by Hilda Lopez
For academic purposes only.
User: Carla, 17, Texas/Michigan
Background Information: Carla is from Texas, and is a first generation Mexican-American. Her parents are from Mexico and have lived in the US for the past 20 years. She is the youngest of four, has two older brothers (20 & 15) and an older sister (19). Her family migrated to Michigan for 10 years as migrant workers (every 6 months). None one in her family has ever gone to college although her two older siblings graduated from high school. She learned through her high school migrant club of different scholarships available to migrant students.
Her family is very close and believes that the family should be close together. Being the middle child, they are overprotective of her. For this reason she is debating if she should attend college at home or somewhere else. She is in her senior year of high school and due to being a migrant, she attended two schools (6 months time period) in Texas and in Michigan for the past 10 years. She is very active in the migrant club held in both of her schools. She was not planning to go to college/university but then she heard of a program called CAMP (College Assistance Migrant Program) through her school counselor. CAMP provides scholarships to migrant students for their studies.
Although she wants to attend college, her family cannot afford it. She has an average high school GPA of 3.0. She does not have a lot of time to search on the internet due to working with her parents, chores, and limited computer access. Her only access to a computer is at the library or high school. She wants find information easily and quickly through the web site. She is also a bilingual individual (Spanish/English).
Goal: Attend a college/university that is affordable or has scholarships available and is close to home
Motivation: To find a payable job, get a higher education, scholarships availability
Behavior: Hard working individual. Close to her family, willing to work part time during her college years.
Information needed: A location where there are job opportunities for students of the university, needs community information, transportation availability, information of scholarships and programs, the environment, and location. Scholarship information and services they provide.
Showing posts with label User Personas. Show all posts
Showing posts with label User Personas. Show all posts
11.04.2009
Douglas J Salon: Persona
by Jarod Lew
For academic purposes only.
Background Information: Angela is a 19 year old sophomore who's getting a degree in criminal justice. She was born in Detroit Michigan, and went to Wylie E. Groves High School. During high school she applied to 3 different schools, Michigan State University, Western Michigan, and Eastern Michigan. She got accepted into all three colleges, but chose Michigan State because it was a better overall school. She enjoys the arts, music, and sports. Currently she has a full load, and is taking on a job as a waitress at buffalo wild wings. She has a really good friend from back home who attending Douglas J to become a hairdresser. Angela has never had any real good haircuts, and she never really cared. Lately her co workers have been making fun of her for her hair, which has inspired her to get a haircut. Because of her hectic schedule she hasn't really had time to make an appointment to get her haircut. While she was sitting in one of her Criminal justice classes she decided she needed to get a haircut. She then went to Douglas J's website and was surprised they had an online appointment book. She was a little skeptical on getting her first major haircut by a student. She then scrolled through some online portfolio and realized that they were good at what they do. She also found it very helpful that they had reviews from previous customers about each hairdresser. She then picked one and schedule an appointment that fit her schedule. She was a little upset that she couldn't mess around with the playlist because she was in class. The next day she went into Douglas J and they were all ready for her, it was nice not to have to wait inline. She went back and started to tell the hairdresser what she wanted, and the hairdresser did her thing while they had a nice conversation. The haircut took about an hour and a half and Angela was very pleased with the results. She paid the 16 dollars and left with a good haircut. She went into work later that evening, and all of her co workers were very surprised and happy that she finally got a decent haircut. She made some good money in tips that night. She thinks it was because of the haircut.
Goal: Angela was not sure that she had time to schedule an appointment to get a haircut, but found a pleasant surprise when she found out you can schedule an appointment online. After she found that out, her goal was to get a good haircut for a cheap price.
Information Needed: Even though the hairdressers are only students, they still are very experienced at cutting hair. After everyone is done getting a haircut, a professional comes in and checks on the students work to make sure that everything is correct. This is going to be emphasized on the online appointment book, and the fact that each hairdresser has an online portfolio.
Motivators: Her peers poking fun of her and everyone else having a decent haircut at work.
Problem Setting: That students are the ones cutting the hair, students with busy schedules cannot walk in to make an appointment like Angela, Not knowing Douglas J's phone number to make an appointment.
Online Affordances: They can schedule an appointment while they are in class or at work. Not dealing with the line or long waits on the phone.
For academic purposes only.
Background Information: Angela is a 19 year old sophomore who's getting a degree in criminal justice. She was born in Detroit Michigan, and went to Wylie E. Groves High School. During high school she applied to 3 different schools, Michigan State University, Western Michigan, and Eastern Michigan. She got accepted into all three colleges, but chose Michigan State because it was a better overall school. She enjoys the arts, music, and sports. Currently she has a full load, and is taking on a job as a waitress at buffalo wild wings. She has a really good friend from back home who attending Douglas J to become a hairdresser. Angela has never had any real good haircuts, and she never really cared. Lately her co workers have been making fun of her for her hair, which has inspired her to get a haircut. Because of her hectic schedule she hasn't really had time to make an appointment to get her haircut. While she was sitting in one of her Criminal justice classes she decided she needed to get a haircut. She then went to Douglas J's website and was surprised they had an online appointment book. She was a little skeptical on getting her first major haircut by a student. She then scrolled through some online portfolio and realized that they were good at what they do. She also found it very helpful that they had reviews from previous customers about each hairdresser. She then picked one and schedule an appointment that fit her schedule. She was a little upset that she couldn't mess around with the playlist because she was in class. The next day she went into Douglas J and they were all ready for her, it was nice not to have to wait inline. She went back and started to tell the hairdresser what she wanted, and the hairdresser did her thing while they had a nice conversation. The haircut took about an hour and a half and Angela was very pleased with the results. She paid the 16 dollars and left with a good haircut. She went into work later that evening, and all of her co workers were very surprised and happy that she finally got a decent haircut. She made some good money in tips that night. She thinks it was because of the haircut.
Goal: Angela was not sure that she had time to schedule an appointment to get a haircut, but found a pleasant surprise when she found out you can schedule an appointment online. After she found that out, her goal was to get a good haircut for a cheap price.
Information Needed: Even though the hairdressers are only students, they still are very experienced at cutting hair. After everyone is done getting a haircut, a professional comes in and checks on the students work to make sure that everything is correct. This is going to be emphasized on the online appointment book, and the fact that each hairdresser has an online portfolio.
Motivators: Her peers poking fun of her and everyone else having a decent haircut at work.
Problem Setting: That students are the ones cutting the hair, students with busy schedules cannot walk in to make an appointment like Angela, Not knowing Douglas J's phone number to make an appointment.
Online Affordances: They can schedule an appointment while they are in class or at work. Not dealing with the line or long waits on the phone.
East Lansing Food Co-op: Persona
by Emily Cumpata
For academic purposes only.
User: Kate, 19, Student at Michigan State, Sophomore
Background Information: Kate has just moved to an apartment on Grand River and Bailey. She is not living at home or in the dorms so this will be her first year grocery shopping and cooking for herself. She is very health and environmentally conscious, but being a student she must watch her budget as well. She has heard of the ELFCO as a potential place to shop for groceries and knows where it is, but wants to learn how the prices at ELFCO compare to larger stores such as Kroger and Meijer.
Goal: To find out if purchasing healthy, locally produced food at ELFCO will cost significantly more than shopping somewhere else.
Information Needed:
- Best price vs. competitors (Kroger, Meijer,
farmers markets, Foods for Living)
- Health benefits of products
- Where products come from (local or fair trade?)
