SUPERVISION MEETING 

USABILITY TESTING

• Throughout the carried user test, the testing was proposed to be testing the effectiveness of the primary deliverable of my flashcards, in order to discover any directions that need to be done for the next steps – as known as Dion belongs to my target audiences who are intermediate Japanese learners with an English speaking background I have invited him for the user test during our meeting

• The test was carried out to confirm whether a change of the research question has to be done throughout the conversation with Dion, as well as to discuss how to modify its wording through my current design works

• As the tested product is still under development and presented as a mockup at this stage, the verbal feedback received:

  • It was first confusing what actions have to be done without my explanation, therefore an instruction manual needs to be included

  • The cards can be perforated, as the illustrations and the corresponding meaning cards are designed to be separated in the learning activity rather than using a pair of scissors

  • Challenging

  • Difficult

  • Effective in learning

  • Amazed at how many Japanese he could memorise

  • Engaging

  • Fun

MODIFICATION OF RESEARCH QUESTION

• The sense of engagement was successfully brought to Dion while carrying out the usability test, which further confirms the project's intention should be to shift from motivating to engaging the learners

• It has been observed the project scope of motivating learners can be broad since the degree of motivation varies in different learners in their different learning attitudes and styles – Plus in the past discussion with Robbie, we talked about how we intend to maintain motivation in learners who are already motivated and not to lose their motivation, but once the final project is delivered it is unsure that the learners who interacted are actually the ones who have a motivated mindset

• Deeper engagement: assumes that the learners are already engaged from their usual curriculum in Japanese institution or their learning habits/routine, which my illustrations will enable them to lead to a deeper engagement in Kanji learning

REFINED KANJIS

ILLUSTRATION CONCEPTS IN VISUAL LANGUAGE

• The feelings I intended to convey through visual language give me a sense of ensuring that they could illustrated closely related to the Kanji meanings in terms of the message, which will be also reviewed by peers in the future.

NEXT STEPS

• The cover dimensions of flashcards W117 x H121 mm

• Instruction manual of the flashcards

• Possible direction: Further work on the prompts/design on the explanation of the kanji as a memorisation method could be done as mentioned in past interviews

• At this point, the mockup shows 6 illustrated kanji from a single set of learning material, so may think of a way to connect the 6 kanjis in a way for memorising? (May test that out on GUTS)