Unit 2 Outcome 3 | assessment task | Published: August 17, 2024 | Revised: August 17, 2024
2024 VCD
Revision notes.
What is the role of visual communication in shaping positive and inclusive interactive experiences?
VCD UNIT 2 AOS 3
Creating
social impact.
This Area of Study will ask students to identify design opportunities through the lens of Interactive Experience design.
Students use the Double Diamond Design Process to support the investigation, definition, development and delivery of a digital design solution for a social impact mobile phone app. They will research the UN 17 Sustainable Development Goals (UN SDGs), learn about potential users' needs and preferences, and discover how social impact apps use visual language and other interactions to influence attitudes and behaviour. Students will learn the skills of visualising and prototyping ideas with low and high-fidelity wireframes and prototypes. They will then create a static presentation for their client that will create improvement towards solving the UN SDG goal they identified. As an extension exercise, students may learn how to make an interactive prototype using Adobe XD software.
outcome
What students need to do
ON COMPLETION OF THIS UNIT THE STUDENT SHOULD BE ABLE TO
-
apply the VCD design process to design an interface for a digital product, environment or service.
(VCE VCD Study Design 2024 – 28 p. 29. )
Model answer
Part of a high-fidelity static presentation for an app for social impact design. Farah Hassan.
A screen-movie of a basic interactive prototype made in Figma for the social impact app design. Farah Hassan.
Introduction
“The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognise that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.”
(https://sdgs.un.org/goals) Accessed 25 May 2024.
Learn about the goals
Do you know all 17 SDGs?
Learn about the goals
Red Alert - How to meet the Sustainable Development Goals together
The United Nations' 17 Sustainable Development Goals (SDGs) form a comprehensive blueprint to achieve a better and more sustainable future for all people by 2030. These goals address longstanding global challenges such as poverty, inequality, climate change, environmental degradation, peace, and justice. Each goal has specific targets and indicators to guide nations’ implementation efforts.
The SDGs are integrated into various aspects of education in Australian high schools. Our curricula encourage critical thinking, problem-solving, and active citizenship, which align with the goals. For example, Quality Education (Goal 4) is directly addressed through inclusive and equitable learning opportunities. Climate Action (Goal 13) is incorporated into science and geography curriculums, fostering awareness and proactive environmental stewardship among students. Initiatives related to Gender Equality (Goal 5) and Reduced Inequalities (Goal 10) are promoted through programs and policies such as Intercultural Perspectives to create a more inclusive school environment. Moreover, subjects such as economics, history, and social studies explore the broader implications of sustainable development, connecting students with global issues and encouraging participation in community service projects. These educational strategies inform students about the SDGs and inspire them to contribute to their realisation, shaping them into responsible global citizens.
Students can learn more about the UNSDGs at the official UN Sustainable Development goals webpage and this Wikipedia page.
In this assessment task, students will design an interactive experience that helps people understand and take action to help the world reach one of the UN Sustainable Goals. Read on…
Jump to
learning intentions
Learning intentions should be set at the commencement of each unit, and then at regular intervals during the task. Read through the content on this page. Discuss what you think the topics are and form them into three ‘Learning Intentions. Use noun sentences like, ‘I will learn about making 3d drawings, or I will learn about Good Design. Write your three learning intentions.
For advanced learning intentions, go with 3 different levels.
- What you will learn. (For example, Good Design describes the qualities of all designs)
- How what you will learn can be used to create meaning or communicate information? (For example, The Elements of Design can be used to create aesthetic effects).
- How could your understanding of the learning be extended or related to other learnings? (For example, The idea of Good Design can be used to frame better solutions to design problems in any field of life)
success criteria
Success criteria can be negotiated between students and their teacher. The class group can agree on how a skill can best be demonstrated. Identification of success criteria is done at the commencement of each unit, then at regular intervals. Now that you are familiar with what you will learn in this task (Learning Intentions), it's time to lock in how you will be able to show that you know it or can do it. Write three success criteria, using verb sentences like in the examples below:
I will demonstrate that I have mastered the learning by;
- I Can identify the Elements and Principles of Design in the visual communication
- I can use three-dimensional drawing to visualise a range of ideas
- I can explain how three-dimensional drawing is used to present ideas to a client
Document an interaction design need
In this section, students visualise various ways to meet users' needs and help them satisfy one of the 17 SDGs. They use the iterative nature of the Design Process to create and test ideas, refine, re-test and resolve interactive Design Concepts. Students present ideas in collaborative design critiques that provide valuable user feedback to enable them to improve interactive experiences.
key skills
How I will demonstrate skills and knowledge
key Skills points for this outcome
- apply the stages of the VCD design process to resolve an interaction design problem
- select and use manual and digital methods, media, materials and design elements and principles appropriate for the design of inclusive interactive experiences suitable for diverse user needs
- present design concepts for critique, and both deliver and respond to feedback
(VCE VCD Study Design 2024-28, p. 30)
Discover
Use Divergent Thinking to challenge assumptions and explore design problems and opportunities.
