SBrosnan FYP

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Mobile Augmented Reality for Spatial Navigation
by
Sharon Brosnan
0651869
In fulfillment of Bachelor of Science in Digital Media Design
Dr. Luigina Ciolfi, Supervisor

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University of Limerick, April 2010

Acknowledgements
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Firstly, I would like to thank my supervisor, Dr. Luigina Coilfi, for all her guidance
throughout this year, and during my time studying Digital Media Design. I am
grateful to my classmates for the support that they have given me over the past four
years, along with Marc McLoughlin who this year was always ready to lend a helping
hand.
It is a pleasure to thank Bunratty Folk Park for their cooperation during my
research out there, without their cooperation this design would not have been
possible.
I am more than grateful to my parents for their constant encouragement. They
have been a pillar and are always there when I’m in need. I hope that Stephen
Carmody knows how much I appreciate and love all his understanding and warmth.
Finally, I cannot express my gratitude enough to my friends who made their
support available in so many ways, and who were all especially patient during this
year.
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Table of Contents
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Abstract........................................................................................................... 1!
Chapter 1: Background to Study .................................................................. 2
1.1 Introduction ...........................................................................................................2
1.2 Bunratty Folk Park ................................................................................................2
1.3 Visitor Attraction Mobile Aids .............................................................................3
1.4 Augmented Reality................................................................................................3
1.4.1 Historical Overview........................................................................................4
1.5 Technological Platform for Navigational Aid.......................................................6
1.6 Augmented Reality in Museums ...........................................................................8
1.6.1 Cyberguide......................................................................................................8
1.6.2 HIPS................................................................................................................8
1.6.3 Bunratty Mobile..............................................................................................8
1.6.4 AR Guide in LDML .......................................................................................9
1.7 Human Centred Design .......................................................................................10
1.8 Iterative Design Process......................................................................................10
Chapter 2: Preparatory Work ...................................................................... 11!

2.1 Understanding the User.......................................................................................12
2.1.1 Sampling .......................................................................................................12
2.1.2 Participation and Ethical Treatment .............................................................13
2.1.3 Methods ........................................................................................................13#
Chapter 3: Design Development................................................................. 17!

3.1 Personas and Scenarios .......................................................................................18
3.1.1 Personas ........................................................................................................19
3.1.2 Scenario 1 - Map and 3D Representations ...................................................20
3.1.3 Scenario 2 – Puzzle Tour Option..................................................................21
3.1.4 Scenario 3 - Kids Section .............................................................................22
3.2 Storyboards .........................................................................................................23
3.3 Bunratty Folk Park Navigational Aid Functionalities.........................................23
3.3.1 View Options ................................................................................................24
3.3.2 Sub-Options ..................................................................................................24
3.3.3 Augmented Reality Features.........................................................................26
3.3.4 Tours .............................................................................................................26
3.3.5 Kids Feature..................................................................................................27
3.4 Engaging the Visitor .....................................................................................27
3.5 Designing the Interface .......................................................................................28
Chapter 4: Iterative Design Process........................................................... 31!

