Class #6

Transcript

1. Class Number Six
2. When someone asks you for a research presentation?
3. Fuck you
4. We only do collaboration
5. Why should you care?
6. Design research is not science.
7. • Role of research • Methods • Observation • Capture • Analysis • Collaborating/Presenting
8. • Role of research • Interviewing • Heuristic Review • Usability • Personas • Surveys
9. Week 1. The value of research Week 2. Try out observation Week 3. Learn & practice specifics Week 4-7. Group projects Do shit
10. The Assignment
11. Sarah, Minnie, Myn, Sana
12. American Natural History Museum
13. Why do people talk about dinosaurs and not paintings?
14. Conversations found... Adults & children were attracted to touching and interacting with the replicas. “Look! It’s toe is bigger than my hand!”
15. Conversations found... People interacted with the information kiosks. Conversation was sparked by what the screens displayed. “This is wrong, chimps lived in the desert, not the jungle.”
16. Conversations found... There were exhibition “experts” to give more information. “So, were there mammals living with them too? Did they eat mice?”
17. Conversations found... People taking photos of the exhibits---- duh. “Why was everything so big back then?”
18. How do we translate this physical experience into a digital world?
19. Why a digital world?
20. Solutions
21. Solution #1 People are already taking photos of themselves, the exhibits, their friends. Let them share it with the museum and everyone else! The idea that photos could be uploaded or emailed to the Met, where they could be displayed in a common area outside the exhibit halls (entrance? cafe? shop?)
22. Solution #2 A similar idea here, but with text. Texting was one of the few things people did on their phones. Could twitter tags, foursquare checkins, yelp tips be viewed collectively?
23. Solution #1 & 2 Wireframes
24. Solution #3 People love viewing the art-- don’t interfere with that by adding in kiosks & replicas. This is where the digital level can work best. Augmented reality gives more context or meaning to those who choose to see it. A vase could be seen along with the people who might have made it. A painting deconstructed into meaning.
25. Tom, Barbara, ShanShan
26. Research findings for The Metropolitan Museum of Art People find a shared language to discuss art, science, and design when they are in a museum. The most common language is narrative, stories and themes about human life.
27. Research findings for the Metropolitan Museum of Art Process: Observing and notating conversations between parents and children, groups of adults, guides and viewers at the museum.
28. Research findings for the Metropolitan Museum of Art Types of conversations that we noticed: 1. Stories that anthropomorphized the subjects in the exhibits. 2. Stories that inspired empathy with the subjects in the exhibits.
29. Research findings for the Metropolitan Museum of Art An anthropomorphizing conversation: Subject: Teacher, approx. 35 years old with ten 9 - 10 year old boys. While describing the dinosaur evolution chart: “This is like a family tree of dinosaurs, you know, your aunts uncles,Moms and Dads. These are the dinosaurs’ aunts, uncles, Moms and Dads. That’s like the great, great grandfather, and that’s like the sons.
30. Research findings for the Metropolitan Museum of Art An empathy inspiring conversation: Subject: Woman, approx. 33 years old with a group of young children ages 7 or 8 near the dolphin exhibition: “Everyone hold your breath, we’re under water.” Subject: Man, approx. 33 years old with a group of young children ages 7 or 8 near whale and squid: “Hands up, who thinks the whale is going to win the fight? Hands up, who thinks the squid is going to win the fight?”
32. Joonseo Nikki Tash Tony
33. Summary Despite a large investment made into the museum's digital layer, its effectiveness is hampered by the lack of communication and lack of thoughtful integration with the museum environment. Joonseo | Nikki | Tony | Tash
34. Process We spoke to 3 groups of people using their mobile phones, and asked them the following: • "What are you using it for?" • "Did you know there is wifi?" • "Did you know ANHM has its own mobile app?" • If they knew- "How helpful is it?" • If they didn't know, we told them about it, and all of them downloaded them "Do you think this will be helpful?"
35. Process We spoke to 3 groups of people using their mobile phones, and asked them the following: • "What are you using it for?" • "Did you know there is wifi?" • "Did you know ANHM has its own mobile app?" • If they knew- "How helpful is it?" • If they didn't know, we told them about it, and all of them downloaded them "Do you think this will be helpful?"
36. Process We spoke to 3 groups of people using their mobile phones, and asked them the following: • "What are you using it for?" • "Did you know there is wifi?" • "Did you know ANHM has its own mobile app?" • If they knew- "How helpful is it?" • If they didn't know, we told them about it, and all of them downloaded them "Do you think this will be helpful?"
37. Process - We observed over 20 people using/carrying paper maps - We observed over 10 people using their phones - We observed over 10 people using directory
38. Finding #1 Insight Having an interactive mobile map and the wifi to support it are extremely helpful, but are virtually useless if not thoughtfully done. For whatever mobile experience the MET builds, it is of the utmost importance to publicize it in a thoughtful manner, integrated with the rest of the museum experience, to ensure maximum reach. “Oh, but it’s not announced?”
