• This milestone is a check-in of our progress in the studio work of our project, which enables a modification made for previous versions of Product Design Specification, as well as considering a plan for the graduate exhibition MADA NOW.

• The shift made from the last milestone presentation was more effective communication made verbally and visually since I believe further improvement in my communication of concepts from the Develop Portfolio has to be done. 

• For example, I attempted to put more effort into the modifications made for the PDS as a checklist by using colours to label different items inspired by my peers in the way they used to do.

• Compared to last time, I also tried to simplify my presented ideas of my physical prototypes instead of taking a video documenting the journey of myself explaining and interacting with the prototypes, where this time I decided to use a few keywords of "study -> quiz -> self-review" which successfully led to the point in a limited time of presenting.

• To show a sense of consistency, I have changed the colour palette of the presentation slides that match the designed zine pack that will be delivered instead of a natural green tone, which led to a stronger identity and recognition as a whole honours project.

View presentation via: https://docs.google.com/presentation/d/1nKayokVxJLdoEXhMgV4WhFHqcCcPchEbgTGMrCckRGA/edit?usp=sharing 

The reason why "deeper engagement" has changed to "consistent engagement" since "deeper engagement" could still refer to bringing in a sense of motivation in action for the learners to learn Kanji in my project, whereas changing its wording will be more accurate in terms of the project objective mentioned past weeks.

How might illustration direct Kanji learning toward a consistent engagement in students with an English-speaking background?

A sketch of how my final proposed idea could be worked out for the G.UTS exhibition under peer and supervisor's guidance

print ready document for the physical mockup

• The above image carousel shows the cover design of the answer guide and the sketch. The last image was referenced due to the rounded type providing me with a sense of friendliness and flexibility, reminding me of the idea of learning through making mistakes throughout a language learning experience (designed by Shogo Kishino).

• "Answer sheet" should be changed to "Answer guide" for the final production since the printed outcome is not a single sheet but more like a booklet for flipping the pages.

• The idea of these package covers of the zine packs is to apply the symbolism of the character 漢 within the Japanese word Kanji (漢字), which stands for Chinese in general, eg. Chinese language and culture.

• As these illustrations of 漢 only serve aesthetic purposes, Chinese symbolisms such as architecture and traditional patterns applied in Chinese-traditional-looking fonts were inspired to convey the idea of Chinese for each of the 6 illustrations, instead of only conveying a single idea of Kanji learning by showing illustrations of Kanji textbooks (which if 漢 was applied within the zine content for learners actually to learn through this is most likely how it will be visualised into)

• The title of the zine "Understand. Think. Remember." was adapted from the previous phrases I defined for the learning process to be practised "study -> quiz -> self-review", where you first understand from the illustrations by studying through -> think with the illustrations to answer the designed prompts throughout the quiz -> and lead to a stronger mental image from what learners remembered the illustrations.

Old designs by experimenting with colour filters, but found out the colours did not match the friendliness feeling that I would like to bring out to the end-users

Initial thumbnail sketches

Screenshots from the instruction manual design