PROJECT: Wetland AR Guide
ROLE: UI/UX Design, Service Design
DURATION: Aug. 2022 - Dec. 2023
The increasing global climate change crisis poses a fundamental challenge to wetlands, and Chenglong Wetland in Kouhu Township, Yunlin County, Taiwan, is no exception. In addition to the environmental challenges arising from climate change, the wetland faces the disappearance of residential areas around it due to rising sea levels. The over-extraction of groundwater, causing land subsidence, coupled with typhoon-induced seawater inundation, has further accelerated flooding of lower floors of houses around the wetland (Industrial Technology Research Institute, 2021).
Moreover, Chenglong Wetland is experiencing significant population outflow, with a decrease in the number of young adults. The local population generally has a lower literacy rate (Yunlin County, Sihu Township Office, 2022). All these factors significantly impact residents' awareness and appreciation of the wetland environment.
The conference paper was currently posted on Springer's website as an extended poster.
By establishing future scenarios and understanding past history,children can engage in critical thinking and reflection. Leveraging the powerof technology, augmented reality can serve as a beneficial bridge inenvironmental education, exploring interdisciplinary aspects and showcasingscenarios across past and future timelines. When dealing with complex and vastissues, service design methods and frameworks serve as design tools to addressproblems, helping clarify intricate stakeholder relationships, identify userpain points, and facilitate collaborative design.
The research investigation is divided into two parts. The first part involves physically visiting the tour locations, documenting their positions, and recording landscape information. The second part focuses on understanding the multi-layered stakeholders involved in the service design.
In the first interview session, we primarily confirmed the past involvement of Chenglong Elementary School students in wetland learning, inquired about any previous experiences in teaching wetland environmental issues, and explored the perspectives of environmental education teachers on the use of technology in teaching.
In the second interview session, we sought to understand the perspectives of community organizations and environmental education groups on the camps and environmental education initiatives organized for students. Additionally, we explored their approaches to addressing climate change.
1. Categorizing the meanings of terms used in focus group interviews to construct design resources.
2. Envisioning how to utilize these resources.
3. Distinguishing differences in time frames, wetlandenvironments, and types of climate change.
4. Describing issues, goal assessments, action recommendations,and concerns of the interviewees.
INTERNAL OWNERSHIP
We should......
1.Helping Yoyo understand the current wetland ecology and the problems that may be faced in the near future.
2. Allowing Yoyo to be guided by the content of the ARAPP tour, so as to gain some insights into the future of the wetlands and the motivation for actively caring about the future.
Why
The augmented reality user interface design for children should lean towards simplicity and ease of learning. Therefore, the interface should be designed with clear and understandable operational processes, and simplified button components, facilitating a user-friendly experience.
Soft and harmonious color
The monitoring method will use the technology of the cloud service. At the same time, it also has the monitoring function of the air-conditioning equipment, which is maintained well. Air quality and shopping environment, in terms of equipment maintenance, have also reduced a lot of costs, which can help companies increase revenue.
How
Utilizing voice, images, and text to convey environmental education messages, employing animations with voice for digital storytelling.
By using the method of participating in expert observation, conducting expert interviews and evaluations, we have come to the conclusion that:
1. There is a gap between the design content and the actual teaching experience of experts In the introduction of wetland ecology, most experts believe that realistic physical static images are more intuitive than imaged design images or simulated models. This is related to the existing teaching materials used in actual wetland ecology teaching experience for students. Previous teaching experience has mainly focused on highlighting the characteristics of biological parts in images, and then combining them with real dynamic images, Experts believe that the above teaching methods can help students better identify the actual appearance of organisms and achieve the effect of ecological education.
2. Observation of expert user experience: Just like a tour of an exhibition, each expert may have slightly different feelings about the user experience. Although presented in the form of augmented reality visual and voice playback, some experts will first stop and then move left and right to observe the image information that the augmented reality content wants to convey after the voice playback, while others pay more attention to the explanation at each designated point in the augmented reality. The characteristic of using mobile devices is to enable users to independently watch application content and learn, meeting the needs of each user to experience different steps.
3. The introduction of speech has the function of assisting learning: The overall introduction interface is mainly composed of speech and images. Elementary school teachers believe that this feature helps children's cognitive development in learning, but it may not allow them to learn completely on their own, and may become an auxiliary textbook that requires teachers to lead students to learn together.
4. Application effectiveness of service blueprint design: Although the overall user experience and supplementary content can be integrated relatively completely due to the design of the service blueprint, it should be considered that students may have less chance of fully absorbing it in a short period of time. If they can use it on site and combine it with homework after class, students will have extra time to reflect on their on-site use experience and feedback, and the learning process will be more complete.
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