Group Research Project 1

Through our product, human connections and interactions are enhanced, and in a way, the ability to focus is regained.

After learning that we could explore the idea of digital addiction, we decided to create a device to combat it. This decision was easy as all group members could relate to it and strived to find feasible solutions.

Knowing that this product would be used for over 100 years, as stated in the prompt, we needed to investigate and come up with futuristic ideas that would be adequate for those times. In our brainstorming, we imagined how the Apple Vision Pro would look in the future, and how we could reverse its functions to de-alienate people and "aid" a commonly decreasing attention span. This would require a simplification of its interface and the inclusion of hearing hardware. In the following section, our different sketches are presented and explained, showing the evolution of our product.

-SKETCHING-

~HARDWARE~

Sketch 1

Our first sketch was of a common headset that covered almost the entire upper part of the head. It had a button on the left side that controlled the level of focus the user could achieve. This level of focus would be measured on a scale from one to five, with one being "normal focus" and five being "absolute focus". This emphasis on concentration comes from our projection that by 2124, our ability to focus would have decreased exponentially. The headset would also reach the ears, allowing it to adjust the volume of sound or completely cancel it.

The problem was that it was too big and probably too heavy. It would be uncomfortable to wear given how much of the head it covers, how tight it must be for it to stay in place, and how awkward it would be to carry around.

Sketch 2

In our second sketch, everything became smaller and more compact. This design solves the weight, size and portability problems, making it more “normal” to carry around. The button that changes the level of focus is much smaller than it was before. Also, the temple tip of the glasses can be inserted into the ear, controlling the volume as it did in the first design.

The downside of this design is that it is too normal, and not “futuristic” enough. That's why, as a group, we brainstormed again the definition of futurism and made the respective modifications.

Sketch 3

In sketch 3, we went all out with our imagination.

We included a magnetic nose pad to make the glasses levitate slightly over the nose arc, avoiding the marks left by normal nose pads
The glasses can also measure the eyesight of the user, adjusting to their visual acuity. This way anyone, no matter their eyesight, can use the visor.
We included a visual display of the "level of focus" the person is on so that others can comprehend that that person wants to concentrate. To increase the level, the person just needs to tap on the right side of the temple.

Additionally, we started to define the distinct features the product would have on its different levels. For example, when the user activates level 5 of "focus", a cover comes out of the frames, allowing the user to be completely dissociated from what is around them except what is in front of them.

For safety measures, an outsider can deactivate the glasses just by taking them off the person.

Next, we will show our sketches of what the user will see and hear while wearing the glasses on each level of focus.

~INTERFACE~

Lv. 1

relaxing music
can see what is around them

Lv.2

relaxing music
the volume of the background music is partial
good for studying in public places as you can still be slighly aware of your surroundings

Lv. 3

no music
makes screens non-visible (detects blue light and cancels it)
good for having conversations with other people and avoid being distracted by screens

Lv. 4

noise cancellation of background noises except for one the user chooses to hear
- the glasses ask the user which one of the voices peaking he wants to hear
  - the user chooses by blinking
good for lectures as the person can choose to only listen to the speaker
They can only see what is in front of them

Lv. 5

complete noise cancellation
can only see what is in front of them
adjusts level of light of what is being seen so that there is no damage to the eyes
its good for studying at the library for a long time

While we were sketching how the different levels of focus would look to the user, new ideas were presented such as choosing what voices to hear at Level 4 or making screens non-visible at Level 3.

After defining all the features our glasses were going to have, we started prototyping.

-PROTOTYPING-

Materials:

1X Recycled rectangle of cardboard
1X Glue gun
1X Metallic glide cutter
1X 20 cm ruler
1X Scissor
2X Glue sticks
3X A3 white papers

We began the prototyping process by measuring and cutting the cardboard With that piece of cardboard, we obtained the visor.

Then we made the handles that would go on each side of the headset.

We united the parts and out prototype begun having the structure of a headset. To make sure it fit comfortably, Adela tried it on and saw that they were stable.

These pictures show the cardboard frame that was placed on top of the screen. Figure 11 shows how we left a gap to be able to change the screen as we display the different "levels of focus" on our presentation.

The first two pictures show the screens we inserted into the glasses to display what the user watches while wearing them. The third picture shows how we recreated the display of the buttons so that the people outside can see which level of focus the person is on. Normally, what the person sees on their screen is only shown to them but for the sake of the presentation, other people can see it too.

