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UPCOMING
UPCOMING
Tangible Design
Tangible Design
Embodied Shopping
Embodied Shopping
Embodied Shopping
Embodied Shopping
Zaya is not just a nostalgic tribute—it is a movement to preserve cultural identity and encourage active social interaction in a modern context.
Zaya is not just a nostalgic tribute—it is a movement to preserve cultural identity and encourage active social interaction in a modern context.
Embodied Shopping
Industry
Industry
Children Education
smart pillbox with companion application
Deliverable
Deliverable
UX Research, UI Design
smart pillbox with companion application
Team
Team
Chris Wolford (supervisor), Laila Dodhy, Golnaz Safari, Taha, Ivy Abraham
Group project of 3 UX Designers, 1 Graphic Designer
Timeline
Timeline
Oct 2023 - Nov 2023
Oct 23 - Nov 23
Project Overview
In this project, we designed an interactive toolkit to develop cognitive skills in tweens (10-12 years) leveraging the experience of grocery shopping. We focused on financial literacy, nutritional awareness, and decision-making skills. Our primary research included Walmart visits, interviews, and shadowing shoppers. They revealed varied shopping behaviors in children aged 5-12. Based on the insights, affinity maps, and experience maps, we designed a physical play-kit with artifacts like paper money and budget sheets. The prototype proved effective in engaging tweens and aiding their understanding of budgets and nutrition.
Hypothesis
We hypothesized that the experience of grocery shopping becomes monotonous and often frustrating for children because they do not find anything that interests them. However, grocery shopping presents a huge opportunity because of the diversity of activties available and decisions to make.
My Role
Carrying out secondary research through literature review.
Conducting contextual inquiry through observations at Walmart.
Participating in Ideation and Data analysis
Visualizing the play-kit.
Conducting In-site User Testing
Project Overview
In this project, we designed an interactive toolkit to develop cognitive skills in tweens (10-12 years) leveraging the experience of grocery shopping. We focused on financial literacy, nutritional awareness, and decision-making skills. Our primary research included Walmart visits, interviews, and shadowing shoppers. They revealed varied shopping behaviors in children aged 5-12. Based on the insights, affinity maps, and experience maps, we designed a physical play-kit with artifacts like paper money and budget sheets. The prototype proved effective in engaging tweens and aiding their understanding of budgets and nutrition.
Hypothesis
We hypothesized that the experience of grocery shopping becomes monotonous and often frustrating for children because they do not find anything that interests them. However, grocery shopping presents a huge opportunity because of the diversity of activties available and decisions to make.
My Role
Carrying out secondary research through literature review.
Conducting contextual inquiry through observations at Walmart.
Participating in Ideation and Data analysis
Visualizing the play-kit.
Conducting In-site User Testing
Research Process
01
Secondary Research
Explored past works done within the domain of improving grocery experiences and child learning and development psychology.
02
Contextual Inquiry
Conducted a total of 2 visits to Walmart with the objective of
1) observing families with children to uncover how children interact with their parents and the surroundings, and
2) talk to both parents and children to learn more about their interests and activities.
01
Secondary Research
Explored past works done within the domain of improving grocery experiences and child learning and development psychology.
02
Contextual Inquiry
Conducted a total of 2 visits to Walmart with the objective of
1) observing families with children to uncover how children interact with their parents and the surroundings, and
2) talk to both parents and children to learn more about their interests and activities.
03
Ideation
Team discussion on analyzing insights revealed.
Using crazy 8s method to brainstorm and sketch on solutions.
04
Affinity and Experience Mapping
Presented a thematic analysis of the insights and observations, and
created an experience map of the parents and children at Walmart.
Presented a thematic analysis of the insights and observations, and
created an experience map of the parents and children at Walmart.
Presented a thematic analysis of the insights and observations, and
created an experience map of the parents and children at Walmart.
03
Ideation
Team discussion on analyzing insights revealed.
Using crazy 8s method to brainstorm and sketch on solutions.
04
Affinity and Experience Mapping
Presented a thematic analysis of the insights and observations, and
created an experience map of the parents and children at Walmart.
07
Evaluation with End-Users
Conducted 15 usability tests of our proposed design to discover
usability flaws and analyze efficiency of our solution.
Conducted 15 usability tests of our proposed design to discover
usability flaws and analyze efficiency of our solution.
Conducted 15 usability tests of our proposed design to discover
usability flaws and analyze efficiency of our solution.
Research Methods
Literature Review
Contextual Inquiry methods
Sketching
Tangible Paper Prototyping
Live Evaluation with End Users
Sources of Secondary reserach
Academic Literature
Community Forums e.g. Reddit
Walmart Reviews
Online blogs and articles
Online Videos
07
Evaluation with End-Users
Conducted 15 usability tests of our proposed design to discover
usability flaws and analyze efficiency of our solution.
Research Methods
Literature Review
Contextual Inquiry methods
Sketching
Tangible Paper Prototyping
Live Evaluation with End Users
Sources of Secondary reserach
Academic Literature
Community Forums e.g. Reddit
Walmart Reviews
Online blogs and articles
Online Videos
05
Designing the play-kit
Digitally designed the various sections of the grocery play-kit for children.
06
Physical Prototyping
Paper prototyped the physical play-kit. Artifacts included paper
currency, wallet, budget sheets, store map, and nutrition guides.
Paper prototyped the physical play-kit. Artifacts included paper
currency, wallet, budget sheets, store map, and nutrition guides.
Paper prototyped the physical play-kit. Artifacts included paper
currency, wallet, budget sheets, store map, and nutrition guides.
Paper prototyped the physical play-kit. Artifacts included paper
currency, wallet, budget sheets, store map, and nutrition guides.