In the Learning Activities for this Area of Study, Students learned about the roles of User Experience and User Interface designers and how they collaborate to produce interactive experiences. Students have also explored techniques for empathising with users’ experiences. It’s time now to give this learning some context. The design problem for this Assessment Task will be:
- How might we help society progress towards satisfying one of the United Nations 17 Sustainable Development Goals?
This design problem will translate into a communication need in the field of Interactive Experience design. Students will review the 17 SDGs and choose one to become the focus of their design investigation. As they work through their discovery process, they will determine a method for helping society satisfy one of the SDGs. This might be by encouraging people to take action, leveraging others into action, raising awareness, or by any other creative means that emerges along the way. The form of the Interactive Experience design will be an informative, target-based or game-based app for a mobile phone.
Divergent thinking techniques
Students will use Divergent Thinking to expand their understanding of the Design Problem. Methods they can use include:
- Mind Maps, Brain Dumps
- Conduct Human-Centred research to define user characteristics, pain points, experiences and user journeys
- Research other interactive experiences
A Brain dump
A comprehensive Brain Dump exploring a range of angles about the 17 SDGs, app ideas and users. Suha Rahman.
Research
Topic research. Farah Hassan.
User Story. Farah Hassan.
task
Show I know ...
1.4 Document the problem as a brief
Write up the interactive Design Problem as a Brief. Format your brief using the subheadings you recorded from the Learning Tasks page.
1.5 Audience persona
Create a fictional audience persona or user story for a high school student interested in social change. Use a picture to personify your audience persona and refer to demographics, psychographics behaviours, habits and mindsets to describe your ideal audience member.
1.6 Research existing products
Investigate a wide range of apps. Collect images of three different ones at three different stages of operation and place them on a page. Describe the use of Design Elements and Principles and Gestalt Principles of Visual Perception in annotations. Identify and describe the problem they solve and design decisions made to ensure accessibility for the diverse needs of users.
1.7 User journey map
Select one of the apps you chose in Task 1.6. Interview a partner and create a Journey Map to reveal how users navigate through an interactive experience. Record their emotions at each stage and pinpoint pain points they may experience.
Jump to
Define
Use Convergent Thinking to analyse, evaluate and present information for Human-Centred design.
Now that students have identified and framed a Design Problem and have learnt about users’ existing knowledge, they are ready to write their brief. Then, they will conduct deeper, more targeted research on their topic and how apps are constructed.
Brief
Students should write a brief containing specifications, constraints, expectations and a deliverable for their app design. Below are two example briefs made for this task. Click the link below to find out more about a Brief.
Brief. Farah Hassan.
Brief. Suha Rahman.
Research
Students conduct research into the aesthetics and function of existing mobile phone apps. They should describe and explain these two characteristics and how they have been designed to meet users' needs.
A quick examination of the Instagram app. This student has deconstructed the operation of the app. Maggie Chen.
Other ways to understand our users’ needs
Jump to
Discover
Define
Brief
task
Show I know ...
1.1 17 SDGs Brain Dump
Skip back to the Introduction section for this page. Watch the videos on The United Nations' 17 Sustainable Development Goals. Create an A3 page for a Brain Dump on the 17 SDGs.
- Write down all the goals as headings
- Under each of your 17 SDG headings, define the central topic and the goal on a global level
- Under that, consider the goal at a local or micro level. Identify who or what is at risk at your school, community, region or state level
1.2 Human-Centred research
Use Human-Centred design research methods to create a survey to find out what people know and think about the themes in the 17SDGs. This survey aims to provide you with information to help you identify and prioritise a need. Try to write the questions in such a way as to yield information that helps you choose which one of the 17 SDGs should be your focus. Run the survey, process and present the results.
1.3 Define an interaction design problem
Referring to the data you collected in your survey and your Brain Dump, define a specific need or opportunity to improve one SDG relating to your local or school community. Define the need as a ‘How might we? Design Problem question’.
