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LOOP | Capstone Project | Summer 2015

 

Problem & Opportunity:
If you watched the video on the right, you may have noticed how incredibly complicated and confusing it is to learn a highly dextrous and complex skill, like knitting, with current online tools and tutorials. It's nearly impossible to understand the layering relationship of materials in a 2-dimensional space, static tutorials move at a single, unadaptable pace that fails to adjust to the unique needs of a user, and current online tools must be controlled by hand, an incredibly frustrating experience when trying to learn hands-on skills. 

Frustrated by the inadequacy of current tools, inspired by the idea of preserving artisanal craft skills, and motivated by the opportunity to empower others by helping them learn the skills required to make, build, and create, along with the ability and opportunity to express themselves creatively, our mission was clear:
 


Enhance and extend the learning of craft through
thoughtful and meaningful use of emerging technology
 

INVESTIGATION


Through observation activities, surveys, and interviews with local experts, academics, and content creators, we sought answers to the following research questions:

1. How do users currently learn craft skills?
2. What types of tools are they using?
3. What is the content creation process for experts and teachers?

 

 



 

Photographs taken during my expert interview with John Martin, the UW Art Building Wood Shop Studio Technician.

 


KNITTING AS A USE CASE

 

Eager to begin observing participants learn dextrous skills so that we could get to work gathering data and insights, we chose knitting as our use case due to minimal expense and safety concerns, highly complex layering relationships of materials, required understanding of three dimensional space, and sheer feasibility. Our thinking was that, as long as the skill we chose met the above criteria, our solution would be largely generalizable across many domains.

IDEATION

PROTOTYPING


Always eager to think with our hands, we created several prototypes throughout the design process to test our hypotheses and ideas.

By constantly creating, evaluating, and iterating, we were able to develop and validate our core design principles for the final design:

1. The tool must provide a hands-free experience.
2. Tutorial perspective should be adaptable and 3D.
3. Pace and instruction should adapt to user needs.

ADAPTIVE LEARNING

Our system features adaptive learning, adjusting to the unique needs of a user. For instance, a user indicating struggle or a need for additional assistance by frequently repeating steps or slowing down the tutorial, will be seamlessly switched to a track featuring additional explanation, more detailed instruction, and other helpful features, while a user indicating finesse by skipping steps or speeding up the tutorial will be routed to a shorter, faster, more streamlined tutorial track. The above diagram illustrates our designed track switching logic.

SYSTEM DIAGRAM

UI DESIGN

 

POSTER DESIGN

PRESENTATION