Motivators: Kate's motivator is food to feed herself. Also, to find a store where she can buy groceries while supporting local producers and reducing their environmental impact
Problem Setting:
- Discovering that ELFCO prices seem more expensive
than the store where they usually shop
Online Affordances:
• A tool that compares prices of items from all grocery
stores in East Lansing (item to item)
• Price being a non-member
• Price being a member
• Price being a working member
• A list of the benefits of being a member at ELFCO
• Blog/discussion that members can contribute to
• Non-members can ask questions that are answered by members/employees Kate would be able to type in a product she wanted to buy (apples for example), and it would show her the price
of apples at ELFCO compared to other East Lansing stores such as Kroger, Meijer, and Foods for Living.
For academic purposes only.
User: Kate, 19, Student at Michigan State, Sophomore
Background Information: Kate has just moved to an apartment on Grand River and Bailey. She is not living at home or in the dorms so this will be her first year grocery shopping and cooking for herself. She is very health and environmentally conscious, but being a student she must watch her budget as well. She has heard of the ELFCO as a potential place to shop for groceries and knows where it is, but wants to learn how the prices at ELFCO compare to larger stores such as Kroger and Meijer.
Goal: To find out if purchasing healthy, locally produced food at ELFCO will cost significantly more than shopping somewhere else.
Information Needed:
- Best price vs. competitors (Kroger, Meijer,
farmers markets, Foods for Living)
- Health benefits of products
- Where products come from (local or fair trade?)
Motivators: Kate's motivator is food to feed herself. Also, to find a store where she can buy groceries while supporting local producers and reducing their environmental impact
Problem Setting:
- Discovering that ELFCO prices seem more expensive
than the store where they usually shop
Online Affordances:
• A tool that compares prices of items from all grocery
stores in East Lansing (item to item)
• Price being a non-member
• Price being a member
• Price being a working member
• A list of the benefits of being a member at ELFCO
• Blog/discussion that members can contribute to
• Non-members can ask questions that are answered by members/employees Kate would be able to type in a product she wanted to buy (apples for example), and it would show her the price
of apples at ELFCO compared to other East Lansing stores such as Kroger, Meijer, and Foods for Living.
Flat, Black and Circular: Persona
by Matthew Bambach
For academic purposes only.
User: Dave, 22, Jazz student at MSU, East Lansing, MI
Background Information:
-avid listener of jazz, constantly looking
up different artists to pick up influences
-seeks jazz music he has not heard before,
wants to expand his musical horizons
-eager to learn more about his craft
-college student on a budget
-owns a laptop computer with an
Internet connection, iPod, record player
-uses computer for about 1-2 hours a day,
mostly for doing research
-favorite jazz artists are Bill Evans,
Dave Brubeck, and John Coltrane
Goal: “I would like to buy a jazz CD by a experimental jazz/jazz-influenced artist I am unfamiliar with as long as it is fairly quick and easy to find and is under $10.”
User Profile: Dave is a full time jazz student at MSU, specializing in playing jazz piano. A lot of his inspiration comes from the musicians he listens to and has seen in person, so naturally he listens to a lot of music on a daily basis. He would like to expand his music collection legally and by supporting jazz musicians, but he finds this to be difficult at times, as he is a college student on a limited budget. He cares deeply for the music he makes and is very enthusiastic about expanding his knowledge. He feels that in order to become a well-rounded jazz musician, he should get exposure to all varieties of jazz (except for smooth, obviously) as well as artists heavily influenced by jazz, and familiarize himself with where jazz has been and where it is going. Dave has a fairly full schedule, so he doesn’t have much time outside of his homework to sit down for hours researching jazz musicians and sampling their music on his own accord. As a result, most of the music-listening recommendations he gets are from his professors and peers, mostly within an academic environment. At this point in his listening adventures, he is specifically interested in listening to artists in other genres of music who had been significantly influenced by jazz, as well as more experimental jazz, as he hasn’t had much exposure to either of these categories. What he feels he lacks at this point are the resources necessary to easily and efficiently find such artists in his exploration.
Information Needed: Similar artists, customers who bought a certain CD also bought [x], ability to sample tracks prior to purchase, artist influences, artist profile pages containing discographies and other relevant information, descriptions of genres/sub-genres & artists that best represent different genres/sub-genres, album reviews (by customers, experts, employees), album recommendations (based on browsing), most popular tracks/albums/artists within a certain genre/sub-genre, how people have “tagged” a band
Motivators: Choosing FBC: Read good things about the store on the Internet, heard good reviews from other people, one of those price comparison sites showed that FBC had a good cresearched other record stores and wanted to try one out, likes supporting music culture, heard this store had low prices, had time to kill and wanted to check out some music, heard that the site was very informational, advertisements, into music that big box stores wouldn’t have, wanted personal advice
Choosing music: wants more exposure to different varieties of jazz music, wants to familiarize himself with a specific artist’s work in order to form an opinion, would like to be surprised with an item he has not experienced before, wants to be more “in the know” about jazz music, wants to check out an artist/album recommended to him (read a good review somewhere, word-of-mouth, etc.), heard a song somewhere and wants to buy the album it is on
Problem Setting: monetary limitations, doesn’t have an expansive amount of knowledge about jazz and jazz-influenced music, doesn’t have a whole lot of time to browse because of his busy schedule
For academic purposes only.
User: Dave, 22, Jazz student at MSU, East Lansing, MI
Background Information:
-avid listener of jazz, constantly looking
up different artists to pick up influences
-seeks jazz music he has not heard before,
wants to expand his musical horizons
-eager to learn more about his craft
-college student on a budget
-owns a laptop computer with an
Internet connection, iPod, record player
-uses computer for about 1-2 hours a day,
mostly for doing research
-favorite jazz artists are Bill Evans,
Dave Brubeck, and John Coltrane
Goal: “I would like to buy a jazz CD by a experimental jazz/jazz-influenced artist I am unfamiliar with as long as it is fairly quick and easy to find and is under $10.”
User Profile: Dave is a full time jazz student at MSU, specializing in playing jazz piano. A lot of his inspiration comes from the musicians he listens to and has seen in person, so naturally he listens to a lot of music on a daily basis. He would like to expand his music collection legally and by supporting jazz musicians, but he finds this to be difficult at times, as he is a college student on a limited budget. He cares deeply for the music he makes and is very enthusiastic about expanding his knowledge. He feels that in order to become a well-rounded jazz musician, he should get exposure to all varieties of jazz (except for smooth, obviously) as well as artists heavily influenced by jazz, and familiarize himself with where jazz has been and where it is going. Dave has a fairly full schedule, so he doesn’t have much time outside of his homework to sit down for hours researching jazz musicians and sampling their music on his own accord. As a result, most of the music-listening recommendations he gets are from his professors and peers, mostly within an academic environment. At this point in his listening adventures, he is specifically interested in listening to artists in other genres of music who had been significantly influenced by jazz, as well as more experimental jazz, as he hasn’t had much exposure to either of these categories. What he feels he lacks at this point are the resources necessary to easily and efficiently find such artists in his exploration.
Information Needed: Similar artists, customers who bought a certain CD also bought [x], ability to sample tracks prior to purchase, artist influences, artist profile pages containing discographies and other relevant information, descriptions of genres/sub-genres & artists that best represent different genres/sub-genres, album reviews (by customers, experts, employees), album recommendations (based on browsing), most popular tracks/albums/artists within a certain genre/sub-genre, how people have “tagged” a band
Motivators: Choosing FBC: Read good things about the store on the Internet, heard good reviews from other people, one of those price comparison sites showed that FBC had a good cresearched other record stores and wanted to try one out, likes supporting music culture, heard this store had low prices, had time to kill and wanted to check out some music, heard that the site was very informational, advertisements, into music that big box stores wouldn’t have, wanted personal advice
Choosing music: wants more exposure to different varieties of jazz music, wants to familiarize himself with a specific artist’s work in order to form an opinion, would like to be surprised with an item he has not experienced before, wants to be more “in the know” about jazz music, wants to check out an artist/album recommended to him (read a good review somewhere, word-of-mouth, etc.), heard a song somewhere and wants to buy the album it is on
Problem Setting: monetary limitations, doesn’t have an expansive amount of knowledge about jazz and jazz-influenced music, doesn’t have a whole lot of time to browse because of his busy schedule
MSU International Center Food Court: Persona
by Lei Zhang
For academic purposes only.
