Trevor Jones

Dovie Luckado

Tanelle McMillin

Susan Robertson

Jason Wright

Dr. Jinsook Kim

Prof. Jauneth Skinner

Developing an Innovative Tourism Map for the Civil Rights and Heritage Trail in Anniston, Alabama.University-Community Partnership, Creative Design and Technology

Design Studio: Spring 2012 / Contemporary Visual Studies: Maymester 2012

On Mother’s Day, May 14, 1961, a Greyhound Bus whose passengers included several civil rights activists known as the Freedom Riders, was attacked by a mob and burned just outside of Anniston, Alabama. No one was killed but the incident shed light on the hostility of Jim Crow in the Deep South.

Design Team

Freedom is precious, and as a designer, it is a responsibility to be active in those endeavors that seek to create a society that champions equality and promotes understanding. The Anniston Civil Rights and Heritage Trail was proposed by the Spirit of Anniston as a means of honoring the efforts of all those who fought for equal rights in Anniston, but also as a way to promote intelligent and open conversation on the often sensitive subject of race in America. The trail is in its infancy and much of the design work for it is yet to be done. Jacksonville State University and its new degree program MFA in Visual Communication and Design are dedicated to social consciousness issues and this project provides a great opportunity for the graduate students to search for collaboration and a helpful design concept through the human-centered design process and prototyping.

Human-centered design relies heavily on research and the observation of those groups or individuals who will be potential users of the design. Observation brings insight into problems and possible solutions.

A variety of observation methods and interview techniques were imple-mented to gather sufficient data for insightful interpretation and analyzing. Our observations led us to select two participants who were not natives of the city of Anniston and to document them through the use of video as they searched for sites on the trail. Prior to the observation, we formulated a list of specific behaviors or behavioral infer-ences to inform our process.

Observation

1.0

The scenario acts as an exploratory device and leads to possible unknown futures. It also aids in the refinement of the entire process.

Lisa and her son Trevor have recently moved to the Anniston area. They have been told that Anniston has a rich Civil Rights history and they have decided to explore the area. Trevor goes online to search for a place to begin. He finds the Spirit of Anniston’s website with information on a new project called the Anniston Civil Rights and Heritage Trail. Lisa and Trevor visit the Spirit office receive a list of sites with significance to local Civil Rights history; however it does not have an established path or sequence. They begin their journey at the Anniston Public Library. They search for some indication or marker that denotes the sites significance, but discover that none exists. With their next destination in mind, they set off while Lisa uses a GPS to get their bearings. Trevor uses his Smartphone’s map app. They arrive at the next site, but once again there are no signs to indicate the history that occurred at the site. They soon realize that it is not even the original structure from the 1960s.

Problem Scenario

2.1

2.2

The next site they visit is the bus station; they arrive at the address and park. Without knowing exactly where the mural is located, Lisa and Trevor wander around until they stumble upon the mounted information, in the alley. They begin to read and look at the pictures. They both start to empathize and discuss their thoughts with one another. It is at this point they start to feel connected to the trail. They want to follow the route of the bus to the site of the burning. Unfortunately, because of new road construction, they become confused. They pull off the road into the turn lane and look up the address using a GPS application on Trevor’s smart phone. Finally, they make it to the marker for the bus burning site, almost by accident. The environment is loud, filled with the sounds of traffic from the highway and makes it difficult to di-gest what happened at the site. The information on the marker does not relay the violence of the event. They expected more of a memorial at the site.

Problem Scenario Cont.

• There is no set route to follow

• There are no markers explaining the history of events at most of the sites

• Many of the sites are difficult to find using GPS or Smartphone technology

• Many of the sites no longer appear same as they did at the time of the events. Many changes have occurred over the past fifty years.

• There is little to no signage directing people to the sites.

• The signage currently at the site of the bus burning does not convey the significance of the event.

Key Problems

The conceptual prototype is a highly abstract set of integrated ideas derived from the key problems and translated into possible design solutions through an iterative process.

