Introduction
In Milestone 1, we focused on office workers and augmenting the office environment. However, after doing some additional research, we learned that this population has been studied quite throughly already, meaning that there was minimal opportunity for improvement. Additionally, this population was very broad - while the environment of different office workers may be similar in some cases, there are also a lot of differences between offices.
For Milestone 2, we chose to narrow down to a more specific niche population - architecture students at the University of Michigan Taubman College of Architecture and Urban Planning (TCAUP). We chose this population because we have reasonable access to members of this population, had some previous understanding of the architecture studio space (one of our team members was previously an undergraduate architecture student in TCAUP), and thought that there were ample opportunities for augmentation of this environment.
For Milestone 2, we chose to narrow down to a more specific niche population - architecture students at the University of Michigan Taubman College of Architecture and Urban Planning (TCAUP). We chose this population because we have reasonable access to members of this population, had some previous understanding of the architecture studio space (one of our team members was previously an undergraduate architecture student in TCAUP), and thought that there were ample opportunities for augmentation of this environment.
Study Design
Research Questions
In conducting our study, we aimed to answer the following questions:
- What does the day-to-day life of an architecture students look like?
- How do they use their workplaces?
- Where do they work, socialize, eat, exercise, and rest?
- Are they satisfied or concerned with their current routines?
- How do architectures students feel about their current workplaces?
- How could their physical spaces be altered to improve mental health, happiness, or productivity?
To better understand our target population, we used two methods: a diary study and a survey. This gave us the benefit of both depth and breath, by allowing us to get specific, detailed information from a few people, and general information from a lot of people. Because no one on our team is a member of our target population, we thought that having both depth and breadth in our study was essential in allowing us to truly understand our population.
Diary Study
Using our diary study (Figure 1), we collected thoughts from architecture students over the course of 3 days. Each day our participants filled out one of two forms, depending on whether or not they would be doing work in the architecture studio that day or not. To find out more about the daily habits of our participants, we asked about what tasks they planned to work on during the day (as well as whether or not they completed them, and what helped or hindered them in completing the tasks), what their biggest frustrations and accomplishments for the day were, how many hours they spent working in the studio, and how they were feeling about working in the studio that day. In order to get a better understanding of how they balanced school work with other activities, we also asked if the participated in any free-time activities during the day.
In addition, each day we asked one additional question to find out more about how they generally use their desk space, and the architecture studio space in general. Finally, to get a better idea of the studio space that architecture students use, we also asked our participants to include pictures of their workspaces.
We recruited 5 participants through our own social networks, making sure that they were TCAUP students who had an assigned desk in the architecture studio, and that they would be working at their desk on at least one day during the study. We delivered a printed diary packet to each participant, and collected a debrief interview 3 days later when collecting the packet. Due to time constraints, one of our participants was unable to complete their diary study, and one participant was unable to participate in the debrief interview, leaving use with a total of 4 completed diaries, and 3 debrief interviews.
In addition, each day we asked one additional question to find out more about how they generally use their desk space, and the architecture studio space in general. Finally, to get a better idea of the studio space that architecture students use, we also asked our participants to include pictures of their workspaces.
We recruited 5 participants through our own social networks, making sure that they were TCAUP students who had an assigned desk in the architecture studio, and that they would be working at their desk on at least one day during the study. We delivered a printed diary packet to each participant, and collected a debrief interview 3 days later when collecting the packet. Due to time constraints, one of our participants was unable to complete their diary study, and one participant was unable to participate in the debrief interview, leaving use with a total of 4 completed diaries, and 3 debrief interviews.
Survey
We had 45 survey participants, giving us a broad overview of the thoughts of students in the architecture program. We asked our survey participants questions about:
Using Qualtrics, we managed and distributed our survey, with the help of an academic advisor at TCAUP who was able to forward our survey to both undergraduate and graduate TCAUP students.
- What projects/work they do in the studio and outside of the studio
- How satisfied or unsatisfied they are with their studio environment, and why they are un/satisfied
- What they would like to change about the studio
- How much time they spend in the studio per day
- What supplies/food/personal items they keep in their desks
- How stressed they feel by their workload, and how they deal with this stress
- How much sleep they get per night
- What free time activities they participate in, and how often
Using Qualtrics, we managed and distributed our survey, with the help of an academic advisor at TCAUP who was able to forward our survey to both undergraduate and graduate TCAUP students.
