To analysis the environment, competitor, market and users, research and discussions with the client was necessary to identify the requirements of the application. Determining by a competitor analysis what was currently available with regards to learning multimedia applications, especially ones aimed for children with autism.  Identifying what elements could be incorporated into the application being developed. Using storyboards and screen layouts with the client to demonstrate the design ideas for the application.

Initially there was two ideas for the applications theme, the first was a space adventure theme.  The second was a theme with realistic environments set in the present day, that the user would be familiar with.

After discussions with the client and the author, demonstrating the ideas by showing the storyboards and structure chart, it was suggested that the second theme would be more appropriate.  Disregarding the space adventure and selecting the idea of a multimedia application where the tasks are set in present day environments.  The main reason for the decision was the thought that a space adventure may distract the user from the learning material and change their opinion of the application and think of it more as a game rather than an educational application.  It was identified that the avatar system should not provide too many options for the user, as the target users may focus their attentions on that part of the system too much and distract them from the main purpose and content of the application.  Other requirements identified from the discussions was the idea that the animations for the challenges would not make direct eye contact with the user, as it was thought that the user may find this threatening and be discourage to use the software.  The difficulty setting was also discussed it was suggested that this maybe a possible feature, but not an important requirement at this stage and to investigate at a later stage.  The client understood the authors intentions for a scoring system, that it could be used as a way to evaluate the users progress, but felt it was not necessary for their needs. The final item discussed was with regards to the challenges where the user would be allowed to repeat tasks even after completion, since children with autism enjoy routines and repeating tasks, which will also enforce the learning material.  The other requirement for the challenges/tasks was not to have true or false/correct or incorrect responses to them, but rather have responses to what the user selects.  For example if a user was presented with an animated social situation and 4 choices to select to respond to the situation, once the user selects an option, the user is then present with a response to that particular answer selected, rather than the term correct or incorrect being displayed.  With each answer having a complete different response to be displayed.  An advantage and reason for multimedia software to be used with autistic children is that the children tend to dislike working in groups and are more willing to engage and interact with a computer, because they are less imtimidated by them.  This also allows a facilitator to use the software as a tool to improve their interaction and teaching with the children