5. Test

We want to assess the concept for our product in the test to analyse the following: if the users find the concept amusing, if they understand what the product is all about, and if it is something they would like to use.

The first thing we did was to ask 3 random students at the Østfold University College, from the age group between 18 and 25, if they could participate in our test study. The selected students are part of our target group for our product, hence why we chose them.

Next, we went into a group room with a TV screen so we could show our participants our video prototype. In order to determine if they understood our concept solely by watching the video, we proceeded without giving any information about our product.

After watching the video prototype once, we asked if they wanted to see it once more before answering the following questions in the form of a questionnaire.

  • Did you understand the product?
  • Is it something you would consider using?
  • What did you find most interesting about the product?
  • What do you feel is missing in the product?
  • Do you have some other feedback?

Later on, we analysed the results from the test to devise a conclusion. Subsequently, through analyzing the results, it determined if the product we had proposed was either a possible and valid solution to our problem or if any changes were required.

Results

All the selected students that participated in our test understood the concept of our product. However, they answered that they would not be using the app we created. Furthermore, they liked the idea, and expressed that we succeeded in giving a more modern and fresh appearance to the museum, but maybe it would not be suitable for our targeted age group.

On the question “what could we have added to make the app better?”, we got the following answers:

  • Dont know
  • Meter display that shows if you’re close to the a ghost or not
  • More ghost
  • Maybe include a ghost history

When asked if they had some other feedback for us, their answers were:

  • No:)
  • maybe it’s better for kids
  • smile more in the videoprototype “happy”.

Questionnaires filled out by the participants

 

Conclusion

We made a good video prototype given that all the participants understood the concept by only watching the video.

Since none of our participants said they would like to use the app we created, it is evident that we may need to retrace our steps and create a different solution that would better fit for our selected age group. Considering that one of the participants gave the feedback “maybe its better for kids”, we could change our focus group from “students, age 18-25” to “children and families”. In this case, the proposed app is not a solution to our problem, therefore, we need to go back to redefine our problem. The results from this test show that we have to go back to the design thinking process to figure out a different solution. However, it should be noted that there is a significant margin of error in the test given that we only had three participants for our test. If we had tested our product on several people, there may be a possibility that the results could have been different.

 

 

4. Prototype

We started the prototype process by making a brainstorming map. We did this to figure out what is functional for the high fidelity product we were going to make. The first thing we did was to brainstorm on a paper, and discuss our different ideas and, later on, decide which will be good to work further on.

Next, we made a wireframe of a smartphone to figure out the structure and give us a more visual way to see how the layout and function of our solution would turn out. By using the wireframe, we figured out the function of the app, how many pages, and the functions that were needed to be applied. Then the following questions appeared:

  • Do we need an artifact function?
  • What will the ghosts look like?
  • How do we catch the ghosts;
    • Videotape them?
    • Do you tap on them in the AR function?
    • Use something similar to Pokemon balls?
  • How does the map work?
  • Will there be a tracker?
  • Realistic ghost?
    • From the timeline of the fortress/ museum?

Afterwards, we started to make the mockup by using Adobe XD to see how the finished product would function.

The Homepage/ starter page.

The game has three different function buttons:

Game

Map

Stats

How the game looks like.

How the game looks like when a ghost appears.

The game is based on an AR function. The objective of the game is to capture the ghosts upon seeing them on your screen.

With the artifact, you only need to press them to get them.

If you want to use artifact to capture a ghost, you have to press the red A button.

 

How the map looks like when you push the “Map” button

The map shows you your location in the museum.

Blue dots indicate the position of the ghosts. The ghosts can move freely around the vicinity of the museum.

The red dots indicate the locations where the hidden artifacts are around the fortress. The artifacts can help you capture a ghost that may be difficult to capture.

How the stats page looks like when you push the “Stats” button

 

Link to Video prototype:

Videoprototype Malin og Benjamin

 

3.2 Personas, Scenarios, and Storyboards

Personas

Persona 1:

DEMOGRAPHICS:

  • Name: Maxine Anderson
  • Age: 20
  • Gender: Female
  • Status: Single
  • Education: Teacher (1-7 grade)
  • Employment: H&M (part time)
  • Income: 8000kr month
  • Location: Halden

Bio (Shorthand):

  • Maxine is a senior college student who studies to become an elementary school teacher within history. She loves to work with children, and loves learning about technology and history.

Needs/Frustrations:

  • She needs more inspiration in her day to day life, as well as she needs to go out with her friends more.

Motivations:

  • She wants to be an inspiring teacher for her future students. She also wants to find a loving husband and have to loving children of her own.

Goal:

  • Her main goal is to make her history lessons more fun and interactive with the help of technology. She wants to tech her student’s history in a way that can make it more memorable.