User: Linda, 21, Senior in Accounting
Height: 5’5’’ Weight: 129 lbs
Personality: Talkative, sweet and hard working. Linda is an undergraduate student at MSU in accounting. She lives in Shaw Hall. The Shall Hall, Business Collage and International Center Food Court are all located on the Shaw Street. It is very convenient for Linda to go to the food court either from the dorm or after class.
Goal: Linda gained weight by dining at the dorm’s cafeteria. She is looking for a place to have a healthier and lighter meal. She needs to do some research and find the right information to help her achieve
her goal.
Information Needed: Linda’s plan is to find a low-calorie and healthy meal, so she needs the information about the ingredients, nutrition, calories and flavors. For example, Linda wants a meal under 700 calories. She will look up all the options online or through the physical environment from all the food court stores that have food under 700 calories. Some stores provide healthier food options will have more choices while some, such as pizza and fried food stores, will provide less choices. After assessing the information, Linda can pick her favorite option for lunch or dinner.
Motivators: Since living in the dorm, Linda always went to the cafeteria for meals and she gained a lot of weight. She has decided to find a healthier place to eat and potentially lose weight.
Problem setting: There’s always a lot of students that dine in the International Center Food Court causing the people who work there to not have enough for the costumers. It is hard for Linda to find the information that she wants due to a lack of nutrition information on the restaurant menus.
Online Affordances: First, Linda doesn’t need to hurry when she does her research online. Second, the online environment provides more information and knowledge about the food Linda wants to know about. Finally, the online environment has opportunities to be more visually interesting.
For academic purposes only.
User: Linda, 21, Senior in Accounting
Height: 5’5’’ Weight: 129 lbs
Personality: Talkative, sweet and hard working. Linda is an undergraduate student at MSU in accounting. She lives in Shaw Hall. The Shall Hall, Business Collage and International Center Food Court are all located on the Shaw Street. It is very convenient for Linda to go to the food court either from the dorm or after class.
Goal: Linda gained weight by dining at the dorm’s cafeteria. She is looking for a place to have a healthier and lighter meal. She needs to do some research and find the right information to help her achieve
her goal.
Information Needed: Linda’s plan is to find a low-calorie and healthy meal, so she needs the information about the ingredients, nutrition, calories and flavors. For example, Linda wants a meal under 700 calories. She will look up all the options online or through the physical environment from all the food court stores that have food under 700 calories. Some stores provide healthier food options will have more choices while some, such as pizza and fried food stores, will provide less choices. After assessing the information, Linda can pick her favorite option for lunch or dinner.
Motivators: Since living in the dorm, Linda always went to the cafeteria for meals and she gained a lot of weight. She has decided to find a healthier place to eat and potentially lose weight.
Problem setting: There’s always a lot of students that dine in the International Center Food Court causing the people who work there to not have enough for the costumers. It is hard for Linda to find the information that she wants due to a lack of nutrition information on the restaurant menus.
Online Affordances: First, Linda doesn’t need to hurry when she does her research online. Second, the online environment provides more information and knowledge about the food Linda wants to know about. Finally, the online environment has opportunities to be more visually interesting.
Meijer: Persona
by Jill Shuberg
For academic purposes only.
User: Matt, 23, East Lansing, MI
Occupation: Part-time position as a front-desk clerk at Lansing State Journal office in hopes of moving up into a position where he can use his Journalism Degree from MSU.
Profile: Matt doesn’t get a chance to go to the store often since he is working about 40 hours a week and spending his extra time job-hunting. He isn’t a big fan of grocery shopping; he is a bit indecisive and would rather be spending his time finding a new job. He is making all of his decisions in-store and has a couple items in mind that he wants to leave with. He knows he wants to leave with some sort of drink and granola bar. Since he is not in a rush during his Meijer trip he wants to take his time and compare items to try to save some money. He wants to check out a bunch of items and fill up his fridge at home a little bit since it is looking pretty bare, but he doesn’t have many specific items in mind.
Goal: He is hoping to fill up his fridge at home but wants to grab some sort of caffeinated drink and granola bars. He wants to have a stress free experience and leaving satisfied with his items without spending too much money. He wants to check out all of his options and make educated choices using nutritional facts and price.
Information Needed: He needs to know what his options are and where he can find them without having to search the entire store. He needs to know the nutritional facts and price of several items to he can compare them in a short amount of time. He needs to have enough information allowing him to make an educated choice on his item so he feels satisfied.
Motivators: He is hoping to eat a bit healthier since he doesn’t get a chance to workout as much as he would like. He wants his snack to be something he can just grab-and-go since he works in a fast paced environment. He wants some sort of caffeinated to keep his energy up throughout the day. He is hoping to browse through items and find a less pricey product that could complete his needs.
Problem Setting: He might feel overwhelmed and not know where to start when entering Meijer since he only has 2 items in mind but just wants more food at home. He is used to using technological devices but is slightly questionable about using the new Meijer device since he doesn’t want his shopping experience to be anymore stressful than necessary.
For academic purposes only.
User: Matt, 23, East Lansing, MI
Occupation: Part-time position as a front-desk clerk at Lansing State Journal office in hopes of moving up into a position where he can use his Journalism Degree from MSU.
Profile: Matt doesn’t get a chance to go to the store often since he is working about 40 hours a week and spending his extra time job-hunting. He isn’t a big fan of grocery shopping; he is a bit indecisive and would rather be spending his time finding a new job. He is making all of his decisions in-store and has a couple items in mind that he wants to leave with. He knows he wants to leave with some sort of drink and granola bar. Since he is not in a rush during his Meijer trip he wants to take his time and compare items to try to save some money. He wants to check out a bunch of items and fill up his fridge at home a little bit since it is looking pretty bare, but he doesn’t have many specific items in mind.
Goal: He is hoping to fill up his fridge at home but wants to grab some sort of caffeinated drink and granola bars. He wants to have a stress free experience and leaving satisfied with his items without spending too much money. He wants to check out all of his options and make educated choices using nutritional facts and price.
Information Needed: He needs to know what his options are and where he can find them without having to search the entire store. He needs to know the nutritional facts and price of several items to he can compare them in a short amount of time. He needs to have enough information allowing him to make an educated choice on his item so he feels satisfied.
Motivators: He is hoping to eat a bit healthier since he doesn’t get a chance to workout as much as he would like. He wants his snack to be something he can just grab-and-go since he works in a fast paced environment. He wants some sort of caffeinated to keep his energy up throughout the day. He is hoping to browse through items and find a less pricey product that could complete his needs.
Problem Setting: He might feel overwhelmed and not know where to start when entering Meijer since he only has 2 items in mind but just wants more food at home. He is used to using technological devices but is slightly questionable about using the new Meijer device since he doesn’t want his shopping experience to be anymore stressful than necessary.
MSU Bowl: Persona
by Cleveland Thrasher
For academic purposes only.
User: Lucas has just got into bowling, through suggestions from a few friends from school. He has bowled a few times in the past but wants to improve his game. He has signed up for KIN 106 at MSU, which is a bowling class at Spartan Lanes, the campus bowing alley.
