Project Summary

Math Dance teaches children about geometry and shapes through movement. By dancing, the children can create patterns and shapes with their bodies which helps them understand and create distinctions between different shapes.

Current Exhibit Analysis

From your initial observation/interviews and research identify the following elements for your assigned exhibit 

• The goal for the exhibit is to teach kids about geometry in math
• solitary
• Layers of complexity 
• main design features 
• What works, what doesn't 

Learning Goal

We want kids to learn about geometry and patterns through their body and dance.

Design Element/s

Colors, interactive, sensory, lights

Play Type

can be solitary or cooperative

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Precedents

Dance Dance Revolution

Multiple shadow science exhibits

Geometry of dance

Initial Prototype

Our main goal was to experiment with other ways of making math fun without incorporating dance such as with a magnet board where you are tasked to make shapes.

Iteration #1

Testing Prep

When we stuck to the original idea for Math Dance, we began making props to encourage kids to dance and interact with the exhibit while also giving them tools to make more shapes. We also experimented with using lights instead of mirrors to better show the geometry through their outline.

User testing at NuVu

• kids were more interested in the props and buttons rather than the dancing aspect of it
• Some testers were unsure what to do with the exhibhit

Method of testing

Outcomes

Observation. We had people come in and test our project as we stood aside and took notes on what worked and what didnt.

Iteration #2

The main goal of this version was to test the idea of the light up board to be more inviting to kids

User testing at Discovery Museum

• kids were excited about the floor, they stomped on it but it didnt always work because they were not heavy enough.

• adults sometimes stay to watch the videos

• adults are confused about what to do

• short length interactions

Method of testing

Outcomes

observation. we stood separately from the exhibit and observed the interactions and comments made by the visitors.

Next Steps & Questions

• How can we make it even more inviting
• Make the mat light up more and be more interactive/ intuitive
• add directions to lead users to interact more
• make dance floor not have lip to trip on.

feedback:

• it would be helpful if they gave us the plans they have of the exhibit

Project Summary

Learning and playing are crucial aspects of growth. We want to teach how sound moves through vibrations and that different materials can cause different sounds. Learning can be a long and difficult process or a fun journey. We are designing this exhibit to be very interactive and accessible to increase the joy of learning. Our age demographic is for kids ages 6 - 9, but anyone can find value in this project.

Permission was given to use this picture

Gabe

Current Exhibit Analysis

• The goal for the exhibit was to let children explore how sound travels through different shapes and materials
• Often solo or parent-child play
• Purely tactile and audial engagement
• It's a fairly "simple" exhibit once you get past the first barrier, there isn't too much "creativity" to it as it is mostly a set of flat options
• It doesn't have as much payoff as it ought to, there are several logistical issues and it's difficult for children to see it on the tall table

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Learning Goal

We want our users to learn how sound can travel through vibrations

Design Elements

We wanted our exhibit to be accessible, interactive, and colorful.

Play Type

This exhibit was for multiple people who were cooperative and had fun working together

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Gabe

Precedents

Vibrations: Sound Exhibit

Cup Phones

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Gabe's Initial Prototype

This prototype was showing how sound vibrated a balanced plate with buildings

Gabe

Iteration #1Testing Prep

This was testing how different materials affected the vibrations of the sound.

Gabe

Iteration #2 Testing Prep

This was testing how different connection materials affected the output of the sound.

Gabe

User testing at NuVu

• Most of the younger kids strummed the strings of the prototype instead of speaking from one cup to the other.
• For the first 10 minutes they had a hard time using the prototype however once hints were given they had fun with the exhibit.
• One of the kids said that they strummed the strings because the cups were to low.

Method of testing

Outcomes

For the first 10 minutes we waited for the testers to try to figure the project out. Once the 10 minutes past we tried to encourage and give hints on how to use the exhibit.

• There were only two kids and the rest where above 10.

Limitations

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Iteration #3

Our second prototype corrected the issue with timbral homogeneity, as well as creating a system through which a cup can connect to a second cup at a fixed distance, allowing it to remain taut without requiring any sort of calibration.