Jump to
Visualise and test design ideas
In this section, students visualise various ways to meet users' needs and help them satisfy one of the 17 SDGs. They use the iterative nature of the Design Process to create and test ideas, refine, re-test and resolve interactive Design Concepts. Students present ideas in collaborative design critiques that provide valuable user feedback to enable them to improve interactive experiences.
key skills
How I will demonstrate skills and knowledge
key Skills points for this outcome
- apply the stages of the VCD design process to resolve an interaction design problem
- select and use manual and digital methods, media, materials and design elements and principles appropriate for the design of inclusive interactive experiences suitable for diverse user needs
- present design concepts for critique, and both deliver and respond to feedback
(VCE VCD Study Design 2024-28, p. 30)
Develop
Use Divergent Thinking to challenge assumptions, test and explore ideas with unexpected results.
Students use Divergent thinking in the Develop stage of the Design Process to visualise ideas for the structure, flow, interactivity and page layout of an app design intended to enable users to contribute to social change in one of the of the UN 17 Sustainable Goals. They use an iterative workflow, conceiving and testing Design Concepts and reflecting on feedback from peers. Students identify opportunities to improve accessibility for a diverse range of users.
Social impact App developers’ strategies
Gaining and holding users' attention long enough to change their behaviour can be difficult. Social impact app developers employ various strategies and frameworks to engage and motivate users. Behavioural science, gamification, user-centred design, and community-building principles often inspire these strategies. Students must be mindful of app developers' approaches before writing their briefs. As students read through the following list, they will find many of these techniques quite familiar.
Gamification
Gamification involves incorporating game-like elements to make activities more engaging. Key elements include:
- Points, Badges, and Leaderboards. Users are rewarded with points for completing actions, badges for reaching milestones, and leaderboards to foster a sense of competition and achievement.
- Challenges and Quests include specific tasks or missions that users can complete to gain rewards or recognition.
- Levels and Progression allow users to advance through different levels or stages, which can help maintain long-term engagement.
Behavioural Nudges
Behavioural nudges subtly guide users towards desired actions without forcing them. Techniques include:
- Reminders and Notifications. Sending timely prompts to encourage continued use or action, such as reminders to complete a task or check in daily.
- Setting the desired behaviour as the default option makes it easier for users to participate.
- Showing users that others in their community are engaging with the app, leveraging peer influence to motivate participation.
Community Building
Creating a sense of community can deepen user engagement and motivation. Strategies include:
- User Forums and Groups offer spaces where users can interact, share experiences, and support each other.
- Social Sharing enables users to share their achievements or activities on social media to foster a sense of belonging and recognition.
Feedback and Rewards
Immediate feedback and tangible rewards reinforce positive behaviour. Methods include:
- Providing real-time responses to user actions, such as congratulatory messages or visual progress indicators.
- Rewards that offer virtual goods, discounts, or real-world rewards as incentives for continued use and engagement.
Storytelling
Integrating storytelling elements can make the app’s mission more relatable and inspiring. This includes:
- Narrative Structures use stories to explain the app’s purpose and the impact users can have.
- User Stories such as sharing testimonials and success stories from other users to motivate new and existing users.
My friend was so excited when she got this reward from the app she is using to study Spanish. Screenshot from ‘Duolingo’.
Visualise ideas
The convention of a wireframe is used to visualise ideas about the form, structure and interaction imagined for an interactive experience design. Students follow an iterative cycle where they visualise ideas and connections between screens, buttons and functions intuitively, then move to more formal diagrams. More formal wireframes consider the proposed layouts of screens and various assets that will need to be created. Colours and symbols may be used to explain different functions and interactions.
This image shows an app’s development in freehand wireframes. You can see the evidence of techniques like a leaderboard, statistics and communities in these folio pages. Farah Hassan.
A folio page showing the development of icons and a cohesive colour scheme. Suha Rahman.
An excellent, loose and comprehensive wireframe design for the interactive experience. Note the informative annotations and the boxes with crosses – conventions for image places in interactive design. Suha Rahman.
Design Critique
Excellent annotations summarising constructive feedback received from a design critique. Farah Hassan.
task
Show I know ...
2.1 Establish angle
2.2 Visualise design ideas
Visualise a wide range of ideas for an app that could solve the interactive Design Problem you identified. Consider page layout, touchpoints and interactive components. Annotate your sketches.
2.3 Evaluate Design Ideas
Use your Brief and the insights gained in your research to evaluate your design ideas. Annotate your selection of preferred ideas.
2.4 Wireframes and Storyboards
Use manual line drawing to develop ideas as storyboards using sequences of wireframe diagrams. Consider if the potential design solution will meet the social impact goal defined in the Design Problem. Annotate the user’s journey through the app design, noting the start, end, touchpoints and connections to other smartphone features.
2.5 Create and test Low-fi prototype
Use a manual or digital method to create a greyscale, low-fidelity prototype of your preferred app design. Clearly show the layout of each screen, hierarchy, and app's structure.