Lucas doesn't have his own equipment and after a few classes he notices that his game performance has been inconsistent. At first he thinks his approach to the lane is varying, however his teacher tells him his form is consistent. Lucas then realizes the house equipment he chooses everyday is not the same.
Lucas brings this to the bowling attendant's attention but he merely replies that Lucas should invest in his own equipment.
Goal: Lucas wants to assess his performance over time.
Info Needed: Lucas would need to know his mood before starting to bowl, which could factor into his performance and his MSU PID to log into the system.
Motivators: Lucas wants to improve! He understands that in order to get better he must identify patterns in his performance and adjust accordingly.
Problem Setting: Variations in house equipment make this task burdensome if not impossible. Bowling attendants can only help so many bowlers at once. Many times balls may physically appear similar but behave differently then thrown. Some shoes may be more worn than others, of fit differently even though they are the same size. Also, Lucas can not watch himself bowl.
Online Affordances: The online environment can serve many users at once, track equipment used, and display the outcome of the particular equipment choice. By showing stats of performance over time, the most beneficial equipment can be suggested for improvement.
Lucas can see how he actual bowls through videos of his games. Information will be highlighted from the video to give tips to improve form, posture, and technique.
Individual games of bowling can be viewed that show equipment used, lane choice, total pins, hit percentage of the pins, ect.
Performance over time can be displayed through an Assessment Tool. Suggestions will be delivered to the user for improvement.
For academic purposes only.
User: Lucas has just got into bowling, through suggestions from a few friends from school. He has bowled a few times in the past but wants to improve his game. He has signed up for KIN 106 at MSU, which is a bowling class at Spartan Lanes, the campus bowing alley.
Lucas doesn't have his own equipment and after a few classes he notices that his game performance has been inconsistent. At first he thinks his approach to the lane is varying, however his teacher tells him his form is consistent. Lucas then realizes the house equipment he chooses everyday is not the same.
Lucas brings this to the bowling attendant's attention but he merely replies that Lucas should invest in his own equipment.
Goal: Lucas wants to assess his performance over time.
Info Needed: Lucas would need to know his mood before starting to bowl, which could factor into his performance and his MSU PID to log into the system.
Motivators: Lucas wants to improve! He understands that in order to get better he must identify patterns in his performance and adjust accordingly.
Problem Setting: Variations in house equipment make this task burdensome if not impossible. Bowling attendants can only help so many bowlers at once. Many times balls may physically appear similar but behave differently then thrown. Some shoes may be more worn than others, of fit differently even though they are the same size. Also, Lucas can not watch himself bowl.
Online Affordances: The online environment can serve many users at once, track equipment used, and display the outcome of the particular equipment choice. By showing stats of performance over time, the most beneficial equipment can be suggested for improvement.
Lucas can see how he actual bowls through videos of his games. Information will be highlighted from the video to give tips to improve form, posture, and technique.
Individual games of bowling can be viewed that show equipment used, lane choice, total pins, hit percentage of the pins, ect.
Performance over time can be displayed through an Assessment Tool. Suggestions will be delivered to the user for improvement.
MSU Dairy Store: Persona
by Marjorie Verlin
For academic purposes only.
User: Caroline, 17, Okemos High School Student
Favorite Activity: Tie between riding her Albanian horse,
Mingle, and attending NHS meetings
Background Information: Caroline and her family go to the Dairy Store after football games in the fall. She always orders Mint Chocolate Chip ice cream and enjoys it every time. Ordering the same flavor allows Caroline to have a clear expectation that she can easily satisfy. She doesn’t want to take the risk of ordering a flavor that she has never tried before because she might be disappointed. While this stable ordering style suites Caroline, it does not please her spontaneous family. They are sick of her boring ways and wish she would step outside of her comfort zone. They have a feeling that once Caroline loosens up and tries new things, not only at the Dairy Store but also at Old Chicago, Taco Bell, and in other areas of life like sports and boys, she will ultimately feel more fulfilled. Caroline is on the computer for approximately 2 hours each day on social networking websites and researching for school. She likes planning ahead and often goes to websites to learn more about a place/function she is going to attend before she attends. Knowing what to expect is the thread that holds Caroline’s mental health together so research and subsequent preparatory information becomes important to
Caroline’s day.
If Caroline could frequent a Dairy Store website that gave her some prediction of what flavor she might enjoy or helped her better understand her options, she would be more willing to order a new flavor. Generally speaking, she likes chocolate and fruity and vaguely remembers a few other flavors at the Dairy Store that would fit the description. She would like to be able to figure out what they are so that she can be prepared before going to the Dairy Store in two weeks after the next game. This would not only give her a personal sense of freedom when ordering but also show her family that they are not related to a broken record personality.
Goal: To feel confident ordering a new ice cream flavor
Motivators: To impress family members who think Caroline is boring
Information needed: Descriptions of flavors and a list of ingredients that comprise the flavors
Problem setting in the physical environment: Caroline is not adventurous enough to order new things. She is easily embarrassed in front of people (even her family) and doesn’t want to risk ordering a flavor that she doesn’t like.
Online Affordances: The online environment would allow Caroline the pleasure of browsing and thinking about the flavors in the privacy of her own bedroom. Specifically, the online space would allow her to weigh her options better than she could in the physical store because it would give her suggestions regarding which flavors she may enjoy.
For academic purposes only.
User: Caroline, 17, Okemos High School Student
Favorite Activity: Tie between riding her Albanian horse,
Mingle, and attending NHS meetings
Background Information: Caroline and her family go to the Dairy Store after football games in the fall. She always orders Mint Chocolate Chip ice cream and enjoys it every time. Ordering the same flavor allows Caroline to have a clear expectation that she can easily satisfy. She doesn’t want to take the risk of ordering a flavor that she has never tried before because she might be disappointed. While this stable ordering style suites Caroline, it does not please her spontaneous family. They are sick of her boring ways and wish she would step outside of her comfort zone. They have a feeling that once Caroline loosens up and tries new things, not only at the Dairy Store but also at Old Chicago, Taco Bell, and in other areas of life like sports and boys, she will ultimately feel more fulfilled. Caroline is on the computer for approximately 2 hours each day on social networking websites and researching for school. She likes planning ahead and often goes to websites to learn more about a place/function she is going to attend before she attends. Knowing what to expect is the thread that holds Caroline’s mental health together so research and subsequent preparatory information becomes important to
Caroline’s day.
If Caroline could frequent a Dairy Store website that gave her some prediction of what flavor she might enjoy or helped her better understand her options, she would be more willing to order a new flavor. Generally speaking, she likes chocolate and fruity and vaguely remembers a few other flavors at the Dairy Store that would fit the description. She would like to be able to figure out what they are so that she can be prepared before going to the Dairy Store in two weeks after the next game. This would not only give her a personal sense of freedom when ordering but also show her family that they are not related to a broken record personality.
Goal: To feel confident ordering a new ice cream flavor
Motivators: To impress family members who think Caroline is boring
Information needed: Descriptions of flavors and a list of ingredients that comprise the flavors
Problem setting in the physical environment: Caroline is not adventurous enough to order new things. She is easily embarrassed in front of people (even her family) and doesn’t want to risk ordering a flavor that she doesn’t like.
Online Affordances: The online environment would allow Caroline the pleasure of browsing and thinking about the flavors in the privacy of her own bedroom. Specifically, the online space would allow her to weigh her options better than she could in the physical store because it would give her suggestions regarding which flavors she may enjoy.
MSU Planetarium: Persona
by Nate Sharp
For academic purposes only.
