Conclusion
Our Approach
Eye tracking
Think aloud test
Design solutions
Educational game
Trash locatoR (AR)
Improving the usability of an educational game :
Sorted
Designing a prototype and conducting usability tests for an educational game to teach students about the waste segregation process in Germany.
The Sorted project, undertaken as part of the Human-Computer Interaction module at HSRW, identified and addressed key challenges in waste segregation education through a user-centered design approach. Our comprehensive research methodology, including site visits, surveys, interviews, and card sorting exercises, enabled us to deeply understand the design problem and user needs.
Through iterative design and rigorous usability testing, such as eye tracking and think-aloud protocols, we refined our prototypes to enhance user experience and effectiveness. The final product is a user-friendly and educational application that not only informs users about proper waste segregation practices but also engages them interactively, thereby promoting sustainable behaviour.
The positive feedback from usability tests indicates that our design choices effectively facilitate user learning and interaction. Without the guidance of Prof. Dr. Kai Essig, this project wouldn't have been possible.
CONTEXT
Waste separation in Germany is immensely complex. Germany has strict laws regarding waste segregation. There are more than five categories of waste and sorting them can become a difficult task.
USER BEHAVIOUR
We conducted card sorting exercise with 12 students who are living in Germany for less than a year. And found out how their assumptions differed from the waste sorting guidelines.
MAJOR FINDINGS
Objects made of multi-materials are the most difficult to sort
The users categorised waste differently from how it is supposed to be categorised
Most of the instructions are only in German or difficult to understand
HOME SCREEN:
The users were expected to start the game or use the trash locator from the home screen
The sample size of this test was 4 users
On our first design iteration, users spent more time looking at the secondary elements
In our second version, we reduced the cognitive load by only keeping what is relevant to the CTA
With the improved prototype, users completed the tasks more efficiently, their response time was also quicker in the later version
FIRST VERSION
In addition to the eye tracking tests, we conducted think-aloud tests where we requested the users to say what they were thinking while using the app
We identified issues such as users not being able to understand the concept of the app
Confusion in following instructions
And not being able to interact with certain components
IMPROVED PROTOTYPE
After understanding the user issues and comparing them with the eye-tracking test results, we were able to reiterate the design more efficiently
We made changes such as making the onboarding and instructions clearer
Better navigations And illustrations etc
The system usability scale score improved from 39.5 to 70
UNIVERSITY PROJECT
This project was done as a part of our Human computer interaction module at HSRW. The key objective was to practice usability tests.
APPROACH 01
APPROACH 02
The user study concluded that we need to educate the user about different types of trash and where it goes. Let’s think about how to do this.
Maybe we can also extend the possibilities of this to users reality. Something like an AR assistant would be nice too.
Since the objective of this assignment is usability testing, we might need screens that demands the user to behave intuitively. An educational game would be a challenging idea. Eye tracking and think aloud tests are common in game design.
PROBLEM STATEMENT
UX Designer
3 months
University students who have been living in Germany for less than a year.
MY ROLE
TARGET AUDIENCE
TEAM
TIMELINE
01
02
01
Analysing the type of materials using AR and object recognition. This helps the user to dispose correctly if the instructions are unclear on the packaging.
IDENTIFICATION
02
The trash locater then directs the user to the nearest disposal location in the university.
NAVIGATION
03
The users are given instructions on how to separate the materials and dispose correctly in AR.
INSTRUCTIONS
01
02
03
01
A clear onboarding that educate the fundamentals and functions of the app.
ONBOARDING
02
Educating the user on how to dispose of correctly by separating the trash components.
WASTE SEPARATION
03
Motivational delights intended to encourage the user to learn more.
REWARDS
01
02
03
VIEW PROTOTYPE