Spline
Place to design and collaborate in 3D
Spline
Place to design and collaborate in 3D
Spline
Place to design and collaborate in 3D
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
Spline
Place to design and collaborate in 3D
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Kids have a say: Western families often have a negotiation-based structure, giving children more independence and autonomy.
Shop to learn: Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Builds vocabulary: Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Spending rises with kids: Parents tend to spend more when shopping with their children.
Kids sway purchases: Children use their "purchase-power" directly or indirectly in shopping decisions.
Ages 4–11 influence: Children, particularly aged 4-11, significantly influence family shopping decisions.
Low-tech for toddlers: Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Simple, hands-on fixes: Interventions should be straightforward and based on tangible concepts.
Kids have a say: Western families often have a negotiation-based structure, giving children more independence and autonomy.
Shop to learn: Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Builds vocabulary: Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Spending rises with kids: Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Ages 4–11 influence: Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
02
Findings from Primary research
Families tend to treat grocery shopping trips on the weekend as opportunities to spend time together.
Parents educate their children about product quality, price,
physical qualities, nutritional value, and expiration dates. They teach young children the names of items too.
Parents want to make their children financially responsible and make their older children help them select items and make the grocery store list.
Young children are generally put in carts and do not have much autonomy.
Young kids usually cause chaos in stores. They are placated through toys, snacks, and mothers holding their hands or picking them up.
Siblings tend to copy each other. Younger kids especially copy their older siblings.
Children (especially 9-11 year old) tend to help their parents shop and negotiate about item purchases.
Mothers are generally responsible for shopping and they tend to ask children for their opinion on items. Hence, showing they want their children to be more active in this experience.
Children tend to wander off in the Toys section but stick to their parents in the Fresh Produce sections.
The purchasing power of kids was observable as parents also agreed that they tend to spend more when they come to stores with kids. But they do not buy whatever the kid wants.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
Affinity Map (Thematic)
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
01
Findings from Secondary research
Western families often have a negotiation-based structure, giving children more independence and autonomy.
Grocery shopping is used as a learning opportunity, teaching children to select produce using senses and to develop analytical skills like price and health assessment.
Shopping trips serve as chances for younger children to expand their vocabulary and knowledge.
Parents tend to spend more when shopping with their children.
Children use their "purchase-power" directly or indirectly in shopping decisions.
Children, particularly aged 4-11, significantly influence family shopping decisions.
Technological interventions may not suit very young children due to different cognitive and emotional development stages.
Interventions should be straightforward and based on tangible concepts.
Personas
Meet Jess!
10 year old girl
Lives in Lafayette, Indiana
5th grade student at Lafayette
Elementary School
10 year old girl
Lives in Lafayette, Indiana
5th grade student at Lafayette
Elementary School
10 year old girl
Lives in Lafayette, Indiana
5th grade student at Lafayette
Elementary School
10 year old girl
Lives in Lafayette, Indiana
5th grade student at Lafayette
Elementary School
Background
Lives with parents and a younger sister, Jenny
Usually shops with her mom
Lives with parents and a younger sister, Jenny
Usually shops with her mom
Lives with parents and a younger sister, Jenny
Usually shops with her mom
Lives with parents and a younger sister, Jenny
Usually shops with her mom
Attitudes:
Finds it a bit boring but likes exploring new foods
Enjoys picking out snacks but sometimes gets restless during long shopping trips
Likes to look around for items
Finds certain aisles less interesting
Aspirations:
Wants to become more responsible in making healthy food choices.
Wants to make more informed choices when shopping on budget.
Parental Influence
Usually shops with her mom, who encourages her to make small decisions
Her mother, Jane, is supportive of Jess being involved and learning during the process
Usually shops with her mom, who encourages her to make small decisions
Her mother, Jane, is supportive of Jess being involved and learning during the process
Usually shops with her mom, who encourages her to make small decisions
Her mother, Jane, is supportive of Jess being involved and learning during the process
Usually shops with her mom, who encourages her to make small decisions
Her mother, Jane, is supportive of Jess being involved and learning during the process
Personality:
Curious and outgoing
Enjoys learning new things
Wants to help others.
Curious and outgoing
Enjoys learning new things
Wants to help others.
Curious and outgoing
Enjoys learning new things
Wants to help others.
Curious and outgoing
Enjoys learning new things
Wants to help others.
Tech Proficiency:
Proficient in using a tablet for education and dancing lessons
Does not like playing games on smartphones as she finds them childish and distracting.
Proficient in using a tablet for education and dancing lessons
Does not like playing games on smartphones as she finds them childish and distracting.
Proficient in using a tablet for education and dancing lessons
Does not like playing games on smartphones as she finds them childish and distracting.
Proficient in using a tablet for education and dancing lessons
Does not like playing games on smartphones as she finds them childish and distracting.
Hobbies & Interests
Loves science and art classes
Enjoys doing gymnastics
Collects stickers at home
Loves science and art classes
Enjoys doing gymnastics
Collects stickers at home
Loves science and art classes
Enjoys doing gymnastics
Collects stickers at home
Loves science and art classes
Enjoys doing gymnastics
Collects stickers at home
What I learned
This project that I worked in a team helped me to first expand my soft skills like
What I learned
This project that I worked in a team helped me to first expand my soft skills like
What I learned
This project that I worked in a team helped me to first expand my soft skills like
What I learned
This project that I worked in a team helped me to first expand my soft skills like
Golnaz Safari - Visual Communication Designer
– Let's Explore How My Work Can Add Value to Your Team!
Golnaz Safari - Visual Communication Designer
– Let's Explore How My Work Can Add Value to Your Team!
Golnaz Safari - Visual Communication Designer
– Let's Explore How My Work Can Add Value to Your Team!
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Nicey © 2024. Designed by Goran Babarogic