Mayjune SpaceUX/UIVisual DesignAbout





USYD Quest


How did I develop an innovative design solution for a traditional wayfinding re-design challenge?



01 Project Brief

Project timeline
Feb - June 2024Project Type
Academic
User Experience Design
Game Design Contributor
Designer
Meijun Wang

Designer
Alicia Angel Setiawan
Designer
Angelina Lam My Contribution
Visual System
User Experience Design
Interaction Design
Prototype Design



Breaking away from conventional navigation methods.

How did I develop an innovative design solution for a traditional wayfinding re-design challenge?

The project focuses on redefining the wayfinding issues experienced by international design students at USYD and designing a solution to improve their wayfinding experience.

Initially, the team believed that the ultimate issue was the language barrier. The unfamiliarity of the environment was thought to increase cognitive load, thereby reducing the non-native speakers' ability to process a non-native language. However, user interviews revealed that this was NOT the most critical problem. The original hypothesis was overturned, prompting the team to reorganise the design concept and explore ALL design possibilities.

Surprisingly, this process of reorganisation brought unique design possibilities to our team. We developed a gamification design solution that transcended conventional design approaches, ensuring both cost-effectiveness and feasibility.

For more information about the design process, please see the details below.


02Design Process







02-01
Design OverviewThis project aims to enhance the campus experience by

  • Developing integrated physical and digital wayfinding systems
  • Reducing cognitive burdens
  • Ensuring efficient navigation between key locations like the ABS lecture theatre, Wilkinson tutorial rooms, and the Arundel/K27 building

The wayfinding project follows the Double Diamond method. In the Discover stage, primary and secondary research is used to understand existing challenges.
    The Define stage refines the problem statement based on insights. 

    The Develop stage focuses on brainstorming ideas, and the Deliver stage involves creating prototypes and conducting user testing. 

    This user-centred method ensures that the solutions will meet the needs of international design students.


    02-02
    Interview    Three main specific needs and issues were identified using affinity diagram after the interview:

    • Over-reliance on digital tools - Many students heavily relied on digital wayfinding tools such as Google Maps and the university map.
    • Physical signage problems - Physical signs were confusing or ineffective, making students hard to follow. 
    • Language barriers - some interviewees faced language barriers when looking at signage and asking for help in English.






      03Design Opportunities


      03-01
      Design Opportunity
      Initial Design Opportunity
      We initially narrowed down my focus to the language differences issue since this assumption was supported by literature about the Stroop effect (Braet et al., 2011; MacLeod, 1991).
      Challenge of Initial Design Opportunity

      The initial perception of focusing more on the language barrier issue was challenged by user interviews, which allowed my team and I to see the bigger scope of the design opportunities.


      03-02
      A Broader Scope of Design Opportunities



      Instead of focusing solely on addressing the language differences issue, the team shifted focus to also investigate the unfamiliarity with environment as an underlying issue.

      Additionally, another underlying issue we observed from our user interview was the over-reliance on navigation apps. Students rely heavily on navigation apps due to their familiarities with the digital wayfinding aid. However, when they are overly reliant on the navigation app, they tend not to pay attention to the physical signages and surroundings. Therefore, when the navigation app offers inaccurate information, their chance of getting lost and mental frustration are substantially increased.
      Insights
      • Breaking the geographical and financial barriers for remote participants.
      • Overcoming limitations imposed by real-world conditions, such as geographical location, weather factors, and personal reasons.
      • Serving as a green, low-carbon sustainable development solution
      • Enhancing the interactivity and immersion of remote learning. Real-time video chats and two-way interactions enrich the remote learning experience, while high-definition detail capture and feedback can reproduce the true essence of art.

      04Reframed Brief


      04-01
      Design Brief

      “How might interactive wayfinding help reduce the stress and confusion for new international design students at the University of Sydney?”



      04-02
      Potential Design Solution
      Integration of both physical and digital wayfinding systems.