39. Finding #1 Insight Having an interactive mobile map and the wifi to support it are extremely helpful, but are virtually useless if not thoughtfully done. For whatever mobile experience the MET builds, it is of the utmost importance to publicize it in a thoughtful manner, integrated with the rest of the museum experience, to ensure maximum reach. “Oh, but it’s not announced?”
40. Finding #1 Insight Having an interactive mobile map and the wifi to support it are extremely helpful, but are virtually useless if not thoughtfully done. For whatever mobile experience the MET builds, it is of the utmost importance to publicize it in a thoughtful manner, integrated with the rest of the museum experience, to ensure maximum reach. “Oh, but it’s not announced?”
41. Supporting observations: The person who knew about the wifi and mobile app found out by accident. 2/3 of the people we spoke to weren't aware of the wifi and mobile app, but were happy to hear about it and downloaded it immediately after we told them about it. iPod Touches were available for rent but it wasn't stated anywhere obvious, and none of the staff reminded the visitors of this offer. We observed one standing poster and a few tiny notices on the directory throughout the museum.
42. Finding #2 People are comfortable using paper maps, and wouldn't necessarily replace it with a digital equivalent. Paper maps are helpful, yet have short comings. For example, the MET's map uses numbers to identify galleries, which have no way of indicating what those galleries house. A digital media layer could be added to a physical map with augmented reality, to extend and integrate this information. Insight
43. Guri Myn Prachi
44. Research Insights by Guri, Prachi, Myn
45. Observations at AMNH 1. The general audience age group is younger than MET 2. Artifacts range considerably in size from very small to very large. 3. Some exhibitions are just fun to watch, others are more educative. 4. Most artifacts are merged with relevant information in forms of info-graphics, so the viewer doesn’t have to look too far to find the information about an artifact. 5. Difference between the art museum and a science museum, you can label the artifacts like a diagram in the science museum, but not on an artwork. 6. Some artifacts are equipped with interactive media, like kiosks NUMBERS: On a saturday morning, we observed 1 in 100 people we saw using the app. 4 in 100 people using mobile phones to find more information about the artifacts. 15 in 100 people using mobile phones for other things (texting, calling) As compared to the observations at the MET
46. Tallies 1: In front of the this exhibit in the human body evolution section we noticed how much people reading the information about the exhibit (in minutes) 00:27 01:03 00:19 00:59 00:21 00:57 02:00 00:29 00:11 00:52 00:49 Process: Observation (many people) Informal conversation (interview) (3 people) Testing (the app, ourselves)
47. Tallies 2: We calculated the distance between the information and the artifact for different artifacts Looking through map at the beginning of a hall. Information present, but not always the one which is relevant or required. Information about a meter away from a giant artifact Information and artifact arranged as an info-graphic Information and artifact arranged as an info-graphic Information mapped to the artifact through numbers, the furthest being 2 feet away
48. SOLUTION: Use augmented reality to map relevant information in a visual context of the artwork. Insight 1 Connect information to the art pieces in a more seamless and fun way. From the data: Distance measured between audience and art piece at AMNH compared to the MET.
49. Provide more context than there is in the physical space. From the data: Distance measured between audience and art piece at AMNH compared to the MET. SOLUTION: Using virtual space to give more background information on techniques and interesting stories about the artist or the particular art piece. Insight 2
50. Ensure a way for the customer to easily retrieve the artwork and more information later From the quote: “I reach a point where I just can’t absorb more information. I browse through the plaque but most of it is already forgotten when I leave the museum” (woman at AMNH) SOLUTION: Bookmarking an artifact with all its related information in a bundle to be accessed later, or remotely from home, or to share Insight 3
51. Analysis & Collaboration
52. Collect information in video and notes,then what?
53. Behavior: finding: need: solution
54. The Final Class
55. 1. Decide on one group presenter 2. Analyze & Report 3. Create four slides about the process
56. Combine findings & conduct analysis Prepare to present
57. One representative from each group Build a class keynote
58. 6pm - 7:30pm / 8pm Collaborate & Present
59. Combine findings & conduct analysis Prepare to present
60. One representative from each group Build a class keynote
61. More information About The Met
62. Length of Content They have been talking a lot about length of content for mobile apps. Giant topic of conversation. For everything. The one from Myn's group, for example, we show a ton of content in there. Is someone really gonna sit there reading that much text? Length of content.
63. WiFi American Wing Greek & Roman African Gallery Student center (ground entrance) Egyptian galleries and straight past the xmas tree "Having WAP discussions" We used MMA as the SSID