Tag: experience design

A New Framework and Database for Exploring Works of Experience Design

A project to organize and catalog resources to facilitate specific reference searches and discover experience design information.

Nicholas Rock
Associate Professor
Boston University

In both teaching experience design and working in a client-based practice, I have found sourcing clear case studies, examples, and references incredibly challenging and time-consuming. Recognizing the need for an accessible resource for experience design work, I have initiated a project to organize and catalog resources to facilitate specific reference searches and discover new information. The development of an introductory experience design course and my practice in design strategy provided the basis for a foundational framework. Initially designed to help teach design students, it was later adapted for my design work to enhance customer experience strategies. The framework categorizes experiences by scale, emotional response, and form to ensure a broader and more holistic understanding of experience design, benefiting designers, educators, and students.

Groups of students taking an Experience Design course utilized the framework to populate a database with more than 200 initial case studies. These case studies are a learning resource for subsequent classes, demonstrating the framework’s practical application and refinement. I additionally leveraged the Undergraduate Research Opportunities Program at Boston University to employ two undergraduate graphic design students in the project’s continued development, refinement, and evolution.

The result is a public database and guide for experience design—a resource that enables unexpected connections and discoveries across all forms of experience design. It helps to identify, archive, and contextualize a wide range of examples, making them accessible and valuable to future students and designers.

The work was intentionally published as a web-based resource, eventually welcoming contributions from a global community. This ensures its growth, adaptability, and continued insights on a broad scale. It has been designed to inspire curiosity and broaden perspectives of experience design and serves as a unique and ever-evolving collaborative resource for the design and design education communities.

This design research is presented at Design Incubation Colloquium 11.1: Boston University on Friday, October 25, 2024.

Adaptation in Design Research: Combatting Social Isolation in Older Adults

Our need to socially connect is the strongest evidence of our shared humanity.

Christine Lhowe
Assistant Professor
Seton Hall University

At the core of human-centered design are people. Grounded in empathy and driven by human needs, HCD has the power to improve quality of life for individuals and society. As our communities, environments, and global structures change, especially now during the COVID-19 pandemic, design must adapt to serve people within new contexts.

Our need to socially connect is the strongest evidence of our shared humanity. We are so highly interdependent on each other that isolation not only affects mental well-being but contributes to physical decline. In older adults, a population largely affected by loneliness, social isolation is associated with a 50% increased rate for dementia and other serious medical conditions.1

As a design practitioner and educator, my research focuses on cultivating meaningful connections through experiential design. With Me, an intergenerational toolkit was created to integrate older adults deeper into the fabric of society. As an analog kit, the fundamental purpose is to encourage people to spend time with one another.

In February 2020, With Me was in the last stages of production before implementation at a non-profit serving older adults across New York City. Social distancing requirements in mid-March put it indefinitely on hold. Caregivers were no longer able to do home visits. Family members were strongly recommended against visiting their loved ones. Loneliness in one of the most vulnerable populations to COVID-19 was magnified. When connection was needed most, With Me had to transition to a virtual solution.

This presentation is a case study on adaptation in an ongoing research project. It asks if we can replicate the benefits of physical time together while in a virtual world. It experiments with technology in a population that is often hesitant with using it. It explores how experiences may be designed for meaningful interactions across varying communication channels.

  1. Centers for Disease Control and Prevention (CDC). Loneliness and Social Isolation Linked to Serious Health Conditions. https://www.cdc.gov/aging/publications/features/lonely-older-adults.html

This research was presented at the Design Incubation Colloquium 7.2: 109th CAA Annual Conference on Wednesday, February 10, 2021.

The 45th City: Visualizing and Experiencing Fake News

Jonathan Hanahan
Assistant Professor, Communication Design
Sam Fox School of Design & Visual Arts
Washington University in St. Louis

Fake news is a problem created by designers. It is a problem of aesthetics, not simply content or substance. Attempts to clarify the way information from any source is rendered in the walled gardens of our social media platforms—where reportedly 62% of American adults get news information—have homogenized the visual representation of all content, reliable or not.