The conceptual phase begins with the development of a non-directional diagram of the key words or phrases collected from the scenario and key problems. Those words are then categorized into a hierarchical diagram to reveal groupings that help define an area of focus. Using these groupings, a concept map is generated to form relationships between the words. The concept map shows a connection as well as hierarchy for the word groupings.

Conceptual Prototype

(examples of pasting sticky notes to flesh out concepts)

3.1

The post-its are re-ordered to indicate key concepts.

Conceptual Prototype

3.2

Way findingPlacesDistractionsCodeTravelDriveMarkerDestinationPassengersEstablishJourneyPath

MapPlacardDirectionOrientHighwayIndicateSoundsContemporarySequenceGPSExploreConcentrated

AccommodateRouteConnectionVehicleDistanceBarricadeGuidanceAccessSignsMountedTrail

ImpressionLoudEmotionalFearInterestEmotionalExploreEnjoy

InteractionReflectionWonderEmpathyScanExtinctDigestExperience

HeritageIntrospectionNoiseRefreshExtinctDigestIndicateImpression

WanderExhaustionCurrentRestSmart

ArtifactContextIdentitySpatialUndefinedEnvironmentPhoneBusTimeHighwayMural

SoundsOrderMuralInformationChurchTrainBus stationAnnistonIncidentEventsOrder

SegregationDesegregationCivil rightsRacismHistoryWhiteColoredFace

communicates

communicates

communicates

communicates

graphics

labels

logos

signs

history

food lodgingshopping

accommodations

sites

rural

urban

environment

exploretravel

journey

visualsystem

aesthetic

Non-Directional/Hierarchical Diagram (The above diagram is a synthesis of the two separate diagram types)

Concept Map

3.3

Conceptual Prototype

SubtractionList-up Categories Translation SubtractionAesthetic

Logo

Graphic

Signs

Labels

History

Journey

Travel

Explore

Environment

Sites

Accommodations

Lodging

Shopping

Empathy

Dining

Map

Code

Visual System

Appearance

Identify

Aesthetic

Map/Code

Environment

Way Finding

Orientation

Sites

Explore

Journey

Travel

History

Accommodations

Lodging

Economic Development

Dining

Shopping

Visual

Recognition

Aesthetic

Systematic

Consistent

Codified

Way Finding

Navigational

Divergent

Sequential

Flexibility/Choice

Exploratory

Informational

Empathizing

Experiential

Heritage

Collaborative

Encompassing

Systematic

Codified

Navigational

Sequential

Flexibility/Choice

Exploratory

Informational

Experiential

Interactive

Technology

Tourism

Communication

Apps

Communicative

Interactive

Key-Metaphor Matrix

The exploration of concepts through the various diagramatic systems led us to the idea of a design solution that manifests as a virtual tour package with map-like components. A key feature of the tour system is a theme-based structure for visitation.

Concept Basis

3.4

User hovers over each selectionto read descriptions.

User reads introduction to theinteractive tour.

User chooses milestone tour.

User reads about thesignificance of the tour.

User selects starting point.

User proceeds to next sitewithout reading about site 1.

User reads about site 2 and proceeds to site 3.

User reads about site 3 and decides to go back to site 1.

T FR L G

MilestonesDescription

Site 1

Site 2

Site 3

Site 4

Introduction

User revisits site 1, 2, and 3then proceeds to site 4.

User reads about site 4 andclicks to go back to intro andselects a different journey.

User Profile:Male, age 18. Not from Anniston, AL.

Timeline Milestones FreedomRide

Heritage Global Local

The behavioral prototype is focused on the testing and gathering of information related to an undetermined aspect of the design concept. It seeks a user response for analyzation.

The procedural prototype uses the insights found from the behavioral prototype in the process of refining the actual workings of the design solution. It allows for more specific testing and interpreting.

At this stage of the process, we began looking for small portions of our design concept to test. Our pro-totypes took the form of video interviews and a survey of maps and map elements. We knew that mul-timedia and some sort of map system could be important components of our design solution. The data we gathered from potential users provided valuable insight into how people might interact with those elements. These insights informed the processes involved in creating the next prototype.

