Project brief: Design for one individual with/for their impairment
My role: Wireframing ,Interface Design, Journey maps, Research
Team: Eli Clein, Kyu Ree Choi, Athena Giani, Leigh Fields, Allie Smith
Project timeline: 10 weeks

PROBLEM

A color blind student at SCAD who doesn’t know when he’s seeing the correct color and doesn’t know how to go about fixing it.

SOLUTION

Help identify the right colors given his disability, and allowing him to safetly operate university equipment for his projects.

Design Process

01

Ideate

Ideation and secondary research

• Statistics
• Quantitative research

02

Discover

Primary research our user

• Observations & Interviews
• Qualitative research

03

Conceptualize

Finding a concept based on our findings and analysis

• Solution area

04

Build

Refine the chosen direction

• Flow Charts & prototyping

Our Student, Taco...

Taco is a 20 year old Industrial Design student from Mexico in his second year at the Savannah College of Art and Design. He was first diagnosed with color blindness when his kindergarten teacher alerted his parents of this disability.

01

Ideate

Statistics

Colorblindness affects 1 in 12 men & 1 in 200 women

02

Primary Research

Observations & Interviews

Observations

Unaware
Unless the color is labeled, Taco is unable to determine independently that the color he sees is inaccurate.

Organization
Organization can help Taco fill the gaps with educated guesses where he can't see colors.

Confidence & Positivity
Taco is confident in his design ability, even though color is a major aspect of design. He views his disablilty in a positive light even as he is faced with higher level design challenges.

External Assistance
Taco naturally asks for assistance from others when he needs clarification.

We watched him use school equipment, software, and commuting to school. Since we were only to design for Taco, our team focused heavily on his needs and wants when it came to struggles with his impairment. We interviewed him to know more about him; his personality, his daily struggles, and how he overcomes them. Then we observed his behaviour and how he goes about his day, whether it’s school or his free time.

As a team, we decided to focus on Tacos Planter assignment in his Industrial class. We separated his journey map into sections so we were able to pin point his lows and his highs based off of what he was thinking while doing and the time it took place. This was an effective way to find out what we should focus on as his main problem to tackle.

03

Conceptualization

Solution Area

We identified three main problem spaces which took place in this assignment and decided to focus on public spaces. Unlike the other problem spaces, public spaces are not always color-blind accessible. Such as the school itself.

Overall, the focus landed on making university equipment accessible through an application. As a group we wanted to potentially have something that would be able to benefit everyone with disabilities and to create a unified environment between the students.

Public Spaces

04

Build

Flow Charts & Prototyping

Once we made a flow chart for organization and functionality, we worked into wireframes to start our visual designs and overall layout of elements and information.

Flow Chart

Lo-Fi Wireframes

Hi-Fi Screens

After iterations and refinement with Taco we came to our final screens. Taco was very pleased with the approach we took towards his colorblindness.

If you are interested, please take a look at my process and feel free to reach out to me with any questions!