User: Butters, Age 9, Middle Park Elementary School, 4th Grade
Background Information: Butters is 9 years old and has lived in the small town of Middle Park his entire life. He is also a fourth-grade student at Middle Park Elementary School and his experiences have been typical of conventional small-town life. Butters is a cheerful, naive, optimistic, and passive person as well as an average student. He also has a hard time staying still for too long and tends to fidget with his hands. His friends perceive him as both a fun and nerdy person who maintains a wholesome attitude and mild disposition. His hobbies include a general interest for anything science fiction, playing video games on his computer or iPod, watching movies, and being involved in playground games with his friends, such as Cops & Robbers.
Recently, his teacher has decided to plan a field trip to a planetarium. Knowing that his students have little knowledge about astronomy and the night sky he decides to use an interactive game on the planetarium's website to help teach and prepare them for their visit. The teacher instructs his students to download the planetarium app onto their iPhone or iPod and create a username and password. Butters does this, and decides to simply use his first name as the username. Once all the students have finished setting up their devices the teacher connects the classroom computer to the projector, logs onto the planetarium's website and navigates to the trivia game. He then enters the school's 'team' name for his classroom. The game starts and the students (or more aptly put the 'Players') use their devices to answer the questions. The trivia game starts by briefly posing a question, followed by a list of potential answers. Questions are answered by pressing numbered buttons that correspond to multiple-choice answers. Players that answer correctly the fastest are rewarded the most points. After a short amount of time the correct answer is shown, followed by a brief explanation, fact, or history about it. The process repeats for 15 questions. After each game, the top 5 individual winners, as well as the top 20 highest scoring teams on the entire network, are broadcast in a "Rankings" summary for each game. The top 3 players in each team are awarded points which they can redeem for prizes and the planetarium.
Having a general interest for science fiction and a love for video games Butters decides before the game begins that he wants finish in the top 3 enough times in order to win a prize at the planetarium. By focusing hard Butter's succeeds in his original goal, and wins enough times to earn a prize at the planetarium.
Goal:
‣ Learn about astronomy and the night sky by playing a game
on the planetariums website with his classmates.
‣ Finish in the top 3 enough times in order to win a prize at the planetarium.
Information Needed: A trivia game that can be played as a group, which asks questions about astronomy and the night sky, followed
by the correct answer & a brief lesson about it.
Motivators: Hands on learning experience
‣ Interactive learning that’s entertaining, rewarding and competitive.
‣ It’s competitive and can be shared with others.
‣ Students are rewarded ‘points’ for completing certain games and activities which they can then redeem for toys/items at the gift shop.
‣ A ‘Rankings’ summary provides competition between students and other networks/teams.
Problem Setting: Younger audience
‣ The study of astronomy and the night sky goes far beyond what many younger students understand or can comprehend. The issue would be to create and provide questions & information that appeals
to them while retaining core ideas and facts.
‣ By design, the trivia game & online environment needs to be easy
to navigate and understand, as well as open and inviting.
Online Affordances:
‣ Students can prepare and learn about the planetarium
directly from within the classroom.
‣ Encourages interaction and open dialog among students & teachers, whereas the planetarium's theater is limited to a viewing experience.
‣ Interactive & virtual resources that provide instant
2-way user feedback.
‣ iPod Touch/iPhone app that provides a mobile extension
of the website/online environment.
‣ Explore terms, ideas & information about
astronomy and the night sky.
‣ Share information between users.
‣ Play / interact with content directly.
For academic purposes only.
User: Butters, Age 9, Middle Park Elementary School, 4th Grade
Background Information: Butters is 9 years old and has lived in the small town of Middle Park his entire life. He is also a fourth-grade student at Middle Park Elementary School and his experiences have been typical of conventional small-town life. Butters is a cheerful, naive, optimistic, and passive person as well as an average student. He also has a hard time staying still for too long and tends to fidget with his hands. His friends perceive him as both a fun and nerdy person who maintains a wholesome attitude and mild disposition. His hobbies include a general interest for anything science fiction, playing video games on his computer or iPod, watching movies, and being involved in playground games with his friends, such as Cops & Robbers.
Recently, his teacher has decided to plan a field trip to a planetarium. Knowing that his students have little knowledge about astronomy and the night sky he decides to use an interactive game on the planetarium's website to help teach and prepare them for their visit. The teacher instructs his students to download the planetarium app onto their iPhone or iPod and create a username and password. Butters does this, and decides to simply use his first name as the username. Once all the students have finished setting up their devices the teacher connects the classroom computer to the projector, logs onto the planetarium's website and navigates to the trivia game. He then enters the school's 'team' name for his classroom. The game starts and the students (or more aptly put the 'Players') use their devices to answer the questions. The trivia game starts by briefly posing a question, followed by a list of potential answers. Questions are answered by pressing numbered buttons that correspond to multiple-choice answers. Players that answer correctly the fastest are rewarded the most points. After a short amount of time the correct answer is shown, followed by a brief explanation, fact, or history about it. The process repeats for 15 questions. After each game, the top 5 individual winners, as well as the top 20 highest scoring teams on the entire network, are broadcast in a "Rankings" summary for each game. The top 3 players in each team are awarded points which they can redeem for prizes and the planetarium.
Having a general interest for science fiction and a love for video games Butters decides before the game begins that he wants finish in the top 3 enough times in order to win a prize at the planetarium. By focusing hard Butter's succeeds in his original goal, and wins enough times to earn a prize at the planetarium.
Goal:
‣ Learn about astronomy and the night sky by playing a game
on the planetariums website with his classmates.
‣ Finish in the top 3 enough times in order to win a prize at the planetarium.
Information Needed: A trivia game that can be played as a group, which asks questions about astronomy and the night sky, followed
by the correct answer & a brief lesson about it.
Motivators: Hands on learning experience
‣ Interactive learning that’s entertaining, rewarding and competitive.
‣ It’s competitive and can be shared with others.
‣ Students are rewarded ‘points’ for completing certain games and activities which they can then redeem for toys/items at the gift shop.
‣ A ‘Rankings’ summary provides competition between students and other networks/teams.
Problem Setting: Younger audience
‣ The study of astronomy and the night sky goes far beyond what many younger students understand or can comprehend. The issue would be to create and provide questions & information that appeals
to them while retaining core ideas and facts.
‣ By design, the trivia game & online environment needs to be easy
to navigate and understand, as well as open and inviting.
Online Affordances:
‣ Students can prepare and learn about the planetarium
directly from within the classroom.
‣ Encourages interaction and open dialog among students & teachers, whereas the planetarium's theater is limited to a viewing experience.
‣ Interactive & virtual resources that provide instant
2-way user feedback.
‣ iPod Touch/iPhone app that provides a mobile extension
of the website/online environment.
‣ Explore terms, ideas & information about
astronomy and the night sky.
‣ Share information between users.
‣ Play / interact with content directly.
MSU Sparty Stores: Persona
by Meneka Jayawardene
For academic purposes only.
User: Suzy Smith
Background Information: Suzy is a junior at MSU, and has a very busy class schedule. She relies a lot on coffee to get her through the day. She likes to go to Sparty’s, because there are so many locations on campus. Her classes on Monday are at different locations, and she only has a short time in between them to get coffee. She strives to be punctual and prefers to get to class early to have a few minutes to prepare. The time she really needs coffee is before her 3:00 calculus class in Anthony Hall. Before that, she has a writing class in Wells Hall, which ends at 2:40. Suzy always has her laptop with her, so she goes online to the Sparty’s website.