PSYCHOGRAPHICS:

  • Social
  • Outgoing
  • Socially responsible

BEHAVIOURISTICS:

  • Decision maker

Figure 1: Maxine’s persona

Persona 2:

DEMOGRAPHICS:

  • Name: George Harrison
  • Age: 23
  • Gender: Male
  • Status: Single
  • Education: Economics
  • Employment: Bartender (part time)
  • Income: 5000kr month
  • Location: Halden

Bio (Shorthand):

  • George is an exchange student from Australia who lives in Halden. He studies economics and enjoys spending time with his fellow students and friends. He came to Norway because he’s always enjoyed traveling and loves a new adventure.

Needs/Frustrations:

  • George needs his everyday life to be more digitalized because he gets very frustrated when he has to do things the old fashion way.

Motivations:

  • What motivates him is that he wants to start up his own accountant company in the future

Goal:

  • His goal in life is to use technology to make economics and business more user friendly

 PSYCHOGRAPHICS:

  • Adventurous
  • Sporty
  • Energetic

BEHANIOURISTICS:

  • Brand loyal

Figure 2: George’s persona

Scenarios

Scenario for Maxine

Maxine is sitting in the school library. She is going on a date later that day. She wants to do something out of the ordinary with her date. Since she is a student, who is studying to become a history elementary teacher, she wants to show her date who she is.

She goes on Google on her smartphone to find an activity to do nearby Halden. She stumbles upon the Fredriksten Fortress museum’s app which they can download, so they can go on a ghost hunt at the fortress. The app uses AR so you can see the ghost on your phone and has a map so you can see where the ghosts hide.

Maxine and her date arrive at the museum. They have both downloaded the app before they arrive at the Fredriksten fortress. They walk around looking at the map on their smartphones. When they see a ghost on the app using the AR function, they need to catch them by filming them. They are having fun on their date. 

Scenario for George

After six months of studying in Halden, George’s family is finally coming to visit from Australia. He tries to make a plan for what they can do while his family is here. In his apartment, he opens up his computer to search for activities to do in Halden. One thing that really stands out to him is how the museum on Fredriksten fortress is now using holograms to display some of their exhibits, especially the war history. He is definitely putting this on his to-do list for when his family arrives.  

After his family has settled down after their long journey, they are ready to see what Halden has to offer, and what George has learned about the city. When they arrive at the museum, the personnel gave them a brief explanation about the holograms. She also tells them that they have a few QR codes by some of the exhibits, and when you scan them with your smartphone a story with an AR function will appear.  

They’re all very pleased with their trip to the Fredriksten fortress museum, this was a visit they will remember for a very long time. Seeing how the swedes tried to invade Halden by the help of a hologram was a new way to tell a story and this was something they’d never seen before. They will definitely recommend this museum to their friends if they ever want to visit Halden 

 

Storyboard

Storyboard for Maxine

 

Storyboard for George.

 

 

3.1 Genarating Ideas

For this assignment we were to come up with three different solutions for technological artefacts to develop for our specific problem. We started with a brainstorming session to start the ideate phase. Next, we went to MarkerSpace and found post-it notes and a whiteboard so we could make it visual. This will help us find a solution that can enhance our question.  We generated a How Might We question for inspiration. So, our topic question then became: How might we use technology to make Fredriksten festning museum attractive and exciting for the students 18-25. Then we each got 30 minuets to write down a possible digital solution for our question. The point is to find many solutions. When we gathered the post-its on the whiteboard, we got 18 ideas.

Figure 1: Post-it note with our topic question

 

These were the ideas: 

  • Use Kairos in a modernization phase.   
  • Use modern technology to make museums more exciting. 
  • Invite students to a museum 
  • Make museums hip 
  • Take a museum to a regular home 
  • Build interactive exhibits  
  • Make museum a spare time activity for students  
  • Make a quiz app to get students to visit museums (a gift card for food for the winner) 
  • Use technology to make AR of the museum  
  • Use technology to make old history more fun by using a holographic narrator 
  • Can make more digitalizedcollection/exhibit 
  • We can make a 3D game out of the museum 
  • Get a tour of the museum home to your television or smartphone (APP) 
  • We can use technology to make an interactive War and History Museum using a hologram 
  • 3D art at the school in form of a hologram (like the statue of David)– get the art to the students 
  • VR glasses for their home, to get the museum in their living room 
  • 3D museum to get home, so the students don’t need to leave the home 
  • Make museums more interactive using technology so the visitor will be more interested in going. 
  • Make the old museums more interactive by using VR glasses. 

Figure 2: Post-it notes scattered around so we could get an overview of all the ideas and make it easier to vote for the best idea

For our method to select ideas we choose to use postit voting/dot voting. Now that we had generated the ideas and written them down on postit, we started voting. 

Each of the member of the groups got to give points to the ideas and the idea with the most points wins. We used a 5point marker to respectively 5-4-3-2-1 points to ideas. 

