Tap n' Play
USER RESEARCH | SERVICE DESIGN | USER TESTING | CRITICAL REFLECTION
Overview: Design captivating and inclusive play spaces for children in the future by leveraging emerging technologies such as AR, VR, and AI.
Role: UX Researcher, Service Designer.
Toolkit: Workshops, Interviews, Surveys, Observation, User Journey Mapping, Prototyping.
UX Research
Overview
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Background
"Tap n’ Play" is a pioneering play space that integrates Augmented Reality (AR) technology with the natural
environment of an outdoor park. This innovative design aims to create a captivating and inclusive area where
children can interact with digital games overlaid onto the physical world.
- Tech wristbands that can be used to "tap into" various games
- AI personalisation creates profiles for players with their preferences
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AR projection overlays physical 3D structures with virtual images, merging physical and digital worlds
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Initial Problem Statement
How might we design captivating and inclusive play spaces for the future, leveraging emerging technologies like AR, VR and AI to personalise experiences, cater to diverse abilities and learning styles, and spark endless possibilities for creative and social exploration for every child?
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Methodologies
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Secondary Research
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Desktop Research
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Primary Research
- User Interviews
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Questionnaires
Secondary Research
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Desktop Research
To summarise my desktop research, I created individual mind maps for three research areas:
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The critical role of play
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Emerging technologies in play spaces
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Inclusive play
Using AI, I then identified seven common themes and organised the findings into an affinity diagram, categorising insights under each theme.
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Affinity Mapping
Technology Integration in Play Spaces
Children today are finding it easier to gain access to technology.
Exploratory and fully designable immersive spaces(VR) helps with less instructions and more engagement.
Children's developmental play with technology tools helps them internalise social and cultural norms.
It is currently unknown how technology will affect children due to insufficient research.
Social Interaction and Collaboration
5G ability enables more than thousand connection points in an small geographical location enabling multi user usage of VR tech in the same space.
Parental and sibling involvement in setting up and using technology shapes children's play experiences.
New Tech ability to overcome environment limitation let people do physical and group activities in one setting.
Children engage in sociodramatic play using digital technologies as props --> social norms.
Learning and Development
This interactive experience captures children's attention and promotes active participation in gameplay.
Providing immersive and interactive environments for students. These technologies engage students in a more dynamic and hands-on learning process.
Play is critical for emotional development
Theories of social/cognitive development for children:
Piaget's perspective on play leading development and social engagement.
Vygotsky's view on play as a vehicle for children's construction of knowledge.
Inclusivity and Accessibility
While VR tech offers immersive experiences, it also raises concerns about access and inclusivity. Must ensure equitable participation in makerspace activities enhanced by VR.
Ease of navigation/use:
Drawing on elements or concepts that are familiar
Vantage points/way finding elements
Signage
Signifiers
Range of Discovery:
Individual Discovery
Collaborative Discovery
Guided Discovery
Unguided Discovery
Embedded Discovery
Main path: winding path of soft curves going through the whole playscape and connecting the different zones.
Design Principles and Considerations
Clear Design intent and corresponding approach.
There should be availability for children’s imagination to become part of the storyline or space equipment.
Less instruction results in more engagement.
Need for specialised training among teachers and parents.
Creativity, Imagination, Exploration
Facilitate the visualisation of abstract concepts, making complex ideas more tangible and easier to understand for students. This visualisation capability aids in conceptualising and internalising theoretical knowledge.
Play is critical for imagination and creativity.
Primary Research
I conducted multiple interviews and surveys to gather detailed and applicable insights. The goal was to pinpoint potential shortcomings in existing play areas and investigate how technology could improve inclusivity and interaction. This involved speaking with experts in emerging technology and design, along with professionals who work directly with children.
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Interviews
A total of four semi-structured interviews were conducted with key stakeholders, including a social worker, an architect, a parent, and an AI expert to gain qualitative insights into the challenges and potential solutions in creating inclusive play spaces.
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Questionnaires
Structured questionnaires including both open ended and closed questions, were distributed to a broader group of professionals, including social workers, educators, and speech-language pathologists working in Australia, United States, China, India and Qatar. This approach provided a wider range of perspectives and facilitated the identification of common themes and unique insights. A total of five responses were received and assessed.
Research Findings
Sensory-Rich Design
Natural and Flexible Design
Variety of sensory stations and materials
Technological Integration
Assistive technologies enhance accessibility
Natural materials and flexible structures
Parental Involvement
Resources and training for caregiver
Personas
Persona #1 - Paul
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Second child
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5 years old
Quote:
"I love to play with Bluey and friends all day long."