Study Results
Analysis
Survey
We analyzed the survey results using different approaches depending on the question type:
- Select/Multiple Choice Questions: We used graphs (Figure 2) to allow us to easily visualize and interpret the data. Based on these charts, we highlighted key opportunities or problems that could be addressed.
- Short Answer Questions: We used word clouds (Figure 3) to illustrate the most common responses, and pulled out key quotes to support our findings.
- Open-Ended Questions: We color-coded responses based on different categories to identify themes (Figure 4). This helped us to analyze qualitative data while considering the number of responses in each category.
Figure 2. Graph showing items architecture students keep in their desks
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Figure 3. Word cloud showing what projects people work on in the studio
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Figure 4. Coded responses for factors leading to dis/satisfaction of studio environment
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Diary Study
We reviewed the diaries and pictures with each participant and asked follow-up questions about their responses. After the interviews were transcribed, the same color-coding used for survey responses was applied to the interview transcripts (Figure 5). Using the diaries, interviews, and pictures helped us understand the context, motivation, and actions of architecture students. We also were able capture what their actual day-to-day routines look like.
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Figure 5. Coded transcript from one of our diary study participants
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Key Insights
More than half (58%) of our survey respondents indicated that they are at least somewhat satisfied with the studio environment; however, one quarter (26%) are at least somewhat dissatisfied, showing that there are still opportunities for improvement. Based on our analysis, we identified 5 key insights:
- The architecture studio is more than a space to work, but also a place to collaborate with peers.
- Students use the studio as a place to concentrate on work, or take advantage of resources (laser cutter, printers, etc.), but they are often distracted by the sounds and temperature in the studio.
- Architecture students rely heavily on tools and physical materials when working on projects, but feel that storage space, and managing their desk space are challenging.
- There is a wide range of environments throughout the architecture studios, but the desk spaces students are assigned don't necessarily mesh with their preferences.
- The architecture program is very stressful and students spend an incredible amount time in studio.
1. The architecture studio is more than a space to work, but also a place to collaborate with peers.
In our debrief with Diary Study Participant 1, we found out that he enjoys the time he spends in the studio, even though he is in a small studio with no windows. He likes that he can "directly or indirectly learn from peers about tools and different topics. If I can't understand, it's convenient to ask others. It's also [good] to see others ideas. You can walk across the aisle to be inspired by more ideas.” Diary Study Participant 3 also appreciated the opportunity to "work with his amazing peers", and thought that being able to see the progress of other people's work motivated him to work harder.
The survey analysis showed that the most common reasons students decide to work in the studio are: availability of tools, resources and space for making models, group work. Beyond this, many respondents indicated that they enjoy the collaborative nature of working in the open space, with almost all of them (89%) indicating that they socialize with other students while working at their desks.
Typically, working in [the] studio is required for making physical things, simply because of space, tools and resources [available there]. Otherwise, there are a number of projects that don't necessarily require you to be in [the] studio, however its collaborative nature makes it beneficial to work in studio as opposed to working elsewhere.
--- Survey respondent
ACTION
How can we encourage/augment the collaboration of architecture students? Or, at the very least, we should not disrupt this benefit while solving other problems.
How can we encourage/augment the collaboration of architecture students? Or, at the very least, we should not disrupt this benefit while solving other problems.
2. Students use the studio as a place to concentrate on work, or take advantage of resources (laser cutter, printers, etc.), but they are often distracted by the sounds and temperature in the studio.
This is a common issue found in the open work spaces, but it’s even worse in the architecture studios. We learned from one of our Diary Study participants that studio classes (with instructors teaching) or design reviews (Figure 6) could be happening in the studio while others are working. Many of the processes involved in making models (cutting wood or using a drills, for example) can also be quite noisy. We found that the majority of our survey respondents (82%) keep headphones in their desk and some even keep earplugs (20%) in order to help them concentrate in the loud space. Diary Study Participant 3 told us that he usually goes to the library to do tasks that he can complete outside of the studio, like reading, or research, so that he is able to concentrate better.
Another major finding from the survey was that many students find the architecture studio to be too cold - so cold that it sometimes interferes with their ability to get work done. Several survey respondents indicated that they have to keep blankets in their desk to help them stay warm while working. |
Figure 6. An architecture design review
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I want to have group discussions here, but I [also] want a quiet place when I am working on my own. Noise is a real issue for me.