Gabe

User testing at Discovery Museum

• Children enjoyed the way that timbre varied among the materials.
• The exhibit was a bit too complicated (specifically the attachment/detachment method), so most children did not get to fully experience the exhibit unless we stepped in and showed how it worked.
• Children did not recognize some icons, specifically the rotary phone and radio, and tried to listen to the icons (walkie in particular) / pick up the microphone icon.
• Children would almost always pick up one end of the cup phone and put the other to their ear before exploring the rest of the exhibit.
• Both children and adults did not know that the string needs to be taut for the cup phone to work.

Method of testing

Outcomes

The exhibit was installed on-site where the Bucket Radio exhibit previously was. The main thing we looked for was how people engaged with the attachment.

• This was on top of another site which confused multiple users.

Limitations

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Gabe

Acrylic Protection

Non-taut String

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749.3 mm

1562.1 mm

1312.29 mm

1270 mm

330.2 mm

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1562.1 mm

660.4 mm

1312.29 mm

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749.3 mm

660.4 mm

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86 mm

63 mm

113 mm

21.2 mm

101.6 mm

27.3 mm

45.98 mm

118.9

58.1

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Materials List:

• Colored cups, plastic (8)
• Connector meshes:

1. Guitar string, metal
2. Fishing wire, nylon
3. String
4. Wire, Copper

Gabe

Next Steps



• Test covers and add destruction-proofing.
• Add panels with helpful pointers.
• Give tips (via plaque) as to what questions will help users understand the mechanics behind the exhibit.

Gabe

Project Summary

Our museum exhibit is a mushroom playhouse for young children. The previous exhibit inhabiting the space was not getting much interaction from the kids. The space is a hallway with a fire exit and an elevator behind the children's playhouse. We decided we wanted to continue the house into that space. It consisted of a puzzle wall, crocheted mushrooms in small gardens, and a mushroom house as the main attraction. We used cardboard, white paint, and red paper. It was constructed with hot glue and attached to the wall using command strips and duct tape. The puzzle was a painting with small pieces of velcro, and in front was a basket of paper mushrooms that could be attached to the velcro.

The crochet mushrooms had velcro on the bottoms and a strip of painted green cardboard for the mushrooms to attach to.

Previous Exhibit Analysis

• The original exhibit was broken, and they needed a brand new exhibit to utilize and fill the space.

• The exhibits next to the area include the "Betty House" and the air tube exhibit downstairs, so considering certain elements from either one might be good so the exibhit doesn't seem too out of place.

• Needed to keep the design clear from the emergency exit and elevator.

• Also needed to make sure that if there were any loose pieces, it would be hazard-free and limit any risks if pieces were thrown down to the first floor

Learning Goal

To encourage imaginative and sensory play

Design Element/s

Interactive, Hazard Free, Wow!

Play Type

Independant Play & Parallel Play

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Precedents

Precedent #1

Using colorful and visually appealing components.

Precedent #2

Thinking about crocheted and soft materials, as well as different textures.

Precedent #3

Taking inspiration of an interactive wall and picking veggies

Initial Prototype

During the early stages of prototyping, we were thinking about how to relate to the imaginative feel and interactions of "Betty's House." (a neighboring play installation)

Using a simple yet compelling color scheme, this small prototype also explores the possibilities with different textures.

lalita

Iteration #1

Testing Prep

Goal:

• How different age groups interacted with the mushroom house and the mushroom land puzzle.
• The structure of the mushroom house
• The attraction of bright colors
• How kids interact with the different elements and which mechanisms do they prefer

Limitations:

• limited room inside the mushroom house
• limited space in nuvu
• flow and crowds

User testing at NuVu

• One discovery/ outcome is that different ages respond to the exhibit differently.
• Player 1(4 years old): She stayed in the house for around 20 minutes and found the puzzles and games very interesting, taking an imaginative route with her play. The mushroom house helped her relax and avoid the loud and crowded area.
• Player 2 (11 years old): He wasn't really interested in the puzzles and mushroom stayed under 2 minutes.