4.1 Low Fidelity Prototyping ....................................................................................32
4.1.1 Paper Prototyping .........................................................................................32
4.1.2 PowerPoint Prototyping................................................................................34
4.2 High Fidelity Prototyping ...................................................................................38
4.2.1 Wikitude .......................................................................................................39
4.3 Aesthetic Design Concept ...................................................................................40
4.3.1 Interface Colour and Font.............................................................................41
4.3.2 Buttons and Icons .........................................................................................42
4.3.3 More Design Issues ......................................................................................42
4.3.4 Design Issues Resolved ................................................................................43
4.3.5 Video Prototyping of Final Concept.............................................................44
Chapter 5: Conclusions............................................................................... 45
5.1 Future Work ........................................................................................................46
References.................................................................................................... 47
Appendices……….……………………………………………………………….50
Appendix A: Bibliography ........................................................................... 50
Appendix B: Informal Interview for Bunratty Folkpark 25/11/09.............. 54
Appendix C: Initial Personas and Scenarios............................................. 55
Appendix D: Final Personas and Scenarios.............................................. 60
1. Map and 3D Representations…………………………...….....………………60
2. Puzzle Tour Option….…………………..…………………..………………..65
3. Kids Section………….……………………………………...…..……………70
Appendix E: Storyboards ............................................................................ 74
1. Map and 3D Representations……...……...……..……………………………74
2. Puzzle Tour Option….…..……………………………………..……………..78
3. Kids Section…………..………………...….…………………………………84
Appendix F: Framing ................................................................................... 88
Appendix G: Initial Sketches in Photoshop............................................... 89
Appendix H: Walkthrough ........................................................................... 90
Appendix I: Post-It Prototyping .................................................................. 92
Appendix J: PowerPoint Prototyping......................................................... 94
Appendix L: Design Development ............................................................ 101
Appendix M: Aesthetic Concept Design .................................................. 102
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Abstract
This paper describes the design of an augmented reality navigational aid on a
smartphone for Bunratty Folk Park. Bunratty Folk Park is an open-air museum,
which exhibits life in mid-west Ireland in the 19th Century. The outdoor setting
presents new challenges in designing a navigational aid. It is important to keep thee
Folk Park in its natural state but there is also a need for visitors to get more
information in an innovative way, the smartphone technology allows for the enhanced
capabilities while leaving the Folk Park intact. Focusing on user interaction with a
handheld mobile device, this paper specifies, develops and prototypes a digital
interface for such a device.
Visitors to museums look for information on exhibitions when they are standing at
the objects. Relevant, customisable information should be available to the visitor
when they are at the Folk Park. A context aware mobile tour can provide this.
Augmented Reality is a context aware technology that overlays virtual information on
to video content in real time. Along with taking advantage of existing mobile
technology, it has potential to allow users to interact with objects or places in real
time in an enhanced way.
This paper develops a navigational aid based on augmented reality technologies
for a smartphone. The smartphone has been shown to be the ideal mobile device,
people are comfortable with their personal phones and smartphones have all the
technology required for an AR system. The aid gives the typical visitor of Bunratty
Folk Park a personalised, fun and informative experience. Through the options and
themes available on the navigational aid, the visitor is in control of information they
take in. The visitor can get the information they require on demand. Concept
methods of information provision, including interactive tours, puzzles, 3D
representations, and innovative map usage, have been developed to enhance the
visitors’ trip to Bunratty Folk Park. It is crucial to design the interface for the
navigational aid as user-centred as possible.
Details on the fundamental features of the navigational aid, along with a puzzle
game and kids feature were developed. A detailed description of the user interface
design process on a small screen, including related works, field research and the
iterative design cycles, are given. Using low fidelity methods and an augmented
SHARON BROSNAN! 1! ! 0651869!

reality developer application prototypes were developed, and several iterative design
cycles took place.
The navigational aid is easy to use and makes optimal use of the information
available for the visitor. Taking the iterative development into account, the small
screen design has been evaluated and possible improvements are suggested.
1. Chapter 1: Background to Study
1.1 Introduction
This paper develops an augmented reality mobile prototype for the navigation of
Bunratty Folk Park, focusing on the design of a useable interface for the user. The
goal of the research is to investigate if a context (location) aware system as a museum
guide would be useful in Bunratty Folk Park, and design a usable context aware
tourism guide for the typical visitor. This navigational aid has to be designed for the
Bunratty visitor to ensure a usable system. Using human centred design
methodologies, concept designs are developed and tested with users.
1.2 Bunratty Folk Park

Bunratty Folk Park, Co. Clare is an Irish visitor attraction run by Shannon Heritage,
where 19th century life is recreated. Buildings from the mid-west have been
relocated to the 26-acre land surrounding Bunratty Castle. There are 30 buildings that
are set in a rural or village setting there. The buildings are outfitted, as they would
have appeared in their era. Old tools and artifacts are displayed around the Folk Park.
Bunratty Folk Park attracts many visitors from Ireland and around the world annually
(Deegan et al., 2008).
Following the work of the Interaction Design Centre (IDC) based at the
University of Limerick (Deegan et al., 2008), it is clear that Bunratty Folk Park would
benefit from a navigational aid. Visitors expressed interest in receiving more
information. The prototype Bunratty Mobile context aware application developed by
Deegan et al. (2008) was developed based on their field research in the Folk Park.
This navigational aid builds on the ideas behind Bunratty Mobile, by enhancing the
user experience, and give the user customised information while keeping Bunratty
Folk Park in it’s natural state.