On the homepage, she is shown a map with all the store locations, and a small icon indicates her location on the map. Two stores are highlighted, engineering and the international center, which are the closest stores to her. The international center is glowing red, meaning there are a lot of people currently waiting in line. The engineering building is glowing green, which means there are only a few people. She hovers over the engineering building, and a small dotted line forms showing her the quickest route to get there. When she clicks on it, she is brought to a page that is displaying all of the store’s information. There is a bird’s eye view diagram of the store, with dots showing the employees and customers. On the side, it shows a small clock that is displaying the estimated time of wait to order, which says 3 minutes. There is also an option that links to a live video of the store. Suzy clicks on that, and is able to move the camera to see different parts of the store. She looks at how many people are in line, and then zooms in to the display case to see what food is left. She goes back to the page and clicks on the step by step directions to the store. The directions were very easy to follow, so she was able to get to the store quickly. She was able to order her coffee in two minutes, and made it to her class five minutes early.
The next Monday, Suzy decides to use the website again, but knows that today her writing class might run late. She goes online during class, and this time she uses the online ordering option. She has used this service before, frequently ordering coffee. The site remembers her past order, and she has the option of ordering it again, so she was able to do that very quickly. She decides to pick it up at the engineering building, and pays with her credit card online so she does not have to pay at the counter. She was able to save even more time because when she ordered online, she could go pick it up quickly without having to wait in line.
Problems:
-Long lines
-Long waiting time to order
-Short time to get to class
-Having to go to location to location
Goals:
-Get coffee quickly
-Going to the best location first
-Finding closet location to class
Solutions:
-Live video of people waiting in line
-Estimated time of wait
-Online ordering service
-Delivery options
-Suggestions of best location based on the customer’s needs
-Directions on quickest routes to stores, and from store to class
For academic purposes only.
User: Suzy Smith
Background Information: Suzy is a junior at MSU, and has a very busy class schedule. She relies a lot on coffee to get her through the day. She likes to go to Sparty’s, because there are so many locations on campus. Her classes on Monday are at different locations, and she only has a short time in between them to get coffee. She strives to be punctual and prefers to get to class early to have a few minutes to prepare. The time she really needs coffee is before her 3:00 calculus class in Anthony Hall. Before that, she has a writing class in Wells Hall, which ends at 2:40. Suzy always has her laptop with her, so she goes online to the Sparty’s website.
On the homepage, she is shown a map with all the store locations, and a small icon indicates her location on the map. Two stores are highlighted, engineering and the international center, which are the closest stores to her. The international center is glowing red, meaning there are a lot of people currently waiting in line. The engineering building is glowing green, which means there are only a few people. She hovers over the engineering building, and a small dotted line forms showing her the quickest route to get there. When she clicks on it, she is brought to a page that is displaying all of the store’s information. There is a bird’s eye view diagram of the store, with dots showing the employees and customers. On the side, it shows a small clock that is displaying the estimated time of wait to order, which says 3 minutes. There is also an option that links to a live video of the store. Suzy clicks on that, and is able to move the camera to see different parts of the store. She looks at how many people are in line, and then zooms in to the display case to see what food is left. She goes back to the page and clicks on the step by step directions to the store. The directions were very easy to follow, so she was able to get to the store quickly. She was able to order her coffee in two minutes, and made it to her class five minutes early.
The next Monday, Suzy decides to use the website again, but knows that today her writing class might run late. She goes online during class, and this time she uses the online ordering option. She has used this service before, frequently ordering coffee. The site remembers her past order, and she has the option of ordering it again, so she was able to do that very quickly. She decides to pick it up at the engineering building, and pays with her credit card online so she does not have to pay at the counter. She was able to save even more time because when she ordered online, she could go pick it up quickly without having to wait in line.
Problems:
-Long lines
-Long waiting time to order
-Short time to get to class
-Having to go to location to location
Goals:
-Get coffee quickly
-Going to the best location first
-Finding closet location to class
Solutions:
-Live video of people waiting in line
-Estimated time of wait
-Online ordering service
-Delivery options
-Suggestions of best location based on the customer’s needs
-Directions on quickest routes to stores, and from store to class
Peace Corps: Persona
by Chad Powell
For academic purposes only.
User: Paul Harris
-Engineering major
-Graduated from Michigan State University
-Looking to start his masters program
-Schools that offer Masters International and what they rank in education standards
-Interested in further his education in civic engineering
-Heard about programs in Africa, trying to find one that suites him
-Interested in places to visit, vacation, site-seeing
-Populations density
-Language barriers
-culture and beliefs present
-number of volunteers specific site is looking for
Goal:
-Finding volunteer opportunity that specializes in the Engineering field in Africa
-Finding masters programs in line with Peace Corps Volunteering that will not only help develop him as a person, but will also help develop his skills as an engineer.
Motivators:
-Resume builder/people skills
-Traveling
-Community Service
-Furthering education while helping
-Meeting new people
-Learn the fundamentals of engineering through the eyes of another country, and maybe that countries obstacles.
Problem Setting:
-Picking a school that offers a engineering volunteer program
-Passing GRE
-Too much information / unorganized
-Program needs ground points
-Cost of GRE test / studying supplies
-Finding a program that is at a university with a prestigious reputation
-These problems could stop someone from wanting to volunteer
-1000 other things that they could possibly be doing.
-Easier to look for jobs, other experience builders.
-Explain why this program is better then just going to a university
for two years.
Online Affordances:
-Cutting out needless information
-Layout is key and necessary for easy navigation
-Having videos of other engineer students who have went through the program (what they liked, didn't like, best school, etc)
-Maybe making a section of the website easily specific to a certain "type" of volunteer (ie. Engineering student/graduate)
-Making a map of locations & how to apply there (which locations
are best for engineering and what countries are most progressive
with engineering)
-Maybe a section is dedicated to majors & programs that would help that field of study (specific type of engineering that the student is focusing on, or even just options of all of them)
For academic purposes only.
User: Paul Harris
-Engineering major
-Graduated from Michigan State University
-Looking to start his masters program
-Schools that offer Masters International and what they rank in education standards
-Interested in further his education in civic engineering
-Heard about programs in Africa, trying to find one that suites him
-Interested in places to visit, vacation, site-seeing
-Populations density
-Language barriers
-culture and beliefs present
-number of volunteers specific site is looking for
Goal:
-Finding volunteer opportunity that specializes in the Engineering field in Africa
-Finding masters programs in line with Peace Corps Volunteering that will not only help develop him as a person, but will also help develop his skills as an engineer.
Motivators:
-Resume builder/people skills
-Traveling
-Community Service
-Furthering education while helping
-Meeting new people
-Learn the fundamentals of engineering through the eyes of another country, and maybe that countries obstacles.
Problem Setting:
-Picking a school that offers a engineering volunteer program
-Passing GRE
-Too much information / unorganized
-Program needs ground points
-Cost of GRE test / studying supplies
-Finding a program that is at a university with a prestigious reputation
-These problems could stop someone from wanting to volunteer
-1000 other things that they could possibly be doing.
-Easier to look for jobs, other experience builders.
-Explain why this program is better then just going to a university
for two years.
Online Affordances:
-Cutting out needless information
-Layout is key and necessary for easy navigation
-Having videos of other engineer students who have went through the program (what they liked, didn't like, best school, etc)
-Maybe making a section of the website easily specific to a certain "type" of volunteer (ie. Engineering student/graduate)
-Making a map of locations & how to apply there (which locations
are best for engineering and what countries are most progressive
with engineering)
-Maybe a section is dedicated to majors & programs that would help that field of study (specific type of engineering that the student is focusing on, or even just options of all of them)
Peckham: Persona
by Cory Pitzer
For academic purposes only.
User: Quinn Hitzel, Student, Michigan State University
Status: Freshman As a first-year freshman (with 20 credits or less),
at Michigan State University and living on campus, having a car is prohibited. Luckily, she has a semester pass for the Capital Area Transportation Authority (CATA) bus system.
