Workshop day 2
早上第一部份即是把前一天的資料做 最後整 理,在十點開始報告,時間因素各組有十分鐘報告
第一組
大膽才會贏
gift to strengthen relationship
1.how to confess?
2.giver/receiver
3.Your experience..
首先將實驗前測內容與在會的人分享,之後將實際測試的部份進以說明..並且說了一些 調查中的 趣 事,
What we think about contextmapping is
1.A good way to improve the interest of the interviews.
2. Good for approaching the interviewees.
3.To inspire the interviewees thinking deeply
4.To provide many aspects of interviewing people
P.J asked, what did you learn from this method, and what didn’t learn? What’s the surprise reaction from users? Did you find anything new between with the interviewee?
Group 2.
The most touched GIFT for your girlfriend.
Researchers:6
Users: 2 boys, 2 girls..
Show Mind map..anailize the relationship with the person and narrow down the relationship.
Why, when, where, what’s the purpose..
Toolkit
Put all questions on the toolkit and let the person to answer on it.
USERS
Use icon to represent themselves.
Couple: unspoken consensus
Nerdy:
-No time for hang out, want to have a travel as the gift
-take toolkit seriously.
Finding about the Topic
.Hand-made stuff
.Memorable gift (Souvenir)
Taking time is sweeter and touching
Some plan before sending gift (dinner)
Bad gift: 3C products, nothing
sSurpise
.B. practical/ G:hand made
LEARNING ABOUT THE METHOD:
User like stickers
The meaning of picture differs from people
Workbook inspires user to think
Couples might save more words than interviewed alone.
GROUP 3.
Father’day gift.
Mind map and explain the reason to choose the topic.
Our Targets..
And introduce the pre viewer.
The workbook shows the past and current and future, and show people the workbook.
Then introduce the tookit.
A kid used his way to draw the timeline and the kid use bicycle as a timeline and ride the bike.
We found:
Culture means a lot
-personality
-Taboo
-Formality
Fathers wont’ tell what they really think about, what they areally want and need
.It’s hard to choose a present because we can’t
.It seems that giving a present has became a normal condition.
.There’s a gap between acceptor and giver
We found somthing special.
.each of our participant use the picture with portrait.
.most people prefer to use both text and image to express their emotion and feeling
.some people prefer special way to express,(i.e. tear off the one that is not possible). Bicycle also represent “Time”
. The time line for a kid is hard to realize that she try to tell her story in her own way.
Beyond our finding is the filial piety..
We learned..
How to realize their real need.
How to open their heart.
Not only the way for a research, but also a strategy to help them to think about this issue.
Toolkit can be various in format and representation . it can also be a stimulus for the user in terms of brain storming.
Different people with different favorite of presentation, text or image.
P.J: what was the biggest surprise you are finding?
p.J: You are saying people love using people figure?
GROUP 4.
How to prepare a gift to your female friend?
Toolkit
Introduce the toolkit what they have.
Finding:
Motivation
Strength of the friendship
.Quality of the gift
Meaning
Expected emotion
Special to close friend
Commons to commons
LEARNINGS:
Contexmapping:
The style of representation
Materials& Translations
Hint or limitation?
Interviews:
Packaging is so essential
Choose my favorite ot my friend, or her favorite to her.
Efforts on atmosphere create, hand-made, willing, but not only on price.
P.J: What was your finding and most surprising one.You got very rich stories, give a example.
GROUP5.
WHY WE CHOOSE STRANGERS:
It’s more challenges and how to touch their heart.
Unexplored market.
Challenge.
It’s difficult to give a gift.
Why, who, where, how..
Key words..
OUR QUESTIONS
What kind of the strangers do you want ot know?
How to give a gift to strangers?
Who attended the interviews?
What kid of the strangers do you want to know?
How to give a gift to strangers?
Beautiful Smile..is important as a stranger.
Something creative..is important as a gift.
P.J what is the surprising thing you learned from the users?
GROUP6.
My most impressive experience of giving gift.
Toolkit
USERS. Those impressive stories from users about those experience of giving gifts.
OUR FINDING
1.the meanings of“gift”
.Importance, meaningful.
.Memory reserving
.Care (Giver&Receiver)
.Connect to each others
2.Preparing
.According to other’ need or habit
3.The same gola: Make him/her happy
4.Gender difference
.Frequency.
.Moments
LEARN FROM THE METHOD
1.Inspire our thinking
.Via their experience
.focus on the user’s need
Use more abstract photo related to the topic
.Prepare your questions
Time line style changing
.Discuss>ask
Free talking
P.j
WHEN YOU APPROCH USER THAT’S HOW YOU GET. Not end up with your own ideas. The stories from user is interested.
午休
Contextmapping Experience Design.
此部份為P.J提 供實際應 用在後半部設計的案例..
以理論為基礎用於設計案例中
Helma提供了南韓的案例
Joint research project
KAIST & TU Delft
Goal: Adapt contexmapping for south Korean culture..East vs. West
Research Question
How to make contextmapping suitable for east and west culture.
Solutions
.Build on a relationship of trust.
.Make them feel in control
Elicit discussion
.Facilitate their “nunchi”(eyes in the back)
Sensitize
.Relationship of trust
.step by step (have meeting everyday)
.Personal messages (showing your applications)
.The possibility for contacting us (gave contact information)
Relations among people
Kibun
.A word for feeling, emotion and mood in one.
Nunchi T-shirt
Conclusions
Very deep insight in the contest
Difficulty speaking English
Little techniques can help people with expressing their stories
Your experiences..
What about contexmapping in Taiwan?
.Hierarchy
.Icons or photo?
…..
CASE 2
HTACHI
Contextmapping: a flexible procedure..
Preparing..collecting user insights…share with and communicate to design team.
PREPARATION
.TIME
.Setting goals.
Exploring topic
.choosing methods
.Recruiting participants.
Shoecare case: possible goals
To generate real world consumer insights and concepts
To gain a deeper understanding of the role of footwear freshness in peoples’ everday lives.
.Make the “glamorous” and “conformist”
target groups”come alive ” for sharing the work.
COLLECTING USER INSIGHTS.
Principles:
.Expert of his/her experience
.Everybody is creative
.Small steps to access experience (start let them spend the time on their story, and let them feel the meaning for them and prepare the materials in simple way not too formal and let them create.)
Aesthetics
Ambiguity
Surprise
DESIGN PART..
Analysis
.Transcript is main data source..
group section and what they said..
.Grounded theory approach. WHAT SURPRISED YOU, You have to put emphasis on it. What it means to people.
.Subjectivity
To open your mind to see the datas.
.DIKW.. Wisdom (implementation, create and think and create new design), knowledge(category), information(paraphrase), Data(quote)..
collect datas, put on ten cards, and let them select which surprises them most and category it.
Analysis: Leisure..
Analysis: conclusions and tips
.keep main aim clear..
.immerse in data (transcripts and use space)
.connect (on emotional level too) understanding the feelings and like own feelings
.categorize: select quotes and create themes
.accept subjectivity
.Triangulation by at least three researchers so know you are in right direction.
……
COMMUNICATION..
.Inspiration ..engagement ..empathy
Inspiration .. Leading to innovative product ideas
Engagement ..fitting in organization over time..
Empathy.. DEEP understanding of user.
Communication: empathy
Stepping into the user’s shoes
Communication: inspiration
To support the design team in enhancing empathy with users
. to provide designers with inspiration for new product ideas
.To support the team to engage with the project..
.
Discovering opportunities for products..
Give details not abstract information, with collage, workbook and make it clear and let designer feel the feelings from users.
Communication: ENGAGEMENT
Fitting with company’s organization..
Rich visualizations:
Reports. Posters. Documentary, cardsets, personas, storyboards.. to surprise them too.
Let marketing dept, when they see the results and would like researchers to analize the datas…
Let them take part and bring them together on the web and let them participate with the project. And let company have interactions with users. So, letter the members of company will have more reactions.
So, put contastmapping datas with professional datas figures will be easier to connect with higher managements.
COMMUNICATIONS:
CONCLUSIONS AND TIPS
.To support empathy: photos, anecdotes, raw data’s
.To support inspiration: open ended visualizations
.To support engagement:
Conceptualization..
New aspects to create new product.
Useful in sketching/prototyping/role playing
.choices in opportunities
.useful in further stages of design process
choose little one and try to extend it.
To use same user for later test again is very easy to let them particape it.
Contextmapping..
.expert of his/her experience
.make and say tools
rich data..
2nd step
user are present in early stage
.research and design merge
.rich visualization
..
Social world of elderly: overall findings.
.big change of social world after life events, e.g, retirement, divorcee, illness, moving out.
.Neighborhood is important part of social world.
Full filled agendas
.desire for recognition
.satisfaction by volunteer work
FINAL
The booklet will help you more later or go to website which can be searched on google and just type contexmapping. The background, theories, projects, publishes and useful links are all on website. If you still have questions, then you can start finding answers there or contact us.
Friday, June 27, 2008
Workshop DAY1 紀錄
Introduce:
Goal of learning..
Overview of the workshop
Day 1, basic theory
One example case
Making tookkit
Trying it out with people
Day 2,
Present findings
Discussion
第一活動
STEP 1.Make a collage,
.About “How I got here”
.Reflect on your experience and memories
.There is no right or wrong way
it’s your experience that counts
.You may use the toolkit in any way you want, add to it, change it..
Please finish in 10 minutes
與課者成為user, 主是為我如何到達這裡,而教授為研究者,並發下材料讓與課者在十分鐘內將自己今天到達會場的方式用剪貼方式貼以及畫圖等方式紀錄在準備好的紙上.
在過程中參與同學思考今天是如何到達會場,並在卡上貼上相關的文字和圖片.
Step 2.
Talk to a stranger,
.Please find a person that you do not know yet
.Introduce yourselves, and exchange collages.
.You interview him/her, the s/he interviews you.
教授指導下步為找個室內不認識的人把自己在卡上的事情與另個人分享並介紹過和,而這部份時間為五分鐘,之後再交換卡片並向對方介紹他本人, 這部份也為五分鐘,所以此部份小組討論為十分鐘.
3. Reflect
.what happened?
How (much) did you learn about the other person?
.what surprised you?
而之後教 授問了誰用了”時鐘”在卡上,代表時間外,有無其它的 情境,而教授並問到有無同學 回答了壓力,因為在日本有很多的上班族將時鐘代表了壓力. 另外誰用了orange,而在英國 有很多人用了 orange,而現場只有一位同學選了orange..另外有無同學自己用畫的方式代表自己的經 驗,而不用現成的圖片,而 通常 這代表了其所 畫 的圖具有相當 的意義,
4. what we expected.
在第四部份,教 授對 collage部份分析了其中可貴 的 部份尤其是與受測 者建立了情感部分.
Making your own collage:
It takes time to start reflection
Triggers give handles express yourself
Triggers are ambiguous:
You give your own interpretation
Brings out personal anecdotes and concerns
What you learned from others
Some people used only words
Other people used only images
This and the way they talk,
How they refer to culture , to values
Dialogue:
Elicit discussion
Goal of toolkit
Put users in the position of expert of their experiences()
Commuters, museum & leisure (short student interview toolkits)
Liz Sanders/Pieter Jan Stappers
Choosing the topics, and interview and report the feedback.
案例 通勤者
使用可重覆利用之材料,最後並清點那個重覆選出的圖像. 而相同的禁止吸煙的圖有不同的 情境,一半是放鬆,一半是壓力因為是吸煙人口.
Making contact with uers.
.Who to involve and how to approach them?
How to ask the right questions?
How to help your users to get started?
Help them to get started:
Provide a grid.
Tips on using the toolkit with people
.provide them with ownership.
.Say “We want to learn from you”
.Say explicit to your participants: “You are the expert of your won experiences, plaes do it your way”
.Continue asking for explanation
Ask open questions
.Continue on their answers
The experience of giving a gift to a friend.
Research for company C, who have been making functional household products.
.Users buy the products only for themselves.
.Company C now wants tits products to be bought more as gifts for others
.they hire your team to help them understand what “giving gifts” means to people.
.Topic: “Giving a present to a friend”
Our Mindmap..
Make your own map.
今早工作就 是建立自己的 mindmap. 以小組方式討論進行.而明天要發表,而早上可以小組討論 要做 的主題 ,下午可以分組進 行甚至去找受測者進行.
分組過程中,各小組分別分區進行討論,而主題 是”送禮主題 進行延申討論.並選擇所需要的調 查材料toolkit.過程中教授與助教們也分別到不同小組去了解各組進 行 之情形並給予不同之意見並且再次用各組的主題進行不同的指導.尤其在於過去受訪者的經驗了解其當時之動機以及當時情境,再從所找出的答案去了解受測者所選擇之素材的因素,進而再去問受測者現在以及未來的相關問題,去了解其本來所送禮之對象之情境.
而各組在目標及問題確立後,即展開剪裁作業,將自己準備好的圖像剪下準備給受測者挑選使用的toolkit.
而在所有材料準備好後,並找別組同學做 前測,看是否在問卷設計上有無問題以及執行上可能會出現的問題 .並針對前測的過程調整內容.
而討論中各組展開腦力激盪和不同另類和創意的想法,而來自印度的同學更覺得討論的安排將不同背景的人安排一起,這樣產生出更多的火花以及了解不同學習背景人的想法.
在此同時,各組並選出一位blogger人員將自己組的討論紀錄下來,讓討論 過程更為詳細,使其它組員和參與的同學能夠了解其它組別的進行 過程.
明天時程
9am discuss result
10am, upload your powerpoint/paper
1.topic
2. toolkits & participants
3.findings on topic
4.findings on process
第一天回家作業
.Pilot test here before you go out
.how many people to interview
.each group member does one interview with one other group member taking notes.
.Group may split up into 2 teams to do the i\interviews.
TOMORROW. 9-10am come back,
.finding and make presentation.
.topics, toolkit and user
.finding about the topic
.learning about the method
.what went good/what went bad
Goal of learning..
Overview of the workshop
Day 1, basic theory
One example case
Making tookkit
Trying it out with people
Day 2,
Present findings
Discussion
第一活動
STEP 1.Make a collage,
.About “How I got here”
.Reflect on your experience and memories
.There is no right or wrong way
it’s your experience that counts
.You may use the toolkit in any way you want, add to it, change it..
Please finish in 10 minutes
與課者成為user, 主是為我如何到達這裡,而教授為研究者,並發下材料讓與課者在十分鐘內將自己今天到達會場的方式用剪貼方式貼以及畫圖等方式紀錄在準備好的紙上.
在過程中參與同學思考今天是如何到達會場,並在卡上貼上相關的文字和圖片.
Step 2.
Talk to a stranger,
.Please find a person that you do not know yet
.Introduce yourselves, and exchange collages.
.You interview him/her, the s/he interviews you.
Please finish in 2*5 mins
教授指導下步為找個室內不認識的人把自己在卡上的事情與另個人分享並介紹過和,而這部份時間為五分鐘,之後再交換卡片並向對方介紹他本人, 這部份也為五分鐘,所以此部份小組討論為十分鐘.
3. Reflect
.what happened?
How (much) did you learn about the other person?
.what surprised you?
10分後,教授提 到 在過程各為 發 現了什麼驚奇 的事 ,並請同學發表及分享自己卡上的故事,並問之前相互討論同學的故事, 並針對卡上的圖像特色做進一步的 了解其紀述的動機. 而同學也熱情地分享自己的故事.
而之後教 授問了誰用了”時鐘”在卡上,代表時間外,有無其它的 情境,而教授並問到有無同學 回答了壓力,因為在日本有很多的上班族將時鐘代表了壓力. 另外誰用了orange,而在英國 有很多人用了 orange,而現場只有一位同學選了orange..另外有無同學自己用畫的方式代表自己的經 驗,而不用現成的圖片,而 通常 這代表了其所 畫 的圖具有相當 的意義,
4. what we expected.
在第四部份,教 授對 collage部份分析了其中可貴 的 部份尤其是與受測 者建立了情感部分.
Making your own collage:
It takes time to start reflection
Triggers give handles express yourself
Triggers are ambiguous:
You give your own interpretation
Brings out personal anecdotes and concerns
What you learned from others
Some people used only words
Other people used only images
This and the way they talk,
How they refer to culture , to values
Dialogue:
Elicit discussion
Goal of toolkit
Put users in the position of expert of their experiences()
Commuters, museum & leisure (short student interview toolkits)
Liz Sanders/Pieter Jan Stappers
Choosing the topics, and interview and report the feedback.
案例 通勤者
使用可重覆利用之材料,最後並清點那個重覆選出的圖像. 而相同的禁止吸煙的圖有不同的 情境,一半是放鬆,一半是壓力因為是吸煙人口.
案例 休閒
讓受測者在選圖及做答過程相互認識 更深 入.而圖片的準備可以天馬行 空,也可以給受測都發 揮,不一定要做 成貼紙方式.
Making contact with uers.
.Who to involve and how to approach them?
How to ask the right questions?
How to help your users to get started?
Help them to get started:
Provide a grid.
Tips on using the toolkit with people
.provide them with ownership.
.Say “We want to learn from you”
.Say explicit to your participants: “You are the expert of your won experiences, plaes do it your way”
.Continue asking for explanation
Ask open questions
.Continue on their answers
The experience of giving a gift to a friend.
Research for company C, who have been making functional household products.
.Users buy the products only for themselves.
.Company C now wants tits products to be bought more as gifts for others
.they hire your team to help them understand what “giving gifts” means to people.
.Topic: “Giving a present to a friend”
Our Mindmap..
Make your own map.
今早工作就 是建立自己的 mindmap. 以小組方式討論進行.而明天要發表,而早上可以小組討論 要做 的主題 ,下午可以分組進 行甚至去找受測者進行.
分組過程中,各小組分別分區進行討論,而主題 是”送禮主題 進行延申討論.並選擇所需要的調 查材料toolkit.過程中教授與助教們也分別到不同小組去了解各組進 行 之情形並給予不同之意見並且再次用各組的主題進行不同的指導.尤其在於過去受訪者的經驗了解其當時之動機以及當時情境,再從所找出的答案去了解受測者所選擇之素材的因素,進而再去問受測者現在以及未來的相關問題,去了解其本來所送禮之對象之情境.
而各組在目標及問題確立後,即展開剪裁作業,將自己準備好的圖像剪下準備給受測者挑選使用的toolkit.
而在所有材料準備好後,並找別組同學做 前測,看是否在問卷設計上有無問題以及執行上可能會出現的問題 .並針對前測的過程調整內容.
而討論中各組展開腦力激盪和不同另類和創意的想法,而來自印度的同學更覺得討論的安排將不同背景的人安排一起,這樣產生出更多的火花以及了解不同學習背景人的想法.
在此同時,各組並選出一位blogger人員將自己組的討論紀錄下來,讓討論 過程更為詳細,使其它組員和參與的同學能夠了解其它組別的進行 過程.
明天時程
9am discuss result
10am, upload your powerpoint/paper
1.topic
2. toolkits & participants
3.findings on topic
4.findings on process
第一天回家作業
.Pilot test here before you go out
.how many people to interview
.each group member does one interview with one other group member taking notes.
.Group may split up into 2 teams to do the i\interviews.
TOMORROW. 9-10am come back,
.finding and make presentation.
.topics, toolkit and user
.finding about the topic
.learning about the method
.what went good/what went bad
Tuesday, June 24, 2008
[Team02]Contextmapping workshop (day1)
經過早上曲折的過程，到達Openlab後，第一件事竟然就是問我們How you got here?我是如何來到這裡的？那不就等於要把我們心酸的過程描述一遍嗎?後來跟別人討論之後才發現，其實這個問題的答案有很多面向，大家思考的方向也不盡相同，因為我們剛經歷了令人印象深刻的過程，所以直接反應就是把剛剛的過程描述下來。另外，在我們討論訂定問題的時候也花了很長的時間，因為要如何將問題問清楚，而且與我們的核心議題是密切相關，是值得學習與思考的部分。
這次workshop是我第一次參加workshop竟然還被點名說明自己的板子第一次在老外面前說英文對我來說是一段難忘的經驗，教授講的很慢，真的相當感謝教授很清楚且很仔細的說明。從這次經驗來看，我必需要好好加強我的口說了，這過程中很想多講幾句話，但在表達上還相當困難。明天就將要結束了希望我能好好活用這次workshpop的內在設計上，教授教導許多很直接且相當容易執行的方法，讓我對使用者觀察這類方式有些許改觀，因為先前也有執行過類似的方法，但始終覺得讓使用者自行記錄與表達是相當困難，這次活動讓我看到更好的方法，此次受益良多。
以往訪問使用者，都只能用數據、選項，或是開放式的方式去訪談，往往花很多時間，卻又不一定會找出所想要得到的答案，但是這次在workshop學到了另外一種模式，用貼紙、圖片、keywords等去勾引使用者的想法，激盪出更多的火花，而如何提出好問題，如何與受測者進行訪問，都是我們今天所學習到的技巧。
這次workshop是我第一次參加workshop竟然還被點名說明自己的板子第一次在老外面前說英文對我來說是一段難忘的經驗，教授講的很慢，真的相當感謝教授很清楚且很仔細的說明。從這次經驗來看，我必需要好好加強我的口說了，這過程中很想多講幾句話，但在表達上還相當困難。明天就將要結束了希望我能好好活用這次workshpop的內在設計上，教授教導許多很直接且相當容易執行的方法，讓我對使用者觀察這類方式有些許改觀，因為先前也有執行過類似的方法，但始終覺得讓使用者自行記錄與表達是相當困難，這次活動讓我看到更好的方法，此次受益良多。
以往訪問使用者，都只能用數據、選項，或是開放式的方式去訪談，往往花很多時間，卻又不一定會找出所想要得到的答案，但是這次在workshop學到了另外一種模式，用貼紙、圖片、keywords等去勾引使用者的想法，激盪出更多的火花，而如何提出好問題，如何與受測者進行訪問，都是我們今天所學習到的技巧。
[Team02]First day work
做好了準備工作，先找了作前測者，來進行我們的訪談，對於我們認真回答的模樣，一定也是對我們的題目有深深的感動吧！
接下來，我們找了一對情侶，以及二男二女，各有男女朋友的人接受了我們的訪問。獲得了有趣的回應呢！(下回分曉)
前測者認真的幫助我們~感謝泥
USER1&USER2是一對小情侶，填問卷的時候閃呀閃☆
USER3是目前與男友交往穩定的畫圖高手，以女生的角度回答我們的問題。
USER4求婚成功的浪漫男孩兒~
USER5害羞的一直以為有標準答案的博班學姊
接下來，我們找了一對情侶，以及二男二女，各有男女朋友的人接受了我們的訪問。獲得了有趣的回應呢！(下回分曉)
前測者認真的幫助我們~感謝泥
USER1&USER2是一對小情侶，填問卷的時候閃呀閃☆
USER3是目前與男友交往穩定的畫圖高手，以女生的角度回答我們的問題。
USER5害羞的一直以為有標準答案的博班學姊
USER6告訴我們交往過程、送禮很有心的的男孩兒
感謝你們的配合，支持我們完成他！
[TEAM02]mindmap & toolkit
分組討論時間，大家用大白板一起做討論，畫出mind map，先以brain storming的方法集思廣議，再將發散之後的成果，作一個小型的討論，決定出主要的主題後，再針對「girlfriend」這個層次的關係去做更多關於gift的發想，最後歸納mind map，決定以「The most touched GIFT for your girl friend」為topic。
要如何對User問適當的問題和如何呈現，令我們思考和討論了很久，一個適的問題可以命中核心，而且又不會影響User，侷限住他們的思維；該提供多少的素材讓他們發揮，圖像或是文字的表現會比較好呢？讓我們思考量多。
同組的同伴們的合照
發散與收斂的過程
長得很茂密的mindmap
問題與討論
要如何對User問適當的問題和如何呈現，令我們思考和討論了很久，一個適的問題可以命中核心，而且又不會影響User，侷限住他們的思維；該提供多少的素材讓他們發揮，圖像或是文字的表現會比較好呢？讓我們思考量多。
同組的同伴們的合照
在大白紙上努力的填上我們不一樣的想法
發散與收斂的過程
長得很茂密的mindmap
問題與討論
[Team03]Doing our pilot test
要有結構的研究，總是要先有個前測，所以，我們就找了一個願意分享他的經驗、故事的人來做這個先導測試...
採訪前，先將工具準備好
熱心的先導測試者(其實是被我們硬拉來的~~)
很不專業的講解這個活動要怎樣進行
搔搔頭~~努力思考該從哪邊開始說這個故事
大家聚精會神的聽著受訪者分享的故事，莊博士也在一旁專心聆聽著~~
受試者用力寫著他的故事
賣力找著素材
努力的說明他的故事
作品完成了
看一下受試者的表情，就知道我們的pilot test, 成功y^_^y
採訪前，先將工具準備好
熱心的先導測試者(其實是被我們硬拉來的~~)
很不專業的講解這個活動要怎樣進行
搔搔頭~~努力思考該從哪邊開始說這個故事
大家聚精會神的聽著受訪者分享的故事，莊博士也在一旁專心聆聽著~~
受試者用力寫著他的故事
賣力找著素材
努力的說明他的故事
作品完成了
看一下受試者的表情，就知道我們的pilot test, 成功y^_^y
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