      04-03
      Design Hypothesis



      “If we make an interactive student-centred wayfinding game during orientation period, we expect to help reduce the stress and confusion for first-year international design students by ensuring they are familiar with all major design buildings and routes by the end of orientation period.”


      05Design Solution

      05-01
      Introduction      The final design solution is a treasure-hunting game, namely USYD Quest, which will be held during the orientation period at the University of Sydney. The game runs twice daily at 10 am and 2 pm, with registration at the Carslaw Building (F01). Participants form groups of 3-4, either with staff assistance or independently.


      05-02
      Game Details
      05-02-01
      Advertisement Method

      • Posters around campus bus stops and train stations.
      • Email invitations with QR codes for game registration and group chat.








      05-02-02
      Game Instructions

      • We created game instructions for participants to read before the game start (an oral presentation about game rules will also be delivered before the game start).
      • Another QR code provides game hints and building information (ABS, Wilkinson, K27), as well as extra challenges of the game.


      05-03
      Game Mission      Participants must locate the entrances of ABS, Wilkinson, and K27, using any wayfinding methods (apps, signage, asking passers-by). They gather pictures of the entrances and complete additional challenges.



      05-04
      Game Checkpoints
      Considering that Wilkinson and ABS are in the south part of the campus and K27 is in the farthest north part, we propose TWO end-of-game checkpoints to minimize travel time. One is at the starting point near the Carslaw Building (F01), and the other is near K27 (represented as pink stars in the prototype) . At these checkpoints, committee members will record the time each group takes to finish the game and check task completion. The fastest team with accurate photos wins coffee vouchers.

      06Prototype

      06-01
      Final Prototype




      06-02
      Design Justification
      Why Orientation Week

      The orientation week is one of the biggest events for new students. Almost everyone is Orientation week is one of the biggest events for new students. Almost everyone is excited about their upcoming university life and is passionate about participating in activities. Choosing orientation week to hold the event can maximise the number of participants and help them get familiar with the campus before the official start of their academic life.      Why a Game

      A game provides a stress-free, fun wayfinding experience, reducing anxiety compared to navigating under time constraints during the semester. The game is simple, avoiding complex features to ensure accessibility.
      Why Carslaw Building (F01)

      As most orientation activities happen on the main campus, most students will come to the entrance of the main campus first. Therefore, we chose Carslaw Building as our starting point to gather as many design students as possible. Although the Wilkinson Building is the major building for design students, it is one part of our game. It is better for students to explore it later during the game. Starting at Wilkinson would make it time-wasting if they need to take a photo of it to complete the game.

      06-03
      User Testing
      Testing Goals

      • Testing student’s understanding - whether students can intuitively follow and understand the flow of the game.
      • Make sure if the game is user-friendly and easy to understand.
      Participant profiles

      First-year international design students


      06-04
      Feedback
      Success

      • Task instructions are intuitive.
      • The requirement of scanning QR to complete game is easy to understand.

             Failure

      • The avatar's movement on the testing board is not intuitive.
      • The prototype map is flat, differing from the complex reality of the campus. Participants could see the entire environment, making the game too smooth and unrealistic.
      • The prototype map is flat, differing from the complex reality of the campus. Participants could see the entire environment, making the game too smooth and unrealistic.
      Improvement

      • Small pink circles were added to represent movement routes, similar to a board game concept, making the avatar's moving path clearer.
      • Require participants to use real world navigation methods, such as Google Maps or the USYD campus map, to mimic a real gaming experience. This led to more realistic challenges, such as navigating to the back of K27, where the hints in the QR code helped guide them to the correct entrance. This confirmed the effectiveness of the hint system.









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      Contact: meijunwang2022@gmail.com
      ©2024 Mayjune Space
      All rights reserved.


      Contact: meijunwang2022@gmail.com
      ©2024 Mayjune Space
      All rights reserved.