IDENTITY

DEFENDER

Clear Channel X University of Applied Sciences Rotterdam

My roles within the project:

  • Visual design & Illustrating

  • UX research

  • UX/UI design

Some work can be shown in Dutch due to a Dutch client and assignment.

All of the work below was created by me or in collaboration with teammates.

DESIGN QUESTION

“How do we use digital billboards in schools to ensure that students aged 12 to 16 become aware of their digital footprint, so that we prevent them from becoming victims of identity fraud?”

DESIGN GOAL

Our design goal is to provide an interactive solution that makes young people aware of the impact of their digital footprint. We want them to be able to protect themselves against identity fraud by helping them make wise choices, both now and in the future.

DISCOVER

INTERVIEWS

The purpose of the interview was to outline the current situation of the target group with regard to their knowledge about (their own) digital footprint and its negative risks.

We included the insights that matched those of the respondents and/or fascinating insights in our "insight wall": a collection of our key research that we will incorporate into developing concepts later in the process.

DISCOVER

CULTURAL PROBE

The cultural probe is a creative and active method to conduct research with respondents about 'digital footprint'. I therefore created a workbook where our respondents could complete various assignments about our topic. For example, they answered statements about digital footprints (true or false) and looked up each other on the internet in order to sketch a persona of each other and reflect on it.

DEFINE

After completing our research and gathering insights, we looked at the most important insights; where is the need? This is where the client, users and the desired design meet. To this end, we have drawn up guidelines that give us direction during the creation phase.

DESIGN PRINCIPLES

DEFINE

PERSONA

We based the persona on the insights from the interview with the target audience about their digital footprint and cultural probe. I then developed these visually into the persona:

  • Personal: what characterizes the target group.

  • Pains: what the target group is struggling with, the current situation they are currently in and are not happy with.

  • Goals: what the target group is striving for, the desired situation they want to have. So we know what the concept in terms of wishes and needs must meet.

  • Online activity: An overview of how the target group gets his/her digital footprint.

CONCEPT

After completing our research and gathering insights, we looked at the most important insights; where is the need? This is where the client, users and the desired design meet. To this end, we have drawn up guidelines that give us direction during the creation phase.

BRAINWRITING

CONCEPT

During the Moscow method, Me and my team looked at which specific components we wanted to involve into the elaboration/design of our concept. Looking from the ideas that were created during the idea divergence, we wanted to filter them at the level of must have, should have, could have and won’t have.

MOSCOW-METHOD

CREATE

PROTOYPING

While creating several low and mid fidelity prototypes, we started looking at what components from our creative brainstorms could be realized. The goal of these prototypes is to get closer to the ideal user experience by looking at the design and flow of the concept. By testing and working together with our target audience, we get a little further towards this ideal user experience each time because we listen to their opinion and incorporate it into the updated and improved version of the prototype.

MID-FIDELITY PROTOTYPES

Identity Defender is a school-initiated game offered by Clear Channel's interactive digital boards in schools, where students are given a statement about identity fraud and digital footprint. They must answer these statements with 'true' or 'false'. Students can scan a QR code to fill in the answers on their phone. If they are wrong, they see an explanation with a tip for the future. The result links them to a character that the students take with them to the following workshop. In this workshop during the digital awareness week, young people will work on the topic of digital footprints, discuss experiences and tips.

IDENTITY DEFENDER

CREATE

STYLE GUIDE

We wanted to develop a corporate identity for our concept. The design has its own authentic brand experience that is recognizable to the target group when it is presented on Clear Channel's digital boards.

My main focus was on the approachable and motivated illustrations throughout the design. I also designed the characters that will be linked to the student at their result.

To radiate awareness and reliability, We chose blue as the main color. In terms of font, we chose 'Mogena' for its friendly appearance to appear accessible to the target group.

ADVERTISING DESIGN

We promote Identity Defender throughout the school. Both on Clear Channel's digital screens and on print posters. We use the entire school context to reach the target group and motivate them to get started learning about their digital identity. I have incorporated the style guide into the design of the posters that can be placed around the entire school.

FINAL PROTOTYPE

  • The home screen of the game. You end up here after scanning the QR code on the digital screen at school.

  • Example of a question statement related to digital footprints and their consequences. The student answers the statement with 'true' or 'false'.

  • Example of feedback on an incorrectly answered statement. The student remains motivated because we encourage him to learn from mistakes and a brief explanation is given as to what is correct.

  • Example of a question statement related to digital footprints and their consequences. The student answers the statement with 'true' or 'false'.

  • Example of feedback on a correctly answered statement. The student is motivated by being complimented and given a brief explanation of why the answer is correct.

  • Example of a question statement related to digital footprints and their consequences. The student answers the statement with 'true' or 'false'.

  • Example of feedback on an incorrectly answered statement. The student remains motivated because we encourage him to learn from mistakes and a brief explanation is given as to what is correct.

  • Example of a question statement related to digital footprints and their consequences. The student answers the statement with 'true' or 'false'.

  • Example of feedback on a correctly answered statement. The student is motivated by being complimented and given a brief explanation of why the answer is correct.

  • Example of a question statement related to digital footprints and their consequences. The student answers the statement with 'true' or 'false'.

  • Example of feedback on a correctly answered statement. The student is motivated by being complimented and given a brief explanation of why the answer is correct.

  • Example of the outcome of the game. The student is linked to a character based on the statements answered (so there is no such thing as right or wrong). They take this character with them to the workshop on 'digital footprints' to discuss with fellow students.