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inworks

InWorks is an application for students and professionals to share their work and engage in live critique with integrated augmented reality to capture and share 3D work. It adapts to the virtual classes, runs on existing devices (mobile, tablet, or desktop), and creates an immersive critique experience.

DURATION

10 weeks, Apr 2020 - Jun 2020

TEAM

Joanne Chen, Jasper Xie, Yuna Shin, Julia Kolde, Olivia Quesada

CONTRIBUTION

Research, Ideation, User Flow, Visuals

 
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CLASS DASHBOARD

The Class Dashboard shows the current studio classes the student is taking. For each class, there is a built in space for each student to upload and present their work.

Dot Indicator
The dot indicator places next to the individual name shows the active and inactive status of students, which can encourage spontaneous critiques and collaborations.

Enter Live Critique
Enter Live Critique Button allows for easy, direct access to classes.

LIVE CLASS CRITIQUE

Comments

Students can use the drawing pen, comment section, highlighter, object part selector, and AR snapshot tool to add comments to the student projects presented.

Timeline

Archived critiques can be viewed at the bottom timeline chronologically for reference later in the future.

VR/AR Workspace

AR viewport allows users to see the object in real life situation with a sense of scale. Screen captures can be annotated for later review

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FILE UPLOAD

To upload work from the student's device, simply click on the plus button on the top right of the profile. The security setting allows one or more person to view the work.

PROFILE

The Profile shows all the work the student uploaded for different classes, which allows for easy access and edit.

Link Sharing

Share work directly with others outside of designated class to critique for critique and feedback 

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design challenge

How might we provide a more immersive communication tool for art and design students in order to have an effective learning experience?

 

contextual inquiry

To better understand and gain empathy for our target group, we proceeded in conducting research on college students taking studio-based classes through survey and semi-structured interviews. Through these design methods, we were able to gain insight into the problems students faced after transitioning to remote learning. 

 

BACKGROUND

Due to COVID-19, most schools have switched to remote learning, and thus impacting students who need physical facilities and spontaneous interactions the most. Looking at existing majors and how classes are taught at colleges, we determine that students working with 3D materials have the least supported platform and resources to build their projects.

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RESEARCH INSIGHTS

Lack of Communication 

Students missed the ease of communication and spontaneous “working together” time and sharing in person. 


Tools for Collaboration 

Students lose a sense of scale and detail when seeing other’s work in online critiques.
 

Physical Tools and Materials

Tools available such as Zoom and Google Meet do not provide an effective space for critique and feedback.

SECONDARY RESEARCH

95% of teens own a smart device, allowing augmented reality in education to be more accessible.

35% increase in student engagement and retention when learning with immersive and 3D technologies.

DESIGN PRINCIPLES

Accommodating

Accessible across living situations.

Fluent

Easily integrated with other virtual communication tools.

Immersive

Engages students in class projects and critiques.

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define

After empathizing with the users, we created personas to makes sure we are creating the product with the specific users in mind while considering the others that might be excluded.

 

ideation

With our personas, we began to ideate. In the beginning, we wanted to design a mixed reality platform that would let users interact with projects freely, but after discussing the potential harms, we switched to a more accessible solution.

 

INITIAL IDEA & POTENTIAL HARMS

Based on our research and findings, we decided to work on a solution that is based on Mixed-Reality as it provides a responsive 3D interactive experience. We briefly ideated how the device is going to work with our device and the potential harms it might have.

Affordability

Financial cost of either the teaching facility and/or students may make it difficult to acquire.


Accessibility  

Like other online tools, limited or lack internet ac cess can inhibit use of the program and device.

The device is also somewhat heavy making hard to wear for some users whether it’s a physical restriction of putting it on.

Security

Keeping users and their data secure and private

ITERATION

After discussing, we decided the original concept is not practical for any SES. We then shifted our concept to an application that can be installed on several devices, preferably a tablet. This also meant that we shifted from mixed reality to augmented and virtual reality to accommodate multiple devices.

We considered the weight, battery life, and affordability of the Hololens itself.

We realized the accessibility concerns of going this futuristic at a time with COVID-19. Instead, the project pivoted to exploring ways we could make this tool as a practical solution for students with their existing devices.

user flow & prototype

Below are the user flow and prototype in Figma of InWorks, the app we designed for studio classes. There were different ideas of the features that should be included, the most important being a studio that are held in class and in a shared envirnoment.

 

style guide

Below are the fonts we use, the size, the branding, and primary colors.

 

acknowledgement

Many thanks to 24 participants who helped us in our design research. They are from :

ArtCenter College of Design (Pasadena, CA), Edmonds College (Lynnwood, WA), Illinois Institute of Technology (Chicago, IL), Pratt Institute (Brooklyn, NY), Rhode Island School of Design (Providence, RI), University of Washington (Seattle, WA)