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Qualitative User Research & Design Methods
Literature Review
Focus Groups
Contextual Interviews
Co-Design
Experience Design Theatre
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My Role
UX Researcher
UX Designer
Duration
6 weeks: March 2024 - May 2024
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Qualitative User Research & Design Methods
Literature Review
Focus Groups
Contextual Interviews
Co-Design
Experience Design Theatre
My Role
UX Researcher
UX Designer
Duration
6 weeks: March 2024 - May 2024
Overview
This project incentivizes students under academic and professional pressure to engage in leisure reading to reduce stress and improve mental well-being. By fostering a social reading experience, we aim to promote engagement and user agency, ultimately enhancing mental well-being through a public program designed for spontaneous interactions.
Problem
Universities are acknowledged as the prime setting for higher education, yet in the pursuit and pressure of academic excellence, there is a dwindling number of students who read for leisure.
Based on our interactions with students, we have observed that academic and professional obligations of college students often prevent them from seeking leisure reading as a consistent habit.
Highlights & Innovations
Geocaching Reading Stations (GRS):
The use of geocaching principles to create reading stations transforms leisure reading into a gamified experience. By incorporating elements of exploration and discovery, this approach encourages students to engage with reading in an interactive way.
Integration of SMS and GPS Technology:
Utilizing SMS notifications and GPS to guide users to reading stations is a novel approach to social reading. This tech integration provides a modern twist on traditional reading experiences, making them more accessible and engaging for students.
Experience Design Theatre (EDT):
The use of EDT as a method for refining design concepts is innovative in its focus on emotional interactions and real-time feedback. This participatory design approach allows users to enact and refine their experiences, fostering a deeper connection to the reading experience.
Physical Installations:
The idea of using oversized books and open book installations as art pieces on campus serves as a visual and interactive invitation to engage with literature. This approach promotes casual conversation and social engagement in non-traditional settings.
Auditory Engagement:
Broadcasting reading material audibly on community buses (TCAT) provides a unique way to engage students during transit. This less intrusive approach allows for spontaneous discussions and enhances the reading experience without demanding additional time commitments.
Low-Tech Solutions:
Emphasizing a low-tech approach, such as using physical books and sticky notes for annotations, allows for more intimate and accessible reading experiences. This stands in contrast to many digital solutions that often lack the personal touch.
Literature Review
Understand the Context
For university students, reading habits become increasingly academic and pedagogical, and individuals in this age demographic have become the least likely, from most, to engage in leisure reading (Weigart, 2008). Yet, leisure reading produces many well-being benefits including stress reduction and improved focus (Gauder et al., 2009) that can be a cost-efficient and simple buffer against college stressors (Levine et al., 2023).
In particular, we proposed there is potential in shaping social leisure reading experiences among Cornell student communities through its ability to:
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Improve accountability for continued reading (Massimi et al., 2009) which may increase the sustainability of reading habits and thus well-being
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Improve engagement and understanding among readers with different perspectives (Vlieghe et al., 2009) for more productive and richer reading experiences
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Cultivate reading interests among individuals (Vlieghe et al., 2009), deepening motivations in reading and increasing the spread/impact of such habits.
There exists robust research on university leisure reading patterns, social leisure reading motivations and benefits, and corresponding technologies. However, there is a gap on the intersection of all of these aspects: social leisure reading and improving well-being for university students. Thus, our research aimed to augment social leisure reading engagement, promoting long-term mental well-being via engaging reading experiences.
Focus Group | Motivations | Strategies | Attitudes |
|---|---|---|---|
All | Reading in a conducive environment/mindset, time management | ||
Leisure Readers | Relaxation, escapism, enjoyment, exploration. | Read in comfortable settings at their own pace. Discover books through social media, friends, online browsing. | Positive – see it as a pleasurable activity. |
Academic Readers | Necessity, education (e.g. completing assignments, understanding academic content) | Strategic approaches – skimming, scheduling times for reading, reading in a focused setting, AI | Utilitarian – necessary to education vs enjoyment |
Reluctant Readers | Lack intrinsic motivation + prefer more engaging forms of entertainment (e.g. sports, games) | Engage with reading when it aligns w their interests or is more interactive | Negative/indifferent – less engaging vs other activities |
Method I: Co-Design
Delving Deeper
In short, reading is an individual and unique experience. With a more detailed understanding of students’ reading motivations, we chose to conduct Co-Design sessions as our first research method to explore students' individualized conceptions of social reading experiences.
