Collaborative Cultural Learning
END-TO-END DESIGN | PRODUCT | PHYSICAL
MoDeng (魔灯) is a lantern product concept that promotes cultural learning in familial settings through Chinese calligraphy and collaborative art making.
Timeframe
Feb 2024 - Jun 2024
Client
Academic Class
My Role
I contributed to the full design process, conducting user research through leading interviews, facilitating focus groups, and synthesising research for ideation.
I also managed the creation of physical prototypes, videography and led usability testing sessions.
Project Overview
A “Third-Culture Kid (TCK)” is someone who grew up in a cultural environment different from their parents, creating a unique “third” culture. This individuals often report feeling disconnected from their heritage and/or host culture(s).
Design Process
We followed the Double Diamond end-to-end design process, undertaking research of the problem to final redesign.
*Major contributions in bold
DISCOVER
Focus Group
Questionnaire
Interviews
Online Ethnography
DEFINE
Personas
Affinity Diagramming
User Journey Map
DEVELOP
Brainstorming
Physical Prototyping
Digital App Prototype
DELIVER
Video Editing
Usability Testing
This is the research phase where we research understand the market, the current platform and our target audience.
This is the design phase where we make changes based on our research, test our designs and iterate.
Problem
TCKs’ often perceiving the need to assimilate to their host culture, such as by learning a second language and adopting new cultural traditions at the expense of their first. This alienation from both cultures reinforces the concept of cultural homelessness.
Solution
MoDeng is a lantern which supports Chinese calligraphy and collaborative art making. It provides a way where culture/language learning prioritises familial involvement while catering to people’s different levels and lifestyles.
SKIP TO FINAL DESIGN
Narrowing the Problem Space
The Third Culture Kid (TCK) Phenomenon
Third Culture Kids (or TCKs), a term coined by US sociologist Ruth Hill Useem in the 1950s, refers to children who spend their formative years in places that are not their parents’ homeland. This in turn creates a “third-culture” that combines the two influences, feeling like they don’t fully belong to either one.
Our Target User
Aged 17-25 Chinese Australian TCKs
Based on desk research and survey results, we chose this age group as the culturally diverse environment of universities prompts students to re-engage with their cultural identity. We also chose these cultures as Chinese people make up the third-largest migrant group in Australia and we felt most familiar working with these two.
User Research
Understanding Cultural Learning and Identity
We conducted a online ethnography, a questionnaire, focus groups and user interviews to understand cultural learning experiences of Chinese-Australian TCKs. Our research questions sought to discover attitudes surrounding cultural identity, the role language plays in forming cultural connections and external/internal factors which create a sense of belonging within a culture.
Family is core to cultural learning - storytelling passes down traditions
Cultural learning is taught through informal means (eg. social media, cultural events)
For our survey, we focused on how individuals view their cultural identity and their perceived connection to their host and heritage cultures.
Our interviews dug deeper into why TCKs feel disconnected to their culture, what they desire with their cultural identity, their experiences and more.
Who We Are Designing For
The Disconnection Stems from Language
Our research revealed the biggest culprit for feeling disconnected is a language barrier. Most TCKs are receptive bilingualist, meaning they can comprehend well but struggle to speak, read or write. As a result, they struggle in deeply connecting with others from their heritage culture.
What Our User Wants/Needs:
Learn cultural language informally
Learning targets their unique proficiency level
What Our User Struggles With:
Limited language skills
Connecting with extended relatives
User Journey Map
Why Reconnect Now?
Based on our desk and user research, we constructed a user journey map of the third culture kid experience as a whole. In general, when individuals become young adults it is the first time in their life when they feel a desire to connect more with their heritage culture based on their own curiosity rather than pressure from surrounding peers.
We understand that a design solution must be age appropriate, culturally sensitive, and focus on exploration rather than traditional rigid forms of learning.
🫤
Childhood (0-8)
Parents teach most of cultural knowledge
Feeling content.
Actively learning about culture with family
😁
Pre-Teen (8-12)
More understanding of race, culture and identity
Feeling alienated.
Not fitting in with other children.
☹️
Young Teen (13-15)
Recognising Chinese-Australian “third” culture
Feeling frustrated.
Trying to balance Australian/Chinese values
😌
Older Teen (15-17)
Accepting Chinese-Australian “third” culture
Feeling accepting.
Content with cultural disconnection
😡
Young Adult (17-25)
Expanding social network beyond Australia
Feeling curious.
Desire to connect more with heritage culture
Design Opportunity!
Data Analysis and Synthesis
Pinpointing the Problem
Based on our research, we organised our notes, quotes and data through affinity mapping - we picked interesting and relevant data and grouped them together to see any emerging trends and themes.
Affinity diagramming works by extracting data from your research and grouping them with other data points. Different groups represent a different pattern or trend
We discovered some key emerging patterns which guided our direction:
Language Learning is Key
To gain a deeper connection to the culture, knowing the language is crucial. Many TCKs are receptive bilingualists and struggle to fully connect due to the language barrier.
TCKs Are Motivated to Learn For Personal/Familial Connections
TCKs are more motivated to explore heir heritage culture when they can identify a personal/familial connection, seeking a deeper understanding to reinforce their identity.