Our insights from the behavioral prototype gave us valuable data concerning the participants. We then tested the participants concentration and preference in regard to interactive audio information. We also gathered further insight into how users interact with and read maps and map elements.

Behavioral Prototype

4.2 Multimedia Behavioral Prototype

4.4 Map Behavioral Prototype

Procedural Prototype

4.3 Multimedia Procedural Prototype

4.5 Map Procedural Prototype

4.1

Seven individuals were selected to the view the video. The participants were directed first to listen only to the audio from the video and then they were allowed to view it afterward. The participants were then interviewed about their experience.

1. What were the participants thinking during the audio portion?

2. Did the participants find it important to have a visual with to accompany the audio?

3. How did the participants respond to the audio clip versus the video/audio clip?

4. How do the participants respond normally to the subject matter presented in the video?

5. How did they describe their mood during the audio portion? Video?

• Participants sometimes show generational biases in response to the subject matter

• Participants expressed strong feelings to-ward the subject matter whether after audio or video/audio

• Audio generated a less intense but more thoughtful reaction

Multimedia Experiments

Observational Inferences Results

4.2

4.3

This procedural prototype addressed the participants interaction with information presented in variable formats and structured in a digital environment that mimics the possible interface solution for our design concept. Based on the insights from the behavioral prototype, it was deemed necessary to search for the most informative and engaging combination of information presentation.

Four participants were chosen and asked to engage one of a series of interactive documents that con-tained information (both text-based and audible media) and images related to the Civil Rights Move-ment. Each participant viewed only one type of three documents. The documents used are as follows: a text and static image only document, an audio and static image document, and a combination document containing audio, text and static images. The participants were then queried about the experience. Two participants viewed the audio-only document. The audio only documents allowed the participant control of when to start the clip. The audio and text-based com-bination did not; the audio began upon first opening the interactive page. The audio/text combination and text-based only document provided an option to see additional text information

1. What did the participant remember? (in reference to any information)

2. What peaked their interest specifically?3. What additional imagery did the participant

see in their mind?4. Was there sufficient information for the

participant?

• The participants who viewed Audio-Only and Text only pages remembered the most specific information.

• The Audio-Only and Text/audio combination participants indicated that the music peaked their interest and enhanced the information.

• All participants exposed to audio information expressed interest in the voice interviews that came from the time period.

• The text-only participant expressed a need for more images on the page (only one was presented), this participant voiced the most about images coming from the mind. One of the audio-only participants said that she focused on the dominant image on the page which corresponded to the audio(three im-ages were provided).

• The text/audio participant expressed confu-sion at what information to pay attention to because the audio began as she was trying to read. She became distracted and did not finish the information. Also expressed that there may have been too much text informa-tion.

• One audio only participant and the text/audio participant expressed a need to know more of an introduction to the subject mat-ter. Both commented about a “whole story”

Audible and Text-based Interaction Interface

Observational Inferences

Results

• Participants can become distracted when audible information is presented at the same instance as separate text information.

• Participants recall information in a more detailed manner when presented with one information input option

• Music can engage and initiate the user into the information, especially associated with this type of social movement

Insights

4.4

The prototype addresses the participant’s means of identifying the criteria needed for effectively designing a map and markers needed for a tourism map design prototype.

Six individuals were selected to par-ticipate in the map study. The purpose of the study was to find out what level of detail is needed to efficiently read a tourism map. Four maps were presented to the participants. They were asked six questions regarding the maps. .

1. How many seconds did it take to find Noble Street on each map

2. Which map provided sufficient visual detail for the participants?

• 66% of participants found Map C to be the most visually pleasing.

• Participants found Map C to be clear, con-cise and user friendly.

• 66% of participants were able to find Noble Street within two seconds on Map C.

• 50% of participants preferred the diamond shape for the map symbol.

• Contrasting colors and pointed shapes help identify points of interest in a clear and concise way

• What color did participants prefer for the map marker? Four out of six people preferred purple. One person liked green and one person liked white.