--- Diary Study Participant 2
[There is a] lack of privacy, [and] constant disturbance from other students' chatting, laughing, and walking around
--- Survey response of a student who is somewhat dissatisfied with the studio
I didn’t have my meal at my desk, because I don’t want to influence others... The smell of food from others is hard to ignore.
-- Diary Study Participant 3
The [building] is way too cold, [making it] hard to concentrate at times.
--- Survey response of a student who is somewhat satisfied with the studio
ACTION
How can we help architecture students to be able to reduce distractions? We should also consider whether our solution will distract them from their work.
How can we help architecture students to be able to reduce distractions? We should also consider whether our solution will distract them from their work.
3. Architecture students rely heavily on tools and physical materials when working on projects, but feel that storage space, and managing their desk space are challenging.
From the debrief interviews and pictures we collected in our diary study, we found that many students have messy desks because they put all of their materials and tools (like scissor, glue, pen) on the table while modeling. Diary Study Participant 1 said: “the night before the deadline, our tables are a mess.” A respondent from our survey also said: “While the faculty spent the entire last year complaining about how we have projects spilling off our desks all over the place and it looks really messy and we don't have enough storage, they also for some reason thought that the best solution would be to give us [new] desks with even less storage.” Part of the reason that students keep so many things in their desks is because it is one of the few storage options for them in the architecture studios - one of the most frequent complaints in our survey was an overall lack of storage space for students. As the term progresses, students also have more models that they need to store - one of our Diary Study participants indicated that they keep previous projects at their desk to refer to when working on relevant projects.
I wish there was more storage for personal modeling supplies and material
--- Survey response of a student who is somewhat satisfied with the studio
Because they spend so much time in the architecture studio, students are using their desks not only to store architecture tools and supplies, but also things like toiletries, dishes, coffee makers, and food. While these items help them to be more comfortable in the studio, they also take up some of the limited storage space that students have.
The difficulty in keeping their desks tidy may make it harder to keep track of their personal belongings, like mobile phone, key and mobile charger. For example, Diary Study Participant 1 forgot his apartment keys on day 3 and had to return to the studio to get them. And when showing us the mess in one of his desk drawers, he unexpectedly found his watch.
The difficulty in keeping their desks tidy may make it harder to keep track of their personal belongings, like mobile phone, key and mobile charger. For example, Diary Study Participant 1 forgot his apartment keys on day 3 and had to return to the studio to get them. And when showing us the mess in one of his desk drawers, he unexpectedly found his watch.
Figures 7-9. Images of the architecture studio, and studio desks collected in our diary study
ACTION
How can we provide more storage or help architecture students organize their limited storage space, or reduce the amount of resources needed, while retaining the ability to do 3D modeling?
How can we provide more storage or help architecture students organize their limited storage space, or reduce the amount of resources needed, while retaining the ability to do 3D modeling?
4. There is a wide range of environments throughout the architecture studios, but the desk spaces students are assigned don't necessarily mesh with their preferences.
Looking at the factors leading to dis/satisfaction with the architecture studio environment, we found that students care most about: lighting (including window), space (including amount of storage), temperature, and noisiness. However, while some people felt that their studio desks met all of their criteria for these factors, others did not. This is because each student has different preferences, and there are a wide range of different environments within the architecture studios (caused by proximity to windows, etc.)
There is also a lack of customization available for architecture students. For example, different desk heights are better for different activities (modeling, drawing, reading, etc.), but students have no ability to change this about their work space.
[I like that I have a] large [work] area of, natural lighting, [and] storage space.
--- Survey response of a student who is extremely satisfied with the studio
The temperature fluctuates between really warm to really cold, and the lighting isn't as good as we were told it would be (especially at night).
--- Survey response of a student who is extremely dissatisfied with the studio
I would like it to be darker.
-- Survey respondent
In the morning, the sun shines directly into my eyes, which I don’t like.
--- Diary Study Participant 2
“The new desks installed are not conducive to the type of work being done. They are too low for model making and technical drawing.”
--- Survey response of a student who is somewhat dissatisfied with the studio
ACTION
How can we allow architecture students to customize their space to better fit their needs and personal preferences so that they will be more comfortable?
How can we allow architecture students to customize their space to better fit their needs and personal preferences so that they will be more comfortable?