Major: Family Community Services (Bachelor of Arts) Students are prepared to work in community and governmental agencies and organizations that provide human services within changing societies and serve children, youth, and families. Students select a concentration to focus on: early childhood, education, child and youth development, or adult development. They are expected to work in community agencies as a volunteer during the course of their study (Source: www.reg.msu.edu).
Class: FCE 270: Introduction to Family Community Services One of the classes that Quinn is taking to complete her undergraduate degree is FCE 270, which is described as: Family community services from an ecological perspective. Professional orientation and factors influencing the field. Participation in community agency required (Source: www.reg.msu.edu).
Employment: Works part-time in on-campus dormitory cafeteria, 11 hours per week. Shifts are on a fixed schedule in two-week rotations. She received Work Study from financial aid and therefore must work in order to contribute to the payment of her tuition and housing fees, as well as the repayment of student loans. With having to manage work and a rigorous class schedule including study time, etc, this indicates that time availability becomes an obstacle in the volunteering process.
Conclusion/Deliverables: In conclusion, Quinn’s class requires her
to put in volunteer time around the greater Lansing area. Through the school she has pre-arranged that she will be volunteering with Peckham Industries. Where other audiences would be required to fill out an application, she is able to bypass that step and go straight to volunteering. Since Quinn’s transportation and availability is limited, I propose a tool that will allow her to access all the information she would need to know about upcoming events through Peckham and help her quickly and effectively find opportunities that will fit into
her schedule.
For academic purposes only.
User: Quinn Hitzel, Student, Michigan State University
Status: Freshman As a first-year freshman (with 20 credits or less),
at Michigan State University and living on campus, having a car is prohibited. Luckily, she has a semester pass for the Capital Area Transportation Authority (CATA) bus system.
Major: Family Community Services (Bachelor of Arts) Students are prepared to work in community and governmental agencies and organizations that provide human services within changing societies and serve children, youth, and families. Students select a concentration to focus on: early childhood, education, child and youth development, or adult development. They are expected to work in community agencies as a volunteer during the course of their study (Source: www.reg.msu.edu).
Class: FCE 270: Introduction to Family Community Services One of the classes that Quinn is taking to complete her undergraduate degree is FCE 270, which is described as: Family community services from an ecological perspective. Professional orientation and factors influencing the field. Participation in community agency required (Source: www.reg.msu.edu).
Employment: Works part-time in on-campus dormitory cafeteria, 11 hours per week. Shifts are on a fixed schedule in two-week rotations. She received Work Study from financial aid and therefore must work in order to contribute to the payment of her tuition and housing fees, as well as the repayment of student loans. With having to manage work and a rigorous class schedule including study time, etc, this indicates that time availability becomes an obstacle in the volunteering process.
Conclusion/Deliverables: In conclusion, Quinn’s class requires her
to put in volunteer time around the greater Lansing area. Through the school she has pre-arranged that she will be volunteering with Peckham Industries. Where other audiences would be required to fill out an application, she is able to bypass that step and go straight to volunteering. Since Quinn’s transportation and availability is limited, I propose a tool that will allow her to access all the information she would need to know about upcoming events through Peckham and help her quickly and effectively find opportunities that will fit into
her schedule.
Wharton Center: Persona
by Kristina Moore
For academic purposes only.
User: Matt Howard, age 23
Background Information: Matt is a senior at Eastern Michigan University, but works part time at a local restaurant. He has a very outgoing personality, and therefore is very social with a large friend group. The majority of his friends go to MSU so he is frequently traveling to East Lansing, but as he comes from a lower income home, has to spend money sparingly and carpools as often as possible. He drives a Geo Tracker, which is quite old and in poor condition, so he prefers not to drive when possible. He lives for music, particularly of the punk/rock/alternative genre, and plays guitar, bass guitar, drums. His favorite band is Taking Back Sunday, but other particular favorites include: Blink 182, Weezer, Senses Fail, Armor for Sleep, Emery, and Finch. He is in an alternative band, as the bass guitar player and singer, with friends from home, they have recorded 2 cds and have played multiple amateur battle of the bands around Michigan. Matt and his friends are frequent concert goers and generally check band websites frequently or sign up to band alert emails, they tend
to go to about around 5 concerts per year.
Goal: To find an appealing conert to go to in a relatively
close time frame.
Information Needed: What concerts are playing, what band(s), Date/Time of concert, how to buy tickets, who will buy tickets, price of tickets, who else will be going, scheduling conflicts (possible school midterm week, upcoming tests/projects, group project meetings, etc.), travelling plans, other bands that may be playing in addition to TBS.
Motivators: TBS is his favorite band and he has only seen them once beofore. Tickets for students are particularly cheap, and with a friend who is an employee, he can get very good seats. His 2 best friends and bandmates are going as well, so he know he will have fun.
Problem Setting: He isn’t signed up for any MSU announcements of concerts and events, so he has to rely on his friends to be informed. He is about an hour away, so in addition to school and work, the chance that the concert plus travelling time will fit perfectly in his schedule is highly unlikely. He may have problems with his car or if he were to not have enough spare money for gas to travel. He may have been inable to buy a student ticket (which is about half of the price) for various reasons.Other friends could be inable to go, therefore he would be inable to go.
For academic purposes only.
User: Matt Howard, age 23
Background Information: Matt is a senior at Eastern Michigan University, but works part time at a local restaurant. He has a very outgoing personality, and therefore is very social with a large friend group. The majority of his friends go to MSU so he is frequently traveling to East Lansing, but as he comes from a lower income home, has to spend money sparingly and carpools as often as possible. He drives a Geo Tracker, which is quite old and in poor condition, so he prefers not to drive when possible. He lives for music, particularly of the punk/rock/alternative genre, and plays guitar, bass guitar, drums. His favorite band is Taking Back Sunday, but other particular favorites include: Blink 182, Weezer, Senses Fail, Armor for Sleep, Emery, and Finch. He is in an alternative band, as the bass guitar player and singer, with friends from home, they have recorded 2 cds and have played multiple amateur battle of the bands around Michigan. Matt and his friends are frequent concert goers and generally check band websites frequently or sign up to band alert emails, they tend
to go to about around 5 concerts per year.
Goal: To find an appealing conert to go to in a relatively
close time frame.
Information Needed: What concerts are playing, what band(s), Date/Time of concert, how to buy tickets, who will buy tickets, price of tickets, who else will be going, scheduling conflicts (possible school midterm week, upcoming tests/projects, group project meetings, etc.), travelling plans, other bands that may be playing in addition to TBS.
Motivators: TBS is his favorite band and he has only seen them once beofore. Tickets for students are particularly cheap, and with a friend who is an employee, he can get very good seats. His 2 best friends and bandmates are going as well, so he know he will have fun.
Problem Setting: He isn’t signed up for any MSU announcements of concerts and events, so he has to rely on his friends to be informed. He is about an hour away, so in addition to school and work, the chance that the concert plus travelling time will fit perfectly in his schedule is highly unlikely. He may have problems with his car or if he were to not have enough spare money for gas to travel. He may have been inable to buy a student ticket (which is about half of the price) for various reasons.Other friends could be inable to go, therefore he would be inable to go.
Wharton Center Usher: Persona
by Alina Tredeau
For academic purposes only.
User: Sydney James, Student at Michigan State University
Background Information: Sydney is a current Senior at Michigan State University in the College of Arts and Letters. She has a background in dance which includes ballet, hip hope, jazz, and lyrical starting at age four. She has always been interested in theatre and enjoys going to see performances but is also very busy with classes. Her close friends also enjoy dance and have similar backgrounds. She tends to be the organizer for the group of friends whenever they have an activity to plan. The group tries to do activities that they can all do together.