• Are contrasting colors on a map helpful when providing navigation? Three participants agreed that contrasting colors add visual stimulus and organization to a map. Two participants said it was somewhat important, and one participant was indifferent.

• Does the icon’s shape help indicate the location of a site? All participants agreed that the point of the diamond helps to “pin-point” the exact location of the trail site. One participant commented that if it were a circle it would be more difficult and confusing to find on a map.

Optimum Dimensions for Map Street View

Observational Inferences

Insights

Marker Questions/Results

4.5

The prototype addresses the participant’s means of identifying a clear way to utilize a user-friendly navigational tourism map.

1. Which map provided the clearest route to access the trail sites?

2. Did the participants prefer an abstract layout or an accurate layout of the trail locations?

3. How long did it take each participant to interact and fully understand the three map layouts? (See chart below)

• Four out of six people preferred the Map C. Two participants preferred Map A. None of the participants understood Map B’s layout.

• All six participants preferred Map C as an accurate and easy to read layout of the trail locations.

Optimum Dimensions for Map Street View Navigation

Observational Inferences

Results

Six individuals were selected to participate in the navigational map study. The purpose of the study was to identify what way-finding layout was needed to efficiently use the tourism map. Three maps were presented to the participants. They were asked three questions regarding the navigation of the maps.

BA C

• People need a structured and organized flow when reading a map

• When a route is clearly laid out in a town people are not familiar with, it eases their minds about finding certain locations

Insights

The appearance prototype constitutes all those things that deal with the appearance or aesthetics of the design.It is a suggestion of the look and feel of the design.

This conceptual prototype offers four alternate tour sequences in which the user visits the sites depending on his or her choice. These alternate sequences feature chronology, significance, heri-tage, and emotional value. Each tour package takes into account the sequence selection as well as desired content to create an engaging and educational user experience.

The Timeline Package features a sequence that allows the user to see the sites and learn about the events as they happened in chronological order. This sequence puts the series of events into perspective relating them to national occurrences.

The Milestones Package offers a journey that focuses on the significant events that occured on the An-niston Civil Rights and Heritage Trail that were important to the overall Civil Rights Movement. This sequence emphasizes the magnitude of each event as it relates to the city of Anniston and makes a con-nection with Civil Rights Move-ment and the user.

Appearance Prototype

5.0

For an interactive example, see the attached swf file.

6.0

Lisa and Trevor have recently moved to the Anniston area. They have been told that Anniston has a rich Civil Rights history and they have decided to explore the area. Trevor goes online to search for a place to begin. He finds the Spirit of Anniston’s website with information on a new project called the Anniston Civil Rights and Heritage Trail. The website offers several different “packages” to explore. They choose the timeline package that offers informa-tion about sites as they occurred in history. Trevor finds a list of sites and an interactive map. As he scrolls over each site, he receives information, sound clips and images of the site. The website gives Lisa and Trevor a clear route to take in their exploration of Anniston’s Civil Rights history. They are able to print off information about the sites and Trevor is able to pull up the informa-tion on his smartphone. When Lisa and Trevor visit the sites they have the information they need to understand the historical significances, even when there is a lack of information at the site.

Solution Scenario

There is no set route. Each “package” gives different suggestions for a route.

There are no markers explaining the history of events at most of the sites. (Problem is not solved) Information is given on the website.

Many of the sites are difficult to find using GPS or Smartphone technology. Website provides interactive map, printable directions and can be accessed with a Smartphone.

Many of the sites no longer appear the same as they did at the time of the event. Demolition, construction, and remodeling have all occurred over the past fifty years. (Problem is not solved) Images of the site at the time of the event are available on the website.

There is little to no signage directing people to the sites. (Prob-lem is not solved) Directions pro-vided by the website makes wayfinding easier.

The signage currently at the site of the bus burning does not convey the significance of the event. (Problem is not solved) The website provides information about the events so that people can under-stand the importance.

Key Problems

The solution scenario incorporates some interation of the design concept in a realized situation and exhibits some effective use of the design.