Minor Project
TANG LILIN (0376668)
Digital and Social Media Communication
9/22/2025 - 12/28/2025 （ Week 1 - Week 14 ）
Bachelor OF DESIGN (HONERS) IN CREATIVE MEDIA
LIST
MI
PROGRESS
WEEK 1
This was the first class of the semester, taught by Mr. Sylvain, as Dr. Wong needed to attend training. In this class, Mr. Sylvain introduced the overall module structure and the projects previously completed by senior members. We were then asked to form groups, with at least two members in each group for the same specialization. Jycee, Gaby, Jiayue, Yaoping, Jennifer, Zhou Yi, and I formed a team and created a WhatsApp group for easy communication.
WEEK 2
This week, we had an online class with Dr. Wong. She outlined the general content of each topic for us to choose from. Our group chose Period Poverty as our topic.We appointed Jycee as our group leader and created a figjam to begin our project.
WEEK 3
Thursday evening at 9 PM, our group held an online meeting. The group leader created a task breakdown for Task 1 so we could choose based on our individual circumstances. We discussed several sub-topics related to period poverty, such as period in different cultures, period among different age groups, and menstrual stigma among youth. Ultimately, we chose menstrual stigma among youth as our topic. Afterwards, we discussed the interview questions, focusing on crafting questions that would elicit the answers we needed.
Figure 1.1: Topic Slection.
WEEK 4
We created a draft of the interview questions. During class, we received feedback from Dr. Wong, who suggested replacing some of the more obscure words in the interview questions. For example, "stigma" could be replaced with "shame," and "menstruation" with "period," because interviewees might not be familiar with these terms. Therefore, we should replace them with more common, everyday words. After class, we held a group discussion, divided the interview tasks, and readjusted the overall work allocation.
Figure 1.2: Labor Distribution.
Zhou Yi helped revise some interview questions to make them easier for respondents to understand. Afterwards, we sent the interview questions back to Dr. Wong for further review. Dr. Wong gave us feedback that our age settings for the interviewees were slightly overlapping. Additionally, we needed to modify Question 7 because it was related to Question 6. Next, we completed the interviews.
WEEK 5
I completed the interviews within the agreed time and uploaded the audio and transcript files to Google Drive. I also put a screenshot of the transcript in Figjam and wrote a summary based on the interview content. I also uploaded the completed consent form to Google Drive.
Figure 1.3: Interview Transcript and Summary.
This Thursday, we had an online meeting. We created an Affinity Diagram from the collected interview content in Figjam. First, everyone identified key findings based on their own interview content, and then we identified commonalities among everyone's key findings.
Figure 1.4: Affinity Diagram.
WEEK 6
Based on Jenni's feedback after watching the consultation video, the user persona is a fictional character based on the research. I then suggested creating two user personas, one male and one female. Based on our interview content, I created two user personas and corresponding empathy maps. I also created a PowerPoint presentation about the user personas and empathy maps.
Figure 1.5: User Persona and Empathy Map.
WEEK 7
Before class, Dr. Wong reminded us to prepare a problem statement. So, I helped write a draft of the problem statement and provided examples. In class this week, we did Crazy 8. We put all the members' Crazy 8 ideas in Figjam. We synthesized the group members' ideas for the project prototype and found that everyone's ideas were very similar, such as creating a webpage or a sign about menstruation. However, some different ideas remained, such as creating a package design with period awareness, a board game about menstruation, and a short comic. This week, we also need to prepare for our midterm presentation.
Figure 1.6: All Members CRAZY 8.
WEEK 8 - Independent Learning Week
Zhou Yi and I completed the user journey map.
Figure 1.7: User Journey Map.
Next, we divided the presentation tasks and prepared our own presentations.
We pooled everyone's ideas and voted on them. The three ideas that received the most votes were creating a menstrual education website, creating a board game, and packaging design with period awareness.
Figure 1.8: Idea Selection.
WEEK 9
In class this Monday, we presented to client Dr. Chong and lecturer Dr. Wong. Dr. Chong thought the board game idea was excellent, so we also decided to create a prototype about menstruation.
This Friday, we had an online meeting to discuss the division of labor for creating the prototype. Three people worked on the digital game, and four people worked on the physical game.