Co-Design is a research method that harnesses the user’s creativity and experience to co-create initial prototypes and design ideations. We did such via mood-boards to gain a holistic understanding of themes included in the individuals’ reading experience. With 9 participants, we facilitated empathy-building and co-created solutions during the design process.
Contextual Interviews
Initial Insights + Understanding
Our focus groups consist of Cornell undergraduate students, including avid, struggling, and reluctant readers, to understand both sides of the problem space in reading motivation. Participants for our 3 research studies were recruited from this group via our social networks.
We conducted contextual interviews with 10 participants to obtain initial insights into the reading motivations and habits of our user group.
Insights from Co-Design Session - Brainstorming
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Primary Takeaways of Co-Designtorming
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Individuals tend to read in environments where they feel the most safe and comfortable.
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Involving close friends in one’s reading habits boosts motivation. While reading can foster social interaction, it is often preferred to be performed alone.
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Individuals are more likely to read where/when they have no other responsibilities to fulfill.
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Through the conclusion of our Method I, we began the brainstorming process.
Method II: Experience Design Theatre (EDT)
Test, Ideate, Design
For our method II, we recruited 4 participants for an EDT – an iterative series of enacted emotions, interactions, and contexts in a scene, with feedback from an audience of target users, used in the early design stages – to produce an experience design that better aligns our team’s prototypes and potential users’ social reading experiences at Cornell.
Process:
Scene 1: Interaction -> Scene 2: Discover -> Final Performance: Discovery + Interaction
EDT Thematic Analysis
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Primary Takeaways of Experience Design Theatre (EDT)
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Primary Takeaways of Experience Design Theatre (EDT)
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The optimal design, as determined through this session, should be unobtrusive, not time-consuming, and optionally collaborative, placed where users are free from routine responsibilities. It should be public-facing and credible to engage students effectively. Hence, at the end of the EDT, we arrived at “Book Club on the Go,” a collaborative program between campus libraries and the TCAT (community bus system) that features a new book monthly. Students access this program via broadcast and audiobooks on the TCAT and pass by a tablet displaying an annotative e-book in front of a campus library. Yet, another critical outcome of our EDT was that we found that, much like our co-design, participants valued the intimacy of social reading experiences. This coincided with an increasingly physical, rather than technological, design through the iterations of our design.
Ideation & Design
Following along this trend, we mused – “What if the tablet were an open book instead? A giant one at that, and with sticky notes, stickers, and markers, instead of digital highlights and annotations.”
Students conversing about the TCAT audio system during their transit to/from campus.
Students conversing and annotating the oversized book in front of the library.
Results and Impact
The prototype supports our previous definition of social leisure reading, i.e. reading in one’s free time in social contexts, through:
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Drawing attention to reading material in non-working times and locations: Participants from our EDT suggested the TCAT and library, places they frequented during “off-work” times, and thus were non-obligatory and non-intrusive to their routine. This convenience aligns with our contextual and co-design interview findings as a primary driver of student reading engagement. Our prototype draws attention through broadcasting the reading material aloud on the TCAT, a familiar (non-intrusive) alternative to its current music playing; the open book’s comical size is also exposed to foot traffic in front of the library without disrupting indoor work activities.
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Making reading shareable and conversational: The TCAT broadcasting system makes the reading audible to passengers, encouraging them to engage with the reading by conversing with their peers. The oversized book acts as an “art installation”, inviting conversation from passersby. Its physical pagination allows readers to be situated on an additional page simultaneously, presenting comparatively increased spatial comfort in managing pacing in co-reading to smaller devices (Massimi et al., 2009), while allowing both the physical intimacy of reading with a familiar peer (for simultaneous co-readers – a primary social reading preference from our co-design) or providing the asynchronicity of digital reading forums allowing for sharing of interests across greater quantities of “co-readers” (Vlieghe et al., 2009) (for readers conversing via sticky note threads).