1.3 Visitor Attraction Mobile Aids
As digital technologies become increasingly accepted in our everyday lives, many
visitor attractions have looked at ways to use these to enhance the visitors experience.
Museums should use technology in ways that draw attention to their unique role as
three-dimensional, geographically located places. When they do this they will be at
their most effective and influential standing. (Mouw and Spock cited in Allen-Greil,
2009)
Some attractions offer audio tours for extra information. Research has shown that
many visitors prefer not to take these. They offer information when the user is
standing in front of the object of interest, which is ideal, but often give an overlong
commentary. Context aware tours offer the ability for users to choose what
information they take in. The mobile phone users prefer this experience, as they can
choose on demand information and hence shape their own tour. Within a museum
setting, visitors should be spurred on to take part in the learning in an active way;
mobile technology can help achieve this. (Samis, 2007)
According to findings from the study previously carried out at Bunratty Folkpark,
96% of tourists own a mobile phone and 88% of these bring the phone on holiday.
(Deegan et al., 2008) As people with exposure to mobile devices find it difficult to
get use to a new technological framework in a different mobile platform (Sarker and
Wells, 2003), the development of a navigational aid that the user does not have to
relearn is ideal. This means they can use the aid with little effort involved. A mobile
aid for Bunratty Folkpark that visitors can download before visiting the centre is the
clear solution.
The navigational aid can help the visitor plan their routes, discover new
information and interact with the Folk Park in new, dynamic ways. Samis (2007)
suggests that museums should offer several strategies that are appropriate for different
types of learning styles.
1.4 Augmented Reality

Mobile guides are designed for assisting users on the move. New technologies to
assist the user have been developed in the form of location (context) aware
technology. Location aware devices or context aware devices integrate handheld

computing, wireless communication and positioning technologies. They allow for the
navigation of a physical area and a connected digital space at the same time
(Broadbent and Marti, 1997). The context aware device can give information on
points of interest based on their location.
Context aware guide aids are an established tool in visitor attractions; with their
knowledge of the users location and history of past location, they can give a tour
similar to a real tour guide. A powerful technology that has emerged from the context
aware platforms is augmented reality (AR). An AR system layers digital information
to a real world environment through a camera, creating a mixed reality (Hollerer and
Feiner, 2004). This technology can enhance the users experience while allowing
them to interact in the real world in natural ways (Mackay, 1998). It enables users to
take advantage of a digital world without being immersed into a virtual world fully.
An AR interface can be beneficial to many settings, especially a museum setting.
It allows the user to point a camera at a point of interest, the device recognises its by
it’s location and layers digital information on to the display (Srinivasan et al., 2009).
It leads to dynamic combination of a live camera view and information. 3-
dimensional virtual objects can also be positioned with real ones in the augmented
reality display. (Hollerer and Feiner, 2004) This technology will never replace the
objects in a museum but when used correctly, can enhance and give a better context
of information. (Allen-Greil, 2009)
“World becomes a user interface.”

(Hollerer and Feiner, 2004)
AR allows for extra information but the user can also focus on the museum
setting. It enhances the presentation of the exhibitions as well as the information
while opening doors for learning through entertainment. (Allen-Greil, 2009)
1.4.1 Historical Overview

Augmented reality has been around for over 40 years, but it has only recently
become accessible for commercial use. The initially AR technologies were head
mounted displays that required the user to carry a backpack with the computer
technology. These technologies were too expensive for the ordinary user. Their set-

ups were also quite impractical for everyday use; they were fragile, expensive,
complex and heavy. (Wagner et al., 2005) Handheld augmented reality is ideal due to
its portability, the processing power and small size.
Ivan Sutherland and his team developed the first AR system in 1968. It was a
head-mounted display, which had very limited processing power due to the computer
technologies available. The user could see digital information through a mechanically
tracked 3D see through head-worn display. (Holler and Feiner, 2004) With the
development of tracking technology and computer graphics, virtual reality began to
emerge and flourish in the 1980s. (Holler and Feiner, 2004) In 1992 Tom Caudell
and David Mizell developed and augmented and virtual reality head mounted display
for Boeing. They coined the term ‘Augmented Reality’. (Wagner, 2009)
The investigation and forming of new systems continued with the development of
computing capabilities, and tracking technologies (sensors and GPS). More recently,
PDAs became a popular AR platform. With their power capabilities, their relatively
small size and useful touchscreens they proved they could be a viable platform for
augmented reality. They were used in systems such as The Invisible Train (Wagner et
al., 2005) and Cyberguide (Abowd et al., 1997). This platform development
continued to the mobile phone. In 2004, Mathias Möhring et al built one of the first
AR system on a commercial mobile phone. The system tracked 3D markers in the
cameraphone and integrated 3D graphics into the live video stream. (Wagