecules with an insulin ray gun, The goal of this game is to entertain the users and make them feel like a “Hero” of their own diabetes. Our hope for this game is to build the confidence and the overall moral of our users. The overall functional website not only includes items for our younger user, but also include an informative page for our user’s parents and guardians. The “Parent Portal” houses recent and informative information about diabetes care, guides to help their children manage glucose levels, third party websites such as The American Diabetes Association, as well as recent advancement in diabetic studies. This will be a one-stop shop for parents to find helpful and relevant information on type-one and type-two diabetes. The collection of the elements described herein have created a structure for a functional and captivating web site, The final result of this capstone is not to complete a webpage for children with diabetes, yet provide a strong foundation, which can house more games and be further improved. Our projects final implication allows the developer, as well as the diabetic community, to continue to provide creative solutions to the overall health of juveniles with diabetes. Ethical and Legal Consider: There are many ethical and legal considerations while working within this project, because of the medical focus on minors. These legal and ethical considerations included, but20 Live, Learn, & Thrive ‘were not limited to demonstrating we do not tend to diagnose or treat children with diabetes, maintain the most current and up to date information on diabetic care and finally the potential impact of the information within being misinterpreted which could result in the physical harm of our users. During the initial discussion and planning of this capstone project, Mr. Smith and Mr. Luntsford recognized that there were going to several ethical consideration while trying to tackle a large issue such diabetic care. The first issue was the need to demonstrate that the Live, Learn, and Thrive was not created or intended to diagnose, cure, or treat anyone with diabetes. The goal of Live, Lear, and Thrive is intended to not only entertain, but reinforce the importance of maintaining a healthy blood glucose level. To avoid a minor child from using our website to self diagnose and treat themselves without proper medical assistance and training, Mr. Luntsford and Mr. Smith only chose close relatives, friends, and CSUMB faculty to be given the web address of our project, as well as asked to participate in our focus group. Moreover, the information provided in the parent portal needs to be accurate, and current. To do this, we've applied two different safeguards. First, we used Shadlie Kensrue who is a Registered nurse who works for the City of Irvine School District, to help ensure all the information provided within the project was current, accurate, and clear. Mrs. Kenstue helped maintain the accuracy of the information being provided throughout the game play and information page of the Live, Learn, and Thrive site. This was enforced to help ensure that users would not be harmed as a direct correlation of the provided material. Secondly, our parent portal utilizes third party organizations and government agencies to provide the most accurate and recent information available on type-one and type-two diabetes. The organizations listed within our website are governments and private organizations with a strong and creditable reputations.24 Live, Learn, & Thrive ‘These organizations include The American Diabetes Association and the United States national Library of Med By providing the safeguards we have instilled in this project, Live, Leam, Thrive will remain a safe place for young users to play games created to help them understand their disease and provide them with confidence in coping and treating diabetes. We will continue to make every effort to remove any ethical or legal issues, which have been created through the Live, Lear, and Thrive project. Our goals our clear and concise and we believe that we will deliver a product that meets the safeguards discussed above. Conclusion The goal of the Live, Leam, and Thrive capstone project was to demonstrate our skills and education received at the California State University of Monterey Bay, while creating a web application that was free to our users and educated them on diabetes in an interactive way. The technological problem of the existing diabetes education system is that classes are long, boring, expensive, and time consuming. Due to these issues, we have created an open source web application that can be used to create interactive, free, and informative diabetes games. To initiate a web application that could be accessible to all diabetics, the application needed to run on any browser and work on any device. We successfully meet the goal of developing three informative HTML 5 games and creating a framework that was extremely user friendly. As demonstrated, we believe that we have successfllly created a strong and exciting web application which could house new games that may be presented in the future,22 Live, Learn, & Thrive ‘The methodologies and approach to creating the Live, Learn, and Thrive project helped construct the great web application that has been developed presently. Due to the legal concerns. the only diabetics involved in the testing and development of the Live, Lear, and Thrive project ‘was the one of the developers Mr. Smith. Due to this issue, only close peers, realities, and faculty members were asked to participate in the project study. However, with extensive observation, help for our peers, and continuous agile development the Live, Learn, and Thrive project has become a successful educational web application based on diabetes. As we can see by the short surveys described in appendix D, we can see that there was an increased understanding of diabetes in every survey conducted. During this Capstone project, Mr. Smith and Mr. Luntsford gained knowledge in several areas in web development. First, neither Mr. Smith nor Mr. Luntsford have created a web based, game before. This process required several hours of research and debugging to successfully create the games named herein. Secondly, Mr. Smith and Mr. Luntsford refined their skills in web application skills such as, but not limited to, HTML, CSS, JavaScript, BootStraps, Agile Development, and Visual Studios. Most importantly, Mr. Smith and Mr. Luntsford successfully developed an appreciation for children coping with diabetes. They were able to step inside the day to day lives of said children to develop interesting and stimulating way to teach them about how to control their disorders. The education and empathy when working and understanding children with diabetes was the most important lesson developed in this project. The ability for developers to help others and the world may be the largest lesson of all.23 Live, Learn, & Thrive References Goldlife. (2013, 10 2). 