At the end of the Ludinno worksop I would like to add some final considerations on how videos have been used in a user-centred design activity
ANALYSIS: Video has been used for analyse users in their own working/life environment (an example of this will be added soon).
INTERPRETATION: the videocard game has been used to interpret the video analysis together with users/clients and to identify direction for the concept development phase
CONCEPT DEVELOPMENT: instead of pencil and paper students have represented the concept by acting it. Here the process have been slowed down by the time spent in learning the video software and in planning the video, even for quick and dirty videos
TESTING HYPOTHESES: videos have been used to test users behaviour in special conditions
PROPOSING CRITICAL VIEWS ABOUT A CONCEPT: In those cases the use of the video emphasised emotional or social implications of certain concepts, thus proposing a discussion or opening a problematic perspective
PROVIDING NON VERBAL INSTRUCTIONS. This is the case of using videos instead of written or spoken communication, for users who are not able to understand them.
PROVIDING ADDITIONAL INFORMATION THAT CANNOT BE PROVIDED IN OTHER FORMS OF COMMUNICATION. Video are able to provide the emotional involvement of the spectator, creating empatic links between the designer and the user
…and, of course, videos have also been used for the PRESENTATION OF THE FINAL CONCEPT