Cultural Learning is Informal
Culture is learnt through engagement. This includes social media, cultural events and peers. TCKs prefer a holistic approach to learning that feels rewarding, more like play, and integrates into daily life.
Based on this research, we concluded a problem statement:
Chinese-Australian TCKs need a personalised cultural learning approach that connects them to their family heritage. They desire a deeper understanding of their roots to solidify their sense of cultural belonging.
Design
How can we create a cultural learning experience that includes familial involvement and is tailored to TCKs unique proficiency level?
Concept Iteration
Focusing on Chinese Calligraphy
Embodying important aspects of China’s intellectual and artistic heritage, we began exploring Chinese calligraphy as an engaging tool to learn about culture and language.
Design Note: We were struggling with ideation, creating ideas that were too generic or gimmicky. Thus, I suggested just focusing on a direction (eg. Chinese Calligraphy) for ideation which helped us generate targeted, creative concepts.
Concept Testing
Finalising the Concept
We collectively iterated upon each idea to generate our final concept. Through concept testing, we described our idea to various users within our target audience and asked them about their initial thoughts and whether it would be something they would be interested in.
Concept Iteration 1
A calligraphy app which users use AI to scan a surrounding object and save the Chinese word for it. Then, they can practice writing using a digital calligraphy brush.
Concept testing revealed users found the brush redundant and inconvenient to carry around.
Concept Iteration 2
A digital screen and brush holder designed to stay in the user's home. The tablet would display a daily Chinese word from the AI scanning app to practise writing these words. This solves the redudancy of a physical brush and introduces daily practice.
Users thought the design wasn't particulary playful or interactive.
Concept Iteration 3
We took inspiration from the Chinese cultural motif of lanterns and their connotations of new beginnings. This product allows you to use a phone app to project words onto an acrylic lantern, Users can then trace over these projects with dry-erase brush pens. This increased its playfulness and the interactivity of physical components.
In order to improve the cultural resonance of our project, we opted to make the panels out of Chinese calligraphy cloth. Simply use water to write on it, the "ink" disappears after 4 minutes and you can use it again.
Design Note: This was a core feature I pushed for as a way to make food tracking more fun but provide opportunities for monetising the product. For example, through restaurant collabs or promotion.
Final Concept
A four-sided lantern where users could project characters onto the panels and practise calligraphy on the sides. To reduce the complexity of the user journey, we used normal projector and simplified the function to just project a Chinese character from a dictionary. Furthermore, we used reusable Chinese calligraphy cloth for the panels to deliver a more authentic cultural experience.
Lo-Fidelity Prototyping
Testing Product Feasibility
For our low-fidelity prototype, we made a foam board and paper prototype. By using cutouts and a light source, we could project the characters onto writable paper.
Usability Testing
Testing the Lantern Experience
We had 13 users test the writing experience of a lantern prototype. We focused on usability and desirability, asking questions like can you see yourself using this product regularly.
To build the lantern, we used foam boards, masking tape and LED lgihts.
Our testing setup included the lantern and accompanying digital app. Participants were asked to complete tasks like practice writing different characters using the projection feature.
Testing revealed that users enjoyed the concept of the product and found it relatively easy to use with an average System Usability Score of 78.3. Feedback was focused on writing comfortability and we made the following changes based on this.
Changes Made
We made the panels titled as people found it difficult to write on a vertical surface as writing is typically done on a flat surface.
Changes Made
We added extra panels as users were annoyed with having to wait for the water to dry so that they could reuse the panel.
Usability Testing
Testing Different Projections for Learning
To find the most effective guidance stroke projection, we had each participant trace over the following projections and verbalise what they like and dislike
Selected for its compactness, legible arrows and direction guidance.
Heuristic Evaluation
Ensuring a Seamless Digital App Counter-part
For our app, heuristic evaluation revealed key flaws in our interface. This was mainly regarding system visibility as to show when something was being projected or not. We also added the ability to project strokes one at a time and also your own images to improve flexibility of use.
Colour was added to show that a word was currently being projected.
Changing on and off to a toggle for mor intuitive UI
Visual Design
Embodying Chinese Culture Visually
We wanted the brand to reflect essence of Chinese culture. As such we used colours like red and orange. Our lantern is also visually designed to be traditional, including Chinese accents on the side of it.
Using gradients through our digital app, we created a lantern effect.
The detailing on our lantern was inspired by traditional Chinese motifs.
Video prototype showcasing the product, its features, and how to use it.
Final Design
MoDeng: Collaborative Culture and Language Learning
A collaborative cultural learning experience, connecting family and heritage through one lantern. With 6 panels to decorate, watch ink magically appear on the lantern as you paint. After four minutes, the ink disappears and the panel can be reused.
Use the app to mirror words and images onto the lantern's six panels
Choose from thousands of words, images, and custom projections
Impact
Design Impact
Achieved the highest ranking mark in the Cohort for DECO2014 UX Design Studio
Lessons Learnt
This was a challenging project, especially as we entered the idea and refinement stages. We learnt to work through obstacles as a team and improve through iteration.
Always give an idea a chance. A good idea can be lost in communication or the crazy idea could turn out to be very feasible.
Consider wider stakeholders - for example, we recognised our collaborative design solution will also be used by parents, older relatives and other users.
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