And then we got 3 good ideas we want to work further with. 

  1. We can use technology to make AR of the Fredriskten festning museum. (14 points) 
    • Use AR to make the exhibit come alive
    • Use AR to go on a treasure hunt
    • Use AR to go on a live ghost hunt
  2. We can use technology to make interactive war and history exhibits at Fredriskten festsning museum. (9 points) 
    • We can create an touch board wall in the exhibit.
    • A wall you can touch then a projector will play an movie with the museums history
    • Lights and hologram thru the fortress/museum.
  3. We can make a 3D game” out of the Fredriskten festsning museum. (6 points) 
    • We can create a 3D game you can get home to walk trough the fortress. With history in the game.
    • At the museum you can get VR glasses to go thru the museum and the history becomes alive.
    • Get the museum home to your computer
 

2. Define research questions

For this assignment, we decided to use an affinity diagram to further explore our topic question, “how to make museums more attractive for students 18–25”. We chose this because we felt like this would be the most efficient method to use and would generate the best results. This method will also let our mind work more freely, which, eventually, lead us to look at our main problem from a different angle. The process of making an affinity diagram lets your brain run freely. Furthermore, it does not have any limitations, which ends up with the creation and discovery of new ideas that you may not have initially thought of. Since we already had collected the raw data from our literature search, expert interview, and culture probe, we can use the affinity diagram method.  

To make an affinity diagram, we used an A2 paper and post-it notes in three different colors: green, purple and pink. We started with the green post-its, and wrote down the data from our literature search, expert interview, and culture probe. We wrote down words and phrases that can help us to synthesize our data. Afterwards, we randomly spread the green post-its on the A2 paper. We cam up with the following phrases:

  • Modern museums would be more attractive. 
  • Would go with school or family. 
  • Would not visit none interactive. 
  • Students would not follow on social media. 
  • Youth involved in museum planning. 
  • Usually visits museums when in other cities than their hometown. 
  • Would not visit old museums. 
  • Social media is the new way to learn, create, communicate and develop. 
  • Would like to be a part of the exhibit 
  • Visit science museum. 
  • Technology plays a big part in modern society. 
  • Building a digital database of information 
  • Promotes their museums om social media 
  • Museums use a lot of resource on social media marketing. 
  • Does not visit museums in hometown. 
  • Would visit museums on vacation. 

Figure 1: The green post-it notes which contain data from our literature search, expert interview, and cultural probe

After doing this, we started moving the green post-it notes around, made groups and looked for patterns. Next, we went over the post-its once more to see if the groups we had made were too large and to determine if we needed to separate them further into smaller and more defined groups. After we had placed all the notes into groups where we wanted them, we used the purple post-it notes to label the groups into the following:

  • Personal preference 
  • Involvement 
  • Where and who 
  • Digitizing 
  • Social media 

Figure 2: Re-arranging the green post-it notes into groups

Figure 3: Labeling the groups based on the aspects presented by each groups

Afterwards, we used two or three phrases to describe the categories we have by using the pink post-its.

Personal preference: 

What the students would like to, and not like to visit. 

If they like old or new museums. 

Where and who: 

Where they would like to visit the museums.

If they would like to with family, school, or by themselves. 

Involvement: 

The student would like to be more involved.

Being invited to the museums with either free or discounted entrance. 

Digitizing: 

Would like a more digitized and interactive museums.

More technology. 

Social media: 

Museums uses a lot of recourses to promote themselves on social media.

Student do not want to follow museums on social media. 

Figure 4 & 5: Organizing and defining the groups

Results 

After using the method of affinity diagram, we reached to the conclusion that we would like to focus on the digitizing and technology aspects that museums either use or not use. When it comes to the use of social media, there were numerous pros and cons. Even though the museum uses social media active, the students would not like to follow the museums’ respective social media accounts. From our research from the culture probe, we found that the students would not like to visit the Fredriksten festing museum. So we want to focus on using technology like 3D, AR, VR or maybe hologram to make the museum more fun and attractive. After conducting the column in our affinity diagram, we saw that our digitizing group would give us most information for our new topic question.   

We found a new topic question to work with: “How can the use of technology make Fredriksten festning museum more attractive for students between 18-25?”. This new topic was decided on during the process of making the affinity diagram. While we connected and grouped the different groups from the affinity diagram, we observed that students spend more time using technology, i.e., through their smart phones. We think it will be fun if we use technology like 3d, AR, VR or hologram to make the museum more up to date for the students. Consequently, we came up with the conclusion that if we could develop tools and art installations using available technology, it would greatly benefit the Fredriksten festning museum and their attractiveness for the visitors. With the constant development of the world of technology, it would be easy to use this as a tool which the museum can work with in the years to come.

Our users need technology because it will make their experience at the museum Fredriksten festning more attractive and exciting.