Our prototype also aligns with our propositions for social leisure reading to deepen engagement, boost motivation, and cultivate a long-term reading habit:
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Engagement: Forming networks driven by desires to cultivate passions for literature engages people of different perspectives to collectively deepen understanding and appreciation of the material (Vlieghe et al., 2009). Our prototype facilitates conversation about the reading through verbal conversations on the TCAT and physical gathering around our open book, as well as using sticky note threads to deepen both synchronous and asynchronous readers’ understanding of the reading content.
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Motivations & interest: Our prototype shares literature sources and garners interest in reading material individuals may not be committed to or have access to otherwise. This aligns with our co-design interviews and literature review (Massimi et al., 2009) that highlighted active community recommendations as a socially-motivating factor on leisure reading habits. The sticky note threads of our open book allow students to “reverse-engage” with our book – i.e. students who may just be interested in the conversational content become motivated to engage with the book if the conversational content incorporates contexts that are comprehensible only by directly knowing the book’s content.
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Sustainable reading habits: The sticky note threads provide asynchronous means of continual conversation within the book. This book’s analog form lends itself to an element of anticipation and surprise that draws readers into the ever-changing book notes.
Ideation & Initial Design
From participants’ responses, we created a prototype called geocaching reading stations (GRS), implemented across campus social settings (e.g., dining halls and lecture halls before class) to gamify the social leisure reading experience. They integrate SMS and GPS to send story excerpts of varying lengths to students’ messaging apps in successive order that provide a spark for mutual excitement and clue users in on their distance from a geocaching station. Waiting for students upon their discovery of the station is the audio playing of the story itself, which students may find conversational purposes, and a final text message linking to the full material for later reference.
Idea 1
Geocaching reading stations + SMS integration
1. Increasingly long, sequential text excerpts (to each other and to people of the same distance away from a station) to hint at each station's location.
2. Awaiting users at each station is an audio + message of the full text and poster for new users to opt in to the geocaching program.
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Insights
Gamification of the Social Reading Experience
Idea 2
Literature-based bus tracking app
1. Readers can track their bus's distance (by #stops/time) from them based on text message frequency/length.
2. On the bus awaits an audio + message of the full text with a poster for new users to download the app.
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Insights
Less intrusive in daily routine; fill a "void"
Idea 3
Book club on the go - library + TCAT
1. Open book installations around campus attract passerby attention & invite interaction with literature + commentary of its content.
2. On the bus, audio text invites student converation about audion content while awaiting arrival at their destination, and introductions to the installations.
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Insights
More intimate/in-person social reading experience
Reflection and Future Work
This project was a fresh perspective in my design journey, as it diverged from my usual focus on imagining new technologies to solve a given problem. While our initial research and prototype imagined tech-driven solutions to maximize social reading at Cornell, our current prototype adopts a similarly viable, low-tech solution: Simply leveraging audio and book size increases intrigue and accessibility of social reading for both synchronous and asynchronous co-readers which is available (though to a comparatively limited degree to) digital solutions (e.g. Hypothesis, an educational reading annotation platform), while accommodating intimate reading experiences desired in our user research (the physicality of which is lacking in digital platforms like Hypothesis).
We note our current prototype’s limitations in its inability to conclusively demonstrate the effects of boosting accountability, social motivation, and engagement - although EDT brought this prototype closer to users’ actual lived experiences, the sessions were too short to investigate long-term effects. Future research should explore extended interactions and expansion to other campuses for a more comprehensive understanding of how our prototype aligns with student reading experiences.
Qualitative User Research & Design Methods
Literature Review
Focus Groups
Contextual Interviews
Co-Design
Experience Design Theatre
My Role
UX Researcher
UX Designer
Duration
6 weeks: March 2024 - May 2024