TemperAlarm: a sustainable HVAC solution
Fall 2017 |Human-Centered Design
Concept
In a team of 3, my group and I were asked to create a physical device that would solve any sustainable issue.
To narrow onto a topic, we started by looking through a mind map starting with global warming, what we felt was a central issue. We then did secondary research on various topics while considering both their solvable feasibilities as well as their prominence in known issues today.
We settled on the overuse of energy through HVAC systems in commercial buildings, as this is not a common but necessary conversation. Heating and cooling accounts for 53% of the energy used in offices, and energy costs rise by about 8% for each 1ºC of overheating in public buildings.
We decided on creating an interactive product that would respond to changes above or below a certain temperature threshold determined as overcooling or overheating. The device would attract attention, inform users about its mission, then encourage them to take action by adjusting the temperature to within the threshold. The device will then turn off.
User Research
With our focus in commercial buildings, specifically educational spaces, our targeted user base for this project mainly centered around college students and other related building users.
From a survey with 26 responses, we gathered data on people’s experiences and understanding of ventilation vs. energy use on our college campus.
Developing the Idea
From the data, we saw the need to address the issue through awareness and education, hopefully turning the actions into habits people can carry with them everywhere. And we felt that this device best met that goal.
To further the creation of our product to meet our solution, we explored various parts of the design process.
Personas
Persona Scenario
Tim is a freshman who spends most of his time working on projects in engineering buildings. He concentrates best when in warmer temperatures, often carrying jackets with him. He is very curious but what usually drives him to learn about certain topics depends on either the cost or educational opportunity of the result.
Storyboard
- The device is stagnant until the temperature drops or rises past the expected threshold.
- The alarm goes off and attracts the attention of users in the vicinity.
- Users approach it, read about its purpose, and adjust the temperature.
- The device returns to its stagnant position. The user returns to their work.
Morphological Chart
The device will move side-to-side, shine a light, play music, and have a SpongeBob theme to garner familiarity and curiosity from potential users.
Moodboard
The emotional effect of the device needs to be carefully balanced between the spectrum of annoying and curiously enticing.
First Prototype
Using LittleBits, small electronic building pieces, we created a low- to medium-fidelity prototype of the device based on our design explorations.
Feedback
We then tested our device with potential users through one-on-one student interviews and using the Delphi Method with design experts on campus.
Interviews
Delphi Method
The main issues in our design were:
- The use of SpongeBob may be misleading in the mission of the device
- The light may be an unnecessary and sensitive feature
Second Prototype
With the feedback, we created a new device with the following changes:
- Figure: a cartoon penguin named “Timmy” reflects animals that are endangered by global warming
- Music: ocean and penguin noises maintain calmness when triggered
- Light: removed because unnecessary
- Text: large plaque with simple but effective information and instructions
Lastly, we focused on maintaining interactiveness, despite considering automatically adjusting the air. We felt it would be best to educate users, increase their awareness on overuse of energy indoors, and make regulating thermostat temperatures become habitual if used enough times.
Timmy and the instructional plaque will be propped next to and connect to the thermostat in a public location or classroom. It would be triggered by certain temperatures and induce action form users, while also sharing a visual story connected to the issue of saving the environment.
Conclusion
We ended the process with the second and final prototype. In the end, it met the design needs and preferences of users, while also incorporating a more related appearance and message to the issue of sustainability.
Takeaways
Overall, I learned a lot about the human-centered design process and learned how to effectively design to educate and engage users by:
- Focusing the process on user-focused methods
- Incorporating user data to inform design decisions
- Building a solution that best meets the stated problem
Improvements
In the future, I believe many more improvements could be made. Should I have the chance to conduct this research again, I would expand our focus on exploring the possibility of designing for younger ages as well. This would allow the chance to provide earlier education, and thus create earlier habits, on solving this issue. I would also continue the process and create a more refined, higher fidelity prototype.