5. The architecture program is very stressful and students spend an incredible amount time in studio.
In our survey, we discovered that more than half (64%) of respondents got fewer than 6 hours of sleep in the previous week, and had spent more than half of their day in the architecture studio, with a third of respondents indicating that they spent more than 12 hours per day in the studio (Figure 10).
Additionally, three quarters (75%) of respondents indicated that they were stressed out by the requirements of the architecture program most, or all, of the time. Spending so much time in the studio limits architecture students' ability to do free-time activities to help them de-stress - half (55%) of respondents indicated that they were able to participate in free-time activities on 2 or fewer days during the past week. Staying in the same place for so many hours each day was frustrating for many of our survey respondents: |
Figure 10. Amount of time spent in the architecture studio in the past week
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This studio is a close space without windows. I can’t [tell if] it's day or night. If you stay [there for] 1-2 hours, that's fine, [but when] nothing changes in environment for over 10 hours, [it makes] me feel bored and tired. It reminds me of a jail.
--- Diary Study Participant 1
“I am okay with the environment but my American friends think this place looks like a factory.
--- Diary Study Participant 2
Sometimes I do get tired of being in the same space all the time.
--- Survey response of a student who is somewhat satisfied with the studio
A room without windows should be illegal.
--- Survey respondent
ACTION
How can we make them feel more comfortable staying in the same environment all day? Is there a way we can help augment the space for those who have no access to the natural world (i.e. those who have no windows nearby)?
How can we make them feel more comfortable staying in the same environment all day? Is there a way we can help augment the space for those who have no access to the natural world (i.e. those who have no windows nearby)?
Ideation and Selection
After going through students’ responses and categorizing and consolidating our findings into key insights, we determined some criteria to judge our ideas against. Since we found that distraction was an issue for students working in the architecture studio, we wanted our solution to be unobtrusive, so as not to add too many additional distractions.
Additionally, since we found that people have different preferences for the amount of light, temperature, and other factors in the studio, we want our solution to allow personalization so students are able to customize their work spaces to their match their preferences. Another major problem that architecture students face is stress, meaning that we do not want to add additional stress to their day with our solution.
Finally, one of the things that architecture students currently like about their space is that it allows them to be collaborate. Because collaboration helps them do their work, we don't want to impede on students' ability to collaborate.
Thinking about these criteria, we came up with the following questions to judge our designs against:
Based on our 5 key insights, we brainstormed a number of possible solutions that could work to better the studio space for architecture students. We eliminated some solutions because similar products already existed, or because they would be too difficult to realize. Following this, we looked at our remaining ideas through the context of each of our four design criteria to select the strongest solutions.
Additionally, since we found that people have different preferences for the amount of light, temperature, and other factors in the studio, we want our solution to allow personalization so students are able to customize their work spaces to their match their preferences. Another major problem that architecture students face is stress, meaning that we do not want to add additional stress to their day with our solution.
Finally, one of the things that architecture students currently like about their space is that it allows them to be collaborate. Because collaboration helps them do their work, we don't want to impede on students' ability to collaborate.
Thinking about these criteria, we came up with the following questions to judge our designs against:
- Unobtrusive
Does our design keep distractions to a minimum? When it does need to distract a student from work, does it do so at an appropriate time? - Allows for personalization
Does our design allow students to customize things to their personalized needs and preferences? - Doesn't induce stress
Does our design help architecture students in a way that doesn't make them feel more stressed? - Doesn't disrupt collaborative nature
Does our design help, or at a minimum, not hinder collaboration between architecture students?
Based on our 5 key insights, we brainstormed a number of possible solutions that could work to better the studio space for architecture students. We eliminated some solutions because similar products already existed, or because they would be too difficult to realize. Following this, we looked at our remaining ideas through the context of each of our four design criteria to select the strongest solutions.
Refined Scope and Concepts
Refined Scope
Our initial project scope was focused on simply augmenting the workplace environment, with a general office worker audience in mind. Specifically, we wanted to augment how these general office workers interacted with each other, or utilized their physical space. Our refined scope includes two important changes. First, we’ve narrowed down to a very specific audience: TCAUP students, as well as a specific environment: the TCAUP architecture studios located on North Campus.
We have targeted 3 different goals with our design concepts: adding natural atmosphere for students without window access, giving students access to personalized lighting, and virtualizing work so they can reduce space demands in the studio, and work outside the studio.