Goal: River North Chicago Dance Company is coming to the Wharton Center for Performing Arts on Michigan State University’s campus. Sydney and six of her friends would really like to see the show but have not yet been to the Wharton Center and therefore don’t know much about the venue, seating choices and costs. Their goal is to make sure they all sit together and that all of them have a good view.
Design Intervention: I propose a website tool that includes the following to enhance Sydney and her friends experience:
- The site will allow you to chose the show you are interested in, and depending on the show you chose, the entire experience will change to correlate with that type of experience.
- The online environment will then offer a number of options for the user. One of the options will be to view show costs for seeing the show live, and then also show costs for watching the show online.
- Sydney chooses to watch the show live. She can then choose seats for herself and her 6 friends. She can click on any view in the orchestra level or grand tier level and move closer, farther, or to the right or left. She can choose to only see views where there are seven seats together and can therefore check that each seat has a good view and that they can sit together. She chooses the view she would like and the digital usher selects those seats for her. She can now buy tickets and receive any additional help from the digital usher. The digital usher could provide an interactive map to direct her and her friends not only to the Wharton Center, but to their specific seat. At any point she can ask the digital usher to check the program or get show ratings. With the helps of these tools Sydney and her friends can make informed decisions about the show and watch it together from the place of their choosing.
For academic purposes only.
User: Sydney James, Student at Michigan State University
Background Information: Sydney is a current Senior at Michigan State University in the College of Arts and Letters. She has a background in dance which includes ballet, hip hope, jazz, and lyrical starting at age four. She has always been interested in theatre and enjoys going to see performances but is also very busy with classes. Her close friends also enjoy dance and have similar backgrounds. She tends to be the organizer for the group of friends whenever they have an activity to plan. The group tries to do activities that they can all do together.
Goal: River North Chicago Dance Company is coming to the Wharton Center for Performing Arts on Michigan State University’s campus. Sydney and six of her friends would really like to see the show but have not yet been to the Wharton Center and therefore don’t know much about the venue, seating choices and costs. Their goal is to make sure they all sit together and that all of them have a good view.
Design Intervention: I propose a website tool that includes the following to enhance Sydney and her friends experience:
- The site will allow you to chose the show you are interested in, and depending on the show you chose, the entire experience will change to correlate with that type of experience.
- The online environment will then offer a number of options for the user. One of the options will be to view show costs for seeing the show live, and then also show costs for watching the show online.
- Sydney chooses to watch the show live. She can then choose seats for herself and her 6 friends. She can click on any view in the orchestra level or grand tier level and move closer, farther, or to the right or left. She can choose to only see views where there are seven seats together and can therefore check that each seat has a good view and that they can sit together. She chooses the view she would like and the digital usher selects those seats for her. She can now buy tickets and receive any additional help from the digital usher. The digital usher could provide an interactive map to direct her and her friends not only to the Wharton Center, but to their specific seat. At any point she can ask the digital usher to check the program or get show ratings. With the helps of these tools Sydney and her friends can make informed decisions about the show and watch it together from the place of their choosing.
Wild Goose Inn: Persona
by Brittany Jensen
For academic purposes only.
User: Jill age 46
Jill is a married mother of two children. Her oldest daughter is in college at WMU in their hometown of Kalamazoo, Michigan. Her other daughter is a senior in high school, but college is right around the corner for her. For Jill and her husband Jack money is a little tight. With their wedding anniversary right around the corner she wants to plan a get-a-way that feels like they are taking an exotic vacation, but still has the convenience of being close to the kids. Affordability is essential to the place that they will choose.
Goal: To find an affordable comfortable stay that has all the comforts of home but also feels like they traveled to a different place.
Motivators: Afforability. They want a great price for a great stay, and they want to be in a prime location for local events and activities.
Problem Setting: They are not from the area so finding out about the Wildgoose Inn may be tough. It is small so they will have to book far in advance. The only way to view it in advance is on the internet.
Online Affordances: The online environment will provide all the necessary information needed to book a room without actually having to talk to a person. You can view the room, makes plans, get directions, book your stay, etc.
For academic purposes only.
User: Jill age 46
Jill is a married mother of two children. Her oldest daughter is in college at WMU in their hometown of Kalamazoo, Michigan. Her other daughter is a senior in high school, but college is right around the corner for her. For Jill and her husband Jack money is a little tight. With their wedding anniversary right around the corner she wants to plan a get-a-way that feels like they are taking an exotic vacation, but still has the convenience of being close to the kids. Affordability is essential to the place that they will choose.
Goal: To find an affordable comfortable stay that has all the comforts of home but also feels like they traveled to a different place.
Motivators: Afforability. They want a great price for a great stay, and they want to be in a prime location for local events and activities.
Problem Setting: They are not from the area so finding out about the Wildgoose Inn may be tough. It is small so they will have to book far in advance. The only way to view it in advance is on the internet.
Online Affordances: The online environment will provide all the necessary information needed to book a room without actually having to talk to a person. You can view the room, makes plans, get directions, book your stay, etc.
10.19.2009
Project 2: Part 2: Project Brief/Persona
Project Brief Step 1: Setting the problem
and Defining an Audience
Using your activity diagram and the annotated "Perceptions/Interpretations", "Evaluations" and "Proposals" begin to determine ways in which the online environment can offer affordances that the physical environment can not.
Along with setting a problem, your project brief will define a range of audiences you foresee as possible users. Identify 3 different audiences. Outline these audiences in terms of your establishment/organization's physical environment, refer back to your activity diagram to help you generate these possible audience scenarios.
These are specific questions to answer in your Project Brief. Answers these questions for at least three different audiences. Bring a draft of your brief to your midterm meeting.
Goal:
What is the end goal of the audience member's search?
Information Needed:
What information do they need to met this goal?
Motivators:
What is motivating this particular audience
member to perform their search?
Problem setting:
What are the problems or obstacles they may encounter during their search in the physical environment? What factors play into this? Consider the variables in audience knowledge, past experience, and motivators that make this a problem.
Affordances:
What can the online environment provide to this particular user that the physical environment can not? How? Be specific.
Project Brief Step 2: Creating a "Persona"
Now that you have identified three possible audiences, you need to select one to develop further and make final decisions in regards to the Goal, Information Needed, Motivators, and Problems. This will be the audience you are working with in the creation of your online environment. You are essentially creating a "Persona". See the reading from About Face about the use and structuring of personas in interaction design.
and Defining an Audience
Using your activity diagram and the annotated "Perceptions/Interpretations", "Evaluations" and "Proposals" begin to determine ways in which the online environment can offer affordances that the physical environment can not.
Along with setting a problem, your project brief will define a range of audiences you foresee as possible users. Identify 3 different audiences. Outline these audiences in terms of your establishment/organization's physical environment, refer back to your activity diagram to help you generate these possible audience scenarios.
These are specific questions to answer in your Project Brief. Answers these questions for at least three different audiences. Bring a draft of your brief to your midterm meeting.
Goal:
What is the end goal of the audience member's search?
Information Needed:
What information do they need to met this goal?
Motivators:
What is motivating this particular audience
member to perform their search?
Problem setting:
What are the problems or obstacles they may encounter during their search in the physical environment? What factors play into this? Consider the variables in audience knowledge, past experience, and motivators that make this a problem.
Affordances:
What can the online environment provide to this particular user that the physical environment can not? How? Be specific.
Project Brief Step 2: Creating a "Persona"
Now that you have identified three possible audiences, you need to select one to develop further and make final decisions in regards to the Goal, Information Needed, Motivators, and Problems. This will be the audience you are working with in the creation of your online environment. You are essentially creating a "Persona". See the reading from About Face about the use and structuring of personas in interaction design.
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