5 ways to use prototypes to learn, not test
Let’s start with a definition. For me, a prototype is a thing you use to provoke a response, so you can learn.
In many fields and even traditionally in the design world, prototypes are used primarily to test whether your designs are working. That’s great, and we do that too. But using low-fidelity prototypes much earlier in the design process, lets you learn heaps more and different stuff than you would in a traditional depth interview.
Here’s some examples of different types of prototypes we’ve used to learn, rather than to test.
1. Scenarios
This is a very recent project, looking at ways we might work flexibly post COVID-19. We created some deliberately unrealistic future scenarios, and used them to prompt a reaction. The point wasn’t to find out which of these scenarios was the best, it was to understand how people were thinking about work.
We could have just asked what they thought the future of work looked like. But this way instead of a whole lot of “middle ground” scenarios, we got their raw reactions to the extremes, and used that to frame with them what possible futures might look like.
2. Make your own prototype
Getting people to build something themselves, reveals what’s important to them in a way they might not tell you (or might not be able to articulate) if you asked.
We used this in the design of a new service centre. We gave participants all the elements that needed to be included, and got them to choose where each element should go and how much space it should have. They also had options to add their own elements.
This worked particularly well in small group sessions, as a way to promote conversation about the relative importance of different elements, why they are important, and how they relate to each other.
3. Physical space walkthroughs
We used low-fidelity prototyping in an existing physical space, when we were helping the State Library of Victoria define their future state vision.
It wasn’t just about the space, it also involved people role playing different scenarios in the space. The scenarios were deliberately loose so participants got to improvise what they would do. Observing this, we learned what might work in practice and some of the likely challenges.
4. Card sort
This one isn’t revolutionary, but it’s really useful and we use it all the time.
You develop a range of concepts loosely connected to your research area, and get participants to sort them into categories — “I don’t think so” — “Good idea” — “Game changer”. The idea is not to identify which idea is great, but to understand why and how people think about the topic you’re exploring.
5. Blank space
This is one of my favourite recent examples, because it’s so simple and effective. This is testing that we’d normally do on site, but had to do virtually because COVID.
Before we started the testing, we put this image up on screen, and asked participants what they’d expect to see, or like to see, in that blank space. Their answer tells you so much about them — their familiarity with the location, how much notice they take of the thing you’re talking to them about, what they’re most interested in at that moment.
So there you have it. Five simple ways to put prototypes in front of people early and easily, that will help you learn more about them and about your subject matter.