This presentation discusses an ongoing research project—titled The 45th City—which investigates the role that design plays in the current fake news epidemic, epitomized by the recent election of the 45th President of the United States. The project explores speculative ways of visualizing both reliable and unreliable news websites through the physicalization of code into 3D artifacts. It inquires on a real world implication of the legitimization of such entities and encourages audiences to occupy, investigate, and contemplate their relationship to digital infrastructure beyond the thin veneer of their devices.

This series of large scale 3D artifacts along with corresponding digital renderings will be on view at The Luminary in St. Louis, MO in September 2017 and the pinkcomma gallery in Boston, MA in early 2018.

This research was presented at the Design Incubation Colloquium 4.1: San Jose State on Saturday, Sept 30, 2017.

Multi-modal Interface Design: Communicating Design Through Presentation and Review

Peter Lusch
Assistant Professor of Graphic Design
College of Arts and Architecture
Penn State

Danielle Oprean
Post-Doctoral Research Scholar
Stuckeman Center for Design Computing
Penn State

Multi-modal visualization has long been considered important for design communication through representation and presentation, yet it has not been explored through an interface. In this presentation we discuss the outline for our test of use of a new interface designed to provide a multi-modal experience of design representations through the presentation and review processes. This interface is being developed for use in an immersive environments lab, a unique presentation space that allows for large-screen display and virtual reality. Before implementing a new interface, testing needs to be done to identify issues and perceptions of how well it works. We aim to test the feasibility of using a multi-modal interface with advanced-level undergraduate students in the design disciplines (architecture, landscape architecture, and graphic design) as a way for them to communicate design through presentation and review. In this presentation we talk about how usability testing allows for the results of actual use of an interface to feed back into improving the overall design. Specifically, we will provide an overview of our application of usability testing in design disciplines to address our hypothesis that being able to view different modalities of design representation at one time is more meaningful to communicate design both during presentation and in the review process. Success of the meaningfulness of the interface will be explored through the TAM model (Davis 1992) of usefulness, ease of use, and behavioral intention. We will also present the primary end point goals for this study, including our human factors study, and our self-report measurement of actual use of the multi-modal interface through questionnaires measuring usefulness, ease of use, and behavioral intention.

This research was presented at the Design Incubation Colloquium 3.3: Kent State University on Saturday, March 11, 2017.

Not Just Playing Around: Game Design In The Interaction Design Classroom

Liese Zahabi
Assistant Professor of Graphic/Interaction Design
University of Maryland, College Park

The act of play is key in the art and science of Interaction Design. A sense of fun, wonder, and the unexpected help shape the games we interact with on our computers and phones, but also the interfaces we wouldn’t associate with games: working out with Fitbit, learning code with CodeAcademy, managing our money with Mint. By utilizing principles from games, designers can help motivate, engage, and teach users.

This presentation will highlight the work of graphic design students across two separate semesters. As part of an Advanced Interactive Design class, students were charged with designing, prototyping and play-testing games. Students chose a topic and target audience, and conducted initial research to help build the concept and content for the final game prototype. The students conducted play-testing to help them shape and revise their game designs, and had five weeks to complete the project. The resulting games ranged from phone and iPad apps to board games and card games. Students explored a myriad of topics: endangered animals, Crohn’s Disease, alternative energy, humility, empathy, packing gear for a music gig, constellations, and many others.

Engaging students with games has achieved many positive outcomes, often enabling them to understand the material, and the design process, more deeply. A sense of fun and exploratory play permeates the classroom, energizing students and encouraging true collaboration: you need players to play games, so students enlist each other for that purpose. Games are also little worlds—suggesting systems-based structures, the creation of rational rule sets, and demanding a focus on both design details and overall game experiences. Asking students to build and design games allows them to explore all these aspects in a contained and creative way, and helps to make them better designers and thinkers.

This research was presented at the Design Incubation Colloquium 3.2: Parsons Integrated Design on Thursday, Feb 16, 2017.