Behaviours
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Highly active, physical.
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Seeks love and attention.
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Prefers playing with other kids than alone.
Needs
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To play outside everyday for several hours.
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Have nutritious (healthy) snacks while playing highly active games.
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Learning while playing.
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Having physical activities for physical development.
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Having social interaction to develop socially.
Frustration
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Not having enough parent interactions and playtime.
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Not having desired playtime and experience with other kids.
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Having limited technology interaction times.
Technology Interaction
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Uses parents phone and tablets.
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Lot of screen time for watching children entertainment material such as animations and kid shows.
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Low tech toys (e.g. remote control cars, electronic dolls)
Persona #2 - Emma
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Caretaker
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Mid 30s
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Education: Bachelors of Education
Quote:
"Every day, I strive to make a positive difference in the lives of those I care for."
Behaviours
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Highly empathetic to children.
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Attentive to details.
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Advocates for the well-being of all those she cares for.
Needs
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Access to ongoing training and resources to stay updated on the latest in healthcare practices.
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Support from her employment institution in handling complex cases.
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Reliable tools and technology that simplify child management.
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To continuously supervise the children under her care indirectly through oversight. More than direct supervision.
Frustration
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Catering to children with different needs, and preferences requires a lot of energy and cannot be done in every environment.
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These includes different abilities from movement, sensory, learning to socialising.
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Parents require variety of learning styles as it differentiate between cultures and preferences.
Technology Interaction
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Uses patient management software daily.
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Comfortable using mobile apps for health monitoring.
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Frequently participates in online forums and courses for professional development.
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Regularly read new articles in childhood education and facilitation.
Refined Problem Statement
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Problem Statement
How can we use technology to make play more inclusive and empower caretakers to facilitate meaningful play experiences?
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Design Objectives
Bridge the gap
Build trust between
caretakers and children
Empowerment
Address both physical
and cognitive needs
Correction
Reinforce positive
behaviour with tools
Integrated play
elements
Incorporate both physical and digital components
Connection
Create attachment and social bonds
Correction
Ideation
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Design Workshop
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Workshop Insights
Design Solution
Tap n' Play
What is it?
"Tap n’ Play" is a pioneering play space that integrates Augmented Reality (AR) technology with the natural environment of an outdoor park. This innovative design aims to create a captivating and inclusive area where children can interact with digital games overlaid onto the physical world. By wearing tech wristbands, children can "tap into" various games, seamlessly blending imaginative play with physical activity. The wristbands serve as a bridge between the digital and natural worlds, allowing for a variety of single and multiplayer games that encourage social interaction, physical movement, and cognitive challenges.
How does it cater to diverse abilities?
Parents and caretakers can facilitate their children's play by inputting various preferences and characteristics to the games. They can input details about their child’s interests, such as favourite themes, colours, characters, and learning objectives, directly into the system. For instance, if a child has a fascination with dinosaurs, AI can incorporate dinosaur-related elements into various games, turning the play space into a thrilling prehistoric adventure. The customisation options are not limited to single preferences. Parents can collaborate on game inputs to create a shared and unique experience. For example, if one child loves dinosaurs and another adores the colour blue, the AI can creatively merge these preferences, resulting in a game featuring blue dinosaurs. The possibilities for customisation are virtually endless! By tracking their wristband, AI can continuously learn preferences to align with each child’s evolving interests, ensuring that the games remain fresh and exciting.
User Journey map/Storyboard
Parent arrives with their child at the park, excited to explore "Tap n’ Play."
Child is a new joiner, and the parent buys a tech wristband from a vending machine that will connect them to the customised AI experiences.
Child finds the Mystery Doorways game and taps their wristband on the touchscreen kiosk to join a game.
The parent scans a QR code with their mobile device, directing them to the game page on the park app. Here, they can input their child’s dinosaur preference. Alternatively, if they lack a mobile device, they can directly input preferences using the kiosk.
Another parent approaches the kiosk and inputs their child’s preference for the colour blue.
Children engage with the Mystery Doorways game, searching for the elusive white rabbit amidst scenes with blue dinosaurs. Finding it marks their victory in the game.
When the child is finished playing, the parent receives feedback on the app about their play. The AI updates preferences based on recent interactions.
The next game the child taps into, Sandbox, incorporates the child’s preference for dinosaurs into the game.
Prototype
User Testing
Critical Reflection