3-diabetes-games-that-will-educate-kids-about-diabetes/. Retrieved 04 22, 2016, from timesulin: https://timesulin.com/3-diabetes-games-that-will-educate-kids- about-diabetes/ Medlineplus (2017, 05 11). Diabetes in Children and Teens . Retrieved 05 15, 2017, from medlineplus: https://mediineplus.gov/diabetesinchildrenandteens.htmlLive, Learn, & Thrive +00 esr Appendix A 2425 Live, Learn, & Thrive Appendix B ‘T2: The virtual Pet Munger -Leve! Moo lll ‘sugars | ness: 150 SCORE: @ Tine Remaining: 4000 aero Lory es a eo Symptoms: TEST Guess The Symptom. Poe mal HAPPY! teyectva:Le Caney, Sheppe feLive, Learn, & Thrive Parent Portal: Parent Portal Third Party Resouces noses ew 528 Live, Learn, & Thrive Appendix C Code Sample: “T2: The Virtual Pet” “ Jivariables var myGamePiece; vvar BloodSugarText; var hungerText; var happyText; vvar bloodSugar; var myScore; vvar gameStart ‘var gameStoy ‘inital setup of variables function startGame() { } myGamePiece = new component(30, 30, "medialwww.GIFCreator.me_FrFe7a git", 10, 120, "image HungerEmpty = new Menu(S, 5, "black", 150, 40); Hunger =new Menu(5, 5, "blue", 150, 40); BloodSugar = new Menu(175, 5, "yellow", 100, 40); BloodSugarEmpty = new Menu(175, 5, "black", 150, 40); Love = new Menu(350, 5, "purple", 150, 40); Lovempty = new Menu(350, 5, "black", 150, 40); hhungerText = new component("8px", "Consolas", "black", 20, 60, "text BloodSugarText = new component(” 8px”, "Consolas”, "black", 189, 60, “text"); ‘new component("I8px", "Consolas", "black", 359, 60, "text"); 1ew component("20px", "Consolas", "black", 380, 100, "text" ‘TimeRemaing = new component("I Spx", "Consolas", "black", 380, 120, "tex myGameArea start); {Canvas area, inital frame, 3334 Live, Learn, & Thrive var myGameArea ‘canvas: document.cre start: function () { -Element("canvas”), this.context = this.canvas.getContext("2d"); document body. insertBefore(this.canvas, document body. childNodes{0); this frameNo this interval te clear: funetion Q { this.context.clearRect(, 0, this.canvas. width, this.canvas. height) } , ‘variable setup function component(width, height, color, x, ¥, type) { this.type = type; if (type = “image") { this.image = new ImageQ; this.image.sre = color; setInterval(updateGameArea, 20); ) ‘this. width = width; this.height = hei this.x = x; this.y = ys this speedx = 0; this speedY = 0; this.update = function () { ctx = myGameArea.context; ‘ME this variable is a image, set image if (ype = image") { ctx drawimage(this.image, thisx +99, is, this. width + 220, tis.height + 220); } ‘itis text, set text else if (this.type == "text") { ctx. font= this.width + *" + this.height; etx filStyle = color; ctx. fillText(this.text, this.x,thisy); } else draw the object else { ‘etx beginPath(; etv.are(this.x, this, this.width, 0, this:height * Math.P1); hx fillStyle = color: etx. fil; ctx. stroke(); function Menu(x, y, color, width, height) {35 Live, Learn, & Thrive this.width = width; height = height; ‘color ~ color; this.x = x5, this.y = ys speedX = 0; speed = 0; this.update = function Q { ‘ctx = myGameArea.context; tx fillStyle = color, ctx-fillRect(this.x, this.y, this.width, this.height); } this.newPos = function (Q { this. width += this speedX; this height += this.speed' if (his. width >= 151) { this. width = 150; y if (this. width <0) { this.width ~ 0; 3 var time = 4000; function updateGamearea() { myGameArea.clear(); Love.newPos(); Hunger.newPos(); BloodSugar.newPos(); HungerEmpty.updateQ BloodSugarEmpty.updateQ; LoveEmpty.updateQ; Hunger.update(); BloodSugarText.text ~ "Blood Sugar: " + Math.floor(BloodSugar.width +40); BloodSugarText.updateQ); BloodSugar.update(); Love.update(); hhungerText text ~ "Hunger Level:" + Math floor(Hunger. width); hhungerText.update(); hhappyText.text = "Happiness: " + Math.floor(Love. width); hhappyText.update(); if (gameStop && gameStart && Love.width > 100 && Hunger. width > 100 && BloodSugar. width < 120 && BloodSugar. width > 40) { ‘myGameArea.frameNo += 1; } if (gameStop && gameStart && Love.width < 100) { myGamePiece.image src = "media/MonsterFeelingSad.png"; } if (gameStop && gameStart && Hunger.width < 100) { myGamePiece.image sre = "media/MonsterFeetingHungry.pny J if (gameStop && gameStart && BloodSugar.width > 120) { ‘myGamePiece.image src = "media/MonsterFeelingHigh png"; }36 Live, Learn, & Thrive if (eameStop && gameStart && BloodSugar.width <40) { ‘myGamePiece.image sre = "media/MonsterFeelingLow.png"; 3 myGamePiece update); if (amestar) { TimeRemaing.text = "Time Remaining: "~ (time — 1); BloodSugarText.text = "Blood Sugar: * + (Math floor(BloodSugar.width + 40)); hungerTexttext = "Hunger Level:" + Math floor(Hunger. width); happyText.text = "Happiness: " + Math.floor(Love.width); 3 else { ‘TimeRemaing text ~ "Time Remaining: " + time; BloodSugarText.text = "Blood Sugar: " + (Math floor(BloodSugar.width + 40)); hungerText.ext = "Hunger Level:" + Math. floor(Hunger. width); happyText.text = "Happiness: " + Math floor(Love.width); if (ime <= 0) t gameStop = false; time = 0; } * + myGameAreaftameNo; BloodSugarTe ‘Blood Sugar: " + (Math.floor(BloodSugar.width + 40) Hunger Level" + Math loor(Hunger.width); happyText.text = "Happiness: " + Math. floor(Love.width); rmyScore.update(); ) function stopMove() { Hunger.speedX Hunger speedY = Love.speedX = -0.1; Love.speedY BloodSugar.speedX = -0.05; BloodSugar.speedY = 0; myGamePiece.image sre = "media/www.GIFCreator me_FrFea gi } function Takelnsulin() { BloodSugar.speedX — 5; myGamePiece.image.sre = "media/monsterinsulin.png"; ‘gameStart = true; } function eatLowCarb0) { BloodSugar.speedX += Hunger speedX + ‘myGamePiece image src = "media/monsterLowCarb.png"; ‘gameStart = true; } function eathighCarbQ) { BloodSugar.speedX Hunger speedX += 5; ‘myGamePiece.image.sre ~ "media/monsterHighSnack.png";37 Live, Learn, & Thrive gameStart = true; 3 function Pet() { Love.specdX += .5; ‘myGamePiece image sre = "media/monsterPet. png"; sgameStart ~ true; 3