Present your prototype in a Design Critique with your peers. Seek and record their feedback and suggestions for improving the interactive experience and allowing users to reach their goals.
Jump to
Deliver design solution
In this section, students respond to feedback received from a Design Critique with peers and refine and resolve interactive Design Concepts. They continue using the Design Process's iterative nature to refine, test and resolve their app design. Students deliver their Design Solution in a static presentation emulating interactivity.
key skills
How I will demonstrate skills and knowledge
key Skills points for this outcome
- annotate design ideas and concepts using appropriate design terminology to explain and evaluate design decisions
- test and evaluate the usability and suitability of design concepts
- select suitable static formats for the presentation of a digital interface solution.
(VCE VCD Study Design 2024-28, p. 30)
Deliver
Use Convergent Thinking to evaluate, refine, resolve and present design solutions to meet audiences and users' needs.
Students use digital methods and media to resolve Design Solutions. They use Design Elements and Principles and Gestalt Principles of Visual Perception to establish a consistent and cohesive look and feel. Students consider and refine the hierarchy and navigational flow of their interactive experience by testing and evaluating it.
An excellent wireframe being refined. There are also great descriptive annotations. Note the assets developed at the right. Farah Hassan.
Students resolve components and other assets, such as images, to be used in the app. These may be completed in a vector drawing program or in an interactive prototyping program. They should be exported or saved as components to be added consistently across the platform.
Students annotate their use of the Design Process to resolve their Design Concepts, identifying and evaluating their design decisions to improve accessibility and ensure users’ interactive experiences are engaging and intuitive.
This image shows the refinement of the design for the app shown in the image below. Working in line and greys removes unwanted distractions and allows the designer to concentrate on the layout and function of the app. This page also shows informative, descriptive annotations. Suha Rahman.
Students resolve components and other assets, such as images, to be used in the app. These may be completed in a vector drawing program or in an interactive prototyping program. They should be exported or saved as components to be added consistently across the platform.
Students annotate their use of the Design Process to resolve their Design Concepts, identifying and evaluating their design decisions to improve accessibility and ensure users’ interactive experiences are engaging and intuitive.
Part of a static presentation of a food app design. Suha Rahman.
An evaluation statement, referring to principles of Good Design. Suha Rahman.
worked example
Students Deliver their Design Solution by creating a suitable static presentation format using a digital-based method and media such as Adobe Illustrator ®. For an engaging extension exercise, students may develop their skills further using an interactive prototyping program such as Adobe XD or Figma. These formats can be shared for presentation and feedback.
A fully developed wireframe diagram of the app concept conceived by Farah Hassan.
task
Show I know ...
3.1 Consider aesthetics and accessibility
Use digital methods and media to develop the aesthetics of your tested app design. Trial a range of Design Elements and Principles and Gestalt Principles of Visual Perception such as shape, line, colour, type, balance, contrast, figure-ground, proximity and focal point to develop a look and feel for your app. Consider and annotate the effects of different combinations of visual components on accessibility for users with physical limitations.
3.2 Annotate design decisions
Annotate printed versions of the development of Design Concepts. Explain and evaluate your design decisions effectiveness referring to;
- the Brief
- the goal of social impact
- accessibility for diverse needs of users
3.3 Test and iterate
Test printed versions of your app design at the correct scale for a smartphone screen size with a range of peers who have not seen the idea before. Note their feedback on your work.
Incorporate changes to your app design's structure, flow, interactive elements or aesthetics in an iterative process.
3.4 Deliver the final app solution
Use a digital method to create a static presentation format that communicates the design, layout, structure and intention of your app. Present your final interactive experience solution for assessment.
3.5 Extension Exercise
Use interactive prototyping software such as Adobe XD ® to create a version of your app that emulates interaction. Share and record the operation.
Jump to
assessment criteria
Below is a broad indication of the evidence a student should show.
Click here to purchase a complete assessment rubric for this task.
The extent to which the student:
- identifies and researches interaction design problems or opportunities
- documents an interaction design need in the form of a brief
- applies the stages of the VCD design process to resolve an interaction design problem
- selects and uses manual and digital methods, media, materials and design elements and principles for the design of an inclusive, interactive experience suitable for diverse user needs
- annotates design ideas and concepts using appropriate design terminology to explain and evaluate design decisions
- tests and evaluates the usability and suitability of design concepts and documents feedback received from peers
- delivers design solution using a suitable static format for the presentation of a digital interface solution
Please note: To achieve good marks in criteria-based assessment, you must include some work for each part of the task. Spread your time evenly across the tasks.