The pictures show a vision blocker made out of paper we built to simulate the total focus state. In the second picture, the vision blocker comes out of the frames as the user activates levels 4 or 5. In the third picture, the vision blocker is locked in as the user is on levels 1, 2 and 3.

In the video, the paper accordion retracts and expands, partially simulating what it should do automatically.

IMG_0585.MOV

The following pictures exhibit the final version of the prototype and how it looks on each level.

-IMAGES OF FINAL PRODUCT-

Provide the title of your performance and give your opinion on the successes and the failures of the artifact. Does it relate to the established form of interaction you identified in your research? Did you clearly showcase the detailed interaction of the artifact? Did you illustrated the complex nature of technology in a critical way? Are there any changes you would do?

53.MP4

A vacation to Mars

In my opinion, the artefact we designed was partially successful. It did fulfil the prompt and the requirements for it to be considered interactive.

For instance, based on the texts we have read, I would categorize it with a high degree of interactivity. The glasses can recognize physical (ie. tapping the temple to change the level) and non-verbal (ie. if the person is squinting their eyes, they adjust the level of light of what is being seen) signals, which produce a response that benefits the user. It also is easy to understand how to use given its minimalistic nature. Moreover, it provides feedback (ie. the light signal changes when the level is modified) as the user acts.

Yet, I feel that we lacked making it more futuristic and creative. Also, I would have liked to make a more elaborate prototype that includes more features and comes closer to our vision.

I also feel that our performance did not put enough emphasis on the interactive elements we had mentioned in our planning.

Moreover, through our exploration and display of the benefits and possible dangers of the product, we were able to show the complex nature of technology.

Commentary on the the project titled "坐":

Team 坐 designed an artefact that addressed the prompt of digital addiction. They created a smart seesaw that encouraged the interaction of students and required their mutual collaboration. While they were performing, I thought that their product was interesting and I liked how they made the seesaw model balance itself once it had the two dolls on top.

In terms of meeting the criteria, the artefact idea was innovative, especially after they integrated the suggestions made by the teacher who pointed out different scenarios they could consider. The performance was clear and entertaining. After that, I fully understood the functionality of the product. However, as stated in the criteria, the performance should have included more acting than describing what was happening. With relation to the props, I liked their design and the integration of the dolls intrigued me even before the performance had started. It shows that they did invest time in creating their prototype and creating their script.

As the artefact was shown through the story of two NYUSH students who dealt with communication issues, I could see myself in their shoes and it convinced me to want to try the product. I would suggest that the members find a way to avoid the long narration and participate more in the acting. Also, they should research present technologies and analyze if their product could be made now. If that is the case, they should explore more ways to make the design more futuristic.

PROPS

PERSONAL CONTRIBUTIONS & OPINIONS ON TEAMWORK

In my group, I was the one responsible for writing the documentation. That meant that I was taking pictures and recording our every idea on the group planning sheet. However, I also took on the role of doing all the sketches and participated in the assembling of the prototype. In terms of teamwork, I feel that each member was responsible as everyone did their part before the deadline. However, I did feel like the workload wasn't correctly distributed and I would have preferred that some would have gotten more involved.

SCRIPT

Location: Local Coffee shop

(Denisse and Adela are drinking coffee)

(Denisse is not paying attention to the conversation)

(Talking about their day; futuristic components of how their flying car is malfunctioning)

(Planning a trip to mars for next spring break)

(She gets a phone call from her friend)

(Is very unfocused and is not listening to Adela)

(During conversation Adela asks Denisse how to get to her house from the coffee shop, she can't think for herself and searches for it on Chat gpt.)

(Adela is amazed and surprised by this can’t take it any more)

(Adela sees old Friend Joaquin enter coffee shop. )

(He sits with them and they start to catch up)

(Haven't seen you since we had Quantum cooking 101)

(He gets a phone call he does not one to answer, puts on glasses)

Adela is very curious why he just put the glasses on

He explains they prevent him from seeing any screens and fully engage in human contact

**Puts on glasses in level 3

**On level 2 they provide more relaxing music, better to study

**Level 3 better for conversations and avoid being distracted

**changes to level 4 since sound is to loud so just want to listen to one person

(she tries them on and likes them)

(Conversation continues with Adela and Denisse is still stuck on her phone)

(Adela Tries on the glasses,Conversation continues, Joaquin has to leave for a meeting Denisse just realizes Joaquin was sitting with them. )

Joaquin puts glasses on level 5 to walk while listening to a podcast, too much concentration on the podcast gets him run over by a car.)

Page updated

Report abuse