~Take Insulin=button> ~Low Carb Snack -High Carb Snack -Pet, Me!

button class="button” onelie bout ThisGame()">Game Info: Click To Hide rreload()">RESTART jidden">

To get the perfect score of 4000, you must keep your virtual pet as happy as possible, Follow the directions below to get the maximum amount of points. Feeling high: According to the American Diabetes Association, "high blood sugar fora type one is considered any biood glucose reading over 160". To keep your score going, keep T2's blood sugar at 160 or below. To do this, click the "take insulin’ button to give T2 insulin. “or>Feeling low: Sometimes when you are active or we take too much insulin, your blood sugar can ‘drop. The American Diabetes Association suggests keep your blood glucose level above 80. Eat something to raise ‘12 blood sugar level, but BEWARE! Eating the right amount of carbohydrates is important!
Feeling sad: Keep your pet happy by giving him alittle pet. If T2's love meter drops below 100, he wil become sad and your points will stop inereasing, Feeling Hungry: T2 gets hungry. Make sure to keep his hunger meter 100 or above to keep your points increasing best

if («style display xsstyle.display } else { ) function reload, { location.reloadQ; }38 Live, Learn, & Thrive ‘Menu"> tp: /trevorgsmith.com/LLT .html”>Home Parent Portal=/a>

Games T2: The Virtual Pet Guess The Symptom T 1s Regulation Candy Monster