Milestone Two - Contextual Inquiry

January 31, 2007

Methodology:

For the Contextual Inquiry, our group spent time initially collecting literature and researching handheld device use in museums. Next, we visited the museum individually and as a team to learn about the museum - taking photos, observing the behavior of patrons and conducting informal interviews. After these initial visits, we conducted an interpretation session, where the three of us asked questions of the other two concerning their experiences and observations at the museum. Finally, we assembled an Affinity Diagram, which is the result of all of our notes to date combined and organized into logical groupings.

Results

The Affinity Diagram helped us to pinpoint themes we'd like to focus on for this project:

Features for Convenience and Extended Learning

• The product we design must be easy to use and maintain a "hands-on" feeling, facilitating the learning process.
• The device must be small, unobstructive, and able to be "strapped on" or attached somehow to visitors so that they can focus on the exhibits and freely use hands.
• Incorporating a map would be helpful.
• Interative audio would be a useful feature, in addition to visual cues the user can respond to.
• Teachers would like to be able to program the device so that it coordinates with lesson plans.
• Ability to send the information from device to internet database could allow the information to be accessible after the visitor has left the museum.
• If the device could remember the visitor when they return, it would be an opportunity to extend the learning from the first visit.
• It should be able to reach a variety of age groups, including grandparents.

Visitors Have Different Cognitive Abilities

• Children 8 years and below may not understand the long text describing the exhibits, but they want to interact physically with the displays
• Younger kids like to see "instant results"
• Older kids (beginning at about 9 years) are drawn to technology
• Grandparents not normally technically savvy.

Interaction Between People and the Exhibits

• Between children who may or may not know each other and exhibits
• Between parents and children, grandparents and children and the exhibits
• Many adults enjoy the exhibits (without children)
• Many children enjoy the exhibits (without parents)
• Some aspects of exhibits could improve in this area.

Since our team began work on the Affinity Diagram, we've interviewed key decision makers at the Hands-On Museum, and conducted an interpretation session. We plan to expand the Affinity Diagram to reflect the discoveries of this meeting as well.

-> Read our Literature Review.
-> Learn More About Contextual Inquiry, and our Group's Process.
-> Photos from our Observations, and our Affinity Diagram Construction.