We have targeted 3 different goals with our design concepts: adding natural atmosphere for students without window access, giving students access to personalized lighting, and virtualizing work so they can reduce space demands in the studio, and work outside the studio.
Concept 1: Work Window
Clara is an Urban Planning student facing a major deadline. Like most students in her class, she spent 10+ hours in the studio on Thursday night trying to finish her project before today's design review. Clara’s desk is in a corner of the studio where there are no windows or natural light; this makes her long work sessions even more painful. The addition of Work Window changes the mood of her space. It displays a nature scene that constantly updates to illustrate the passage of time (like showing her the sunrise in the morning, and sunset in the evening). Throughout the day, Clara can see different animals moving through her window. When she plugs her headphones in, Work Window also plays relaxing sounds that match her selected scene. The Work Window creates changes in Clara's workspace throughout the course of long days (and nights) spent working in the studio. It's the one piece of scenery that Clara's desk needs to make it a satisfying and comfortable long term work space.
Problems/Opportunities: A problem we will face with the Work Window is ensuring that it is designed in a way that satisfies our design criteria. The Work Window produces sounds and moving graphics; it is critical that this enhances the atmosphere rather than disrupting it. However, there are also several opportunities for this design: increased personalization will allow users to tune their device in a way that is appropriate for their environment.
This concept meets our 4 design criteria:
Unobtrusive: It is critical that our solution enhances the environment rather than distracting. High levels of personalization will allow users to tune their device so it provides as many or few distractions from work as they need.
Allows for personalization: We want users to personalize the way they interact with their environment. Work Window achieves this with varied Window experiences (graphics and sounds) to create a scene that works for them.
Doesn't induce stress: This design concept is focused entirely around reducing stress. Many of our participants felt disturbed and stressed by the lack of windows, and the lack of change in their environment. The very nature of this design will reduce this stress.
Doesn't disrupt collaborative nature: If executed properly, this device should act like a true window which in no way prevents students from working together on their projects.
Problems/Opportunities: A problem we will face with the Work Window is ensuring that it is designed in a way that satisfies our design criteria. The Work Window produces sounds and moving graphics; it is critical that this enhances the atmosphere rather than disrupting it. However, there are also several opportunities for this design: increased personalization will allow users to tune their device in a way that is appropriate for their environment.
This concept meets our 4 design criteria:
Unobtrusive: It is critical that our solution enhances the environment rather than distracting. High levels of personalization will allow users to tune their device so it provides as many or few distractions from work as they need.
Allows for personalization: We want users to personalize the way they interact with their environment. Work Window achieves this with varied Window experiences (graphics and sounds) to create a scene that works for them.
Doesn't induce stress: This design concept is focused entirely around reducing stress. Many of our participants felt disturbed and stressed by the lack of windows, and the lack of change in their environment. The very nature of this design will reduce this stress.
Doesn't disrupt collaborative nature: If executed properly, this device should act like a true window which in no way prevents students from working together on their projects.
Concept 2: ULight Glasses
In this scenario, Jason struggles with how little light is available in his environment - he often finds it too dark in his corner of the studio. He uses desk lamps to get by, but the shadows cast by his hands cause him difficulty when drawing, and only add a little additional lighting. Jason wishes he had more lighting by his desk, but beyond bringing more desk lamps, he didn't have any options. Luckily, Jason just picked up a new pair of ULight glasses. With these, he can artificially increase the brightness of his work area. His entire vision is brightened, with no annoying shadows. Now, he can be more productive, without bothering people who don't need extra light.
Problems/Opportunities: The same problem that all wearables face also manifests for the ULight glasses. How does our user control the device? Is there a controlled HUD, or a tactile display? Increasing the brightness in photos and videos is already a control that is present in many applications - how can we apply it to ULight? Additionally, how can we accommodate students who already need to use corrective lenses?
This concept meets our 4 design criteria:
Unobtrusive: The ULight glasses will be designed to be as lightweight and as seamless as wearing regular corrective lenses. The only visuals would be if we use a virtual HUD.
Allows for personalization: As with laptops, cell phones, and editing software, ULight's level of brightness is completely adjustable to fit each user.
Doesn't induce stress: ULight will reduce stress by allowing our users to be more productive.
Doesn't disrupt collaborative nature: ULight's gives users customizable brightness levels in their environment. Users can increase or decrease darkness without bothering others, optimizing relationships and helping to enhance collaboration.
Problems/Opportunities: The same problem that all wearables face also manifests for the ULight glasses. How does our user control the device? Is there a controlled HUD, or a tactile display? Increasing the brightness in photos and videos is already a control that is present in many applications - how can we apply it to ULight? Additionally, how can we accommodate students who already need to use corrective lenses?
This concept meets our 4 design criteria:
Unobtrusive: The ULight glasses will be designed to be as lightweight and as seamless as wearing regular corrective lenses. The only visuals would be if we use a virtual HUD.
Allows for personalization: As with laptops, cell phones, and editing software, ULight's level of brightness is completely adjustable to fit each user.
Doesn't induce stress: ULight will reduce stress by allowing our users to be more productive.
Doesn't disrupt collaborative nature: ULight's gives users customizable brightness levels in their environment. Users can increase or decrease darkness without bothering others, optimizing relationships and helping to enhance collaboration.
Concept 3: AR Model Goggles
Jeff's workspace is cluttered and messy because of all the model-building supplies he has. He has limited storage space, and often leaves these supplies piled up on his desk, even though the mess stresses him out. This week, Jeff has to construct a model for an upcoming final. Using AR Model Goggles, Jeff is able to clear away his physical materials and utilize AR projection to build 3D models with different virtual materials. His models still look just as good as when he builds them with physical materials, but he doesn't have to worry about clutter. Jeff is also glad that using these goggles gives him the freedom to work on models outside of the studio - so that he doesn't have to spend his entire day in the studio.
Problems/Opportunities: A pressing problem with this concept is connecting the AR goggles with existing software. Most architecture students have familiarity with Rhino, Autodesk, or other modeling software. How can we sync these services with the AR Model Goggles? An interesting opportunity is the prospect of collaborative building; by syncing their goggles, several students could project pieces and build a digital model together.
This concept meets our 4 design criteria:
Unobtrusive: The goggles will streamline the building process, and with no alerts, or notifications, won't provide any additional distractions. We want our users to be able to build naturally using the goggles.
Allows for personalization: Our goggles will include personalized elements like settings and shortcuts for each user based on their frequent use cases (like you would find in Autodesk, Photoshop, or other software applications).
Doesn't induce stress: These goggles will reduce stress by allowing students to take their modeling with them, so they don't have to stay in the studio all day. Using virtual materials also means that they don't need to be stressed out about lack of storage space for their materials and finished product.
Doesn't disrupt collaborative nature: By clearing clutter from their area, other students will have more space, ideally creating a cleaner environment more conducive to collaboration. Syncing goggles will also allow students to model together.
Problems/Opportunities: A pressing problem with this concept is connecting the AR goggles with existing software. Most architecture students have familiarity with Rhino, Autodesk, or other modeling software. How can we sync these services with the AR Model Goggles? An interesting opportunity is the prospect of collaborative building; by syncing their goggles, several students could project pieces and build a digital model together.
This concept meets our 4 design criteria:
Unobtrusive: The goggles will streamline the building process, and with no alerts, or notifications, won't provide any additional distractions. We want our users to be able to build naturally using the goggles.
Allows for personalization: Our goggles will include personalized elements like settings and shortcuts for each user based on their frequent use cases (like you would find in Autodesk, Photoshop, or other software applications).
Doesn't induce stress: These goggles will reduce stress by allowing students to take their modeling with them, so they don't have to stay in the studio all day. Using virtual materials also means that they don't need to be stressed out about lack of storage space for their materials and finished product.
Doesn't disrupt collaborative nature: By clearing clutter from their area, other students will have more space, ideally creating a cleaner environment more conducive to collaboration. Syncing goggles will also allow students to model together.
Conclusion
The Work Window, ULight Glasses, and AR Model Goggles could all work to help make time spent in the studio better for architecture students (or even allow them to leave the studio more). Moving forward, we will use User Enactments to iterate and solidify our scope and project idea. With a finalized product design, we can begin prototyping and testing with architecture students.
As we move forward, it will be essential to return to both our key research insights and design criteria to ensure that we are designing a solution that will be beneficial, rather than harmful, to architecture students.
As we move forward, it will be essential to return to both our key research insights and design criteria to ensure that we are designing a solution that will be beneficial, rather than harmful, to architecture students.