WEEK 10
This week in class, we received feedback on the slides and revised them according to Dr. Wong's requirements. After class, we had a group discussion about designing a board game. Zhou Yi's design received everyone's approval and praise. I pointed out that the shape resembles a uterus, the blood droplet in the middle resembles an ovary, and the beginning and ending paths on both sides resemble fallopian tubes. This fits the theme of menstruation.
Figure 1.9: Board Game Design.
Figure 1.10: Pilot Test and Draft Prototype Making.
WEEK 11 - 12
I helped find some references for board game card design. Afterwards, I helped purchase a spin wheel and inquired about the price of printing question and myths & facts cards.Zhou Yi created the question and myths & facts card design. Jiayue and Yaoping designed the characters.Jenni revised the questions and matched all the questions, myths, and facts with corresponding designs in Illustrator. She also helped print the question, myth, and fact cards. Jycee and Gaby designed the board game and helped purchase the prizes.
WEEK 13
On Monday, we started user testing.
Figure 1.11: User Testing.
In the afternoon, I attended an online course and consulted with Dr. Wong on scenarios, tasks, and methodology. I revised the tasks based on feedback. For user testing, we used three methods: observation, survey, and interview. For the survey, we created pre-surveys and post-surveys to better track whether users' understanding of menstruation improved before and after the game.
WEEK 14
I started analyzing the collected data.
For the interviews, I first converted them into transcripts, then analyzed the answers question by question.For the observations, I first collected participants' facial expressions and behaviors from the recorded videos, and then analyzed them.The survey analysis was relatively complex due to our pre-survey and post-survey setup. Therefore, I grouped the questions for analysis, dividing them into demographic summary, feedback on the game part, male knowledge improvement, and female knowledge improvement.
Figure 1.12: Draft of Data Analysis.
I sent the completed data analysis to Dr. Wong for feedback. She suggested creating a bar chart comparing the average scores for the knowledge improvement questions, which would be more intuitive. Currently, the analysis didn't clearly explain what the scores represented and needed revision. Based on this feedback, I revised the charts and analysis content.
Figure 1.13: Final Version of Data Analysis.
WEEK 15
On WEEK 15, we gave our final presentation, and Dr. Chong was very pleased with our work.
FINAL SUBMISSION
PRESENTATION SLIDE - PDF
CANVA SLIDE LINK: https://www.canva.com/design/DAG2x3HBq00/4nJePV5M-n4o4Vr0Zmro8Q/edit?utm_content=DAG2x3HBq00&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
FEEDBACK
For Interview Question
Dr. Wong gave us feedback that our age settings for the interviewees were slightly overlapping. Additionally, we needed to modify Question 7 because it was related to Question 6. Next, we completed the interviews.
For Presentation Slide
We need summarise the content, cannot write too much in the slide.
For Data Analysis
Use the Mean score bar chart to compare pre- and post-survey, and add the legend to make it clear.
REFLECTION
Experience
It was a challenging yet fascinating process. From the initial interviews to the final completion of the entire board game, the growth was almost unbelievable for me. The myths & facts cards, in particular, were not only clearly educational but also highly effective during gameplay: they quickly corrected participants' misunderstandings about menstruation, and because they were placed within the relaxed context of the game, the corrections didn't feel like criticism or embarrassment. The successful completion of the overall project was inseparable from the collective efforts of the team members; even though some members contributed very little, we still produced a high-quality product that the client approved, which made me very happy.
Observation
I observed that every step of this project required careful and meticulous work because they were highly interconnected, almost inextricably linked. For example, we had to first extract key clues about empathy from the interviews and then develop ideas based on that empathy; if the direction of the previous step was off, the subsequent design would follow suit. Therefore, at each stage, we needed to constantly check whether our actions truly aligned with the "How Might We" goal. This process taught me an important principle: all actions should serve the goal. If a practice fails to effectively advance the goal, it must be reviewed and adjusted promptly, rather than continuing to push forward simply to "complete the task."
Finding
Through this project, I truly understood the complete chain from design research to product implementation: gaining real-world experience through interviews → summarizing commonalities to form insights → using tools like Persona to concretize the problem → translating insights into a testable prototype. The board game format was effective because it transformed sensitive issues into a more relaxed and interactive communication scenario, encouraging participants to speak up; simultaneously, combined with pre/post surveys, it allowed us to more clearly observe whether knowledge had improved. Personally, this experience significantly improved my ability to organize qualitative data and present quantitative data, and it also made me realize more deeply that design is not only about creative output, but also a process of communication and persuasion based on evidence and iteration.
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