Method of testing

Outcomes

• Interviewing
• observing

Iteration #2

Goal: 



• Testing out the size and structure of the mushroom house in the actual space
• Picking & planting mushrooms, and observing if kids are interested
• mushroom land puzzle.

Limitations:

• During lunch time limited amount of kids in the museum

User testing at Discovery Museum

• When setting up the house, there were kids who were immediately interested about what we were putting up and doing. However, by the time we were done setting everything up the museum got significantly quieter because of the time of day.
• We had about 4 museum visitors and about 7 or 8 different staff members. We definitely got the "wow" factor, and from the staff's feedback, they thought it was a really cool idea.
• When talking to the staff, one thing they said was to maybe expand the painted mushroom/ puzzle wall. ~ This would make sure that the interaction element would be more seen and hopefully have even more of a "wow" factor and immersive experience.
• From the people who did come to ineract with the space, they all seemed quite interested in the crocheted mushrooms

Method of testing

Outcomes

• Observation
• Interviewing
• Recording

Iteration #2

Iteration #2

Final sketch

1. Top structure of the mushroom house

2. Bottom structure of the mushroom house

3. puzzle wall

5. Mushroom patches

4. Crocheted mushrooms

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Blueprints

Mushroom house top structure 1

Measurement of the space

Blueprints

Mushroom top structure prototype 1

Mushroom house structure 1&2

puzzle wall 3

User diagram

4. Crocheted mushrooms

3. puzzle wall

Mushroom house structure 1&2

Next Steps

• Start working on a final version of the interactive garden (3d printed pots, having a better attachment method for the mushrooms, etc.)

• Experiment with different materials for the mushroom house including wooden structures, different textured wrapping, etc.

• Expanding the mushroom land puzzle on the railing

• Creating pathways using carpet or wooden pieces on the floor ensuring no blockage to the emergency exit or elevator



• Wall murals that will attract kids to come and explore

Project Summary

Reflective Reflections is a collection of four different projects. Each project allows for children to experiment with mirrors and their unique properties. From massive flexible sheets of reflective material to mirrors that stretch into infinity, our project has something that everyone can enjoy.

Current Exhibit Analysis

• Goals for exhibit: teach geometry, shapes, reflections, exploration
• Play type: Inquiry and Experimenting
• Engagement methods: Manipulating the objects on the table
• Layers of Complexity: None, very little room for the child the experiment
• Main Design features: adjustable mirrors, little shapes to move around, cylindrical mirror
• Main issue is approachability and initial interest. The setup of the table is to tall for most children, and there isn't a lot for the child to do, and maintain there interest.

Learning Goal

Reflection

Shapes

Geometry

Design Element/s

Reflections

Color

Wow!

Play Type

Inquiry and Experimenting

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4 Project Directions

Direction 1

Infinity Mirrors

Direction 2

Flower Mirror

Direction 3

Mirror Wall

Direction 4

Mirrors & Shapes

Prototyping 1

NuVu User Testing

• Children interacted with large prototypes more.
• Interactivity is important.

Prototyping 2

User testing at Discovery Museum

• We didn't get much interaction.

• Adults seemed to be interested in the reflective mirrors, and encouraged a 'cause and effect' type of exhibit.

• Location proved to be a defining element. Exhibits that were positioned downstairs got much more interaction compared to upstairs.
• There were slight lighting issues for the infinity mirror project, could be darker.

Method of testing

Outcomes

After setting up our exhibit, we waited for children to interact while trying to encourage participation.

(Cry about it, trevor)

Mirror Exhibit - Final Prototypes / Reflections

• Scale is important! Kids are more likely to engage with larger objects
• If scale is important, location is critical. Placement of the exhibit was the defining factor for engagement.

Infinity Mirror Exhibit - Rhino Documentation

Top

Front

Right

Perspective

Flower Mirror Final

Flower Mirror Blueprint

Rounded Mirror Column

Rounded Mirror Blueprint

You can make patterns with the foam shapes and have them mirrored. This lets people learn more about mirrors and be creative

Mirrors and Shapes

Mirrors & Shapes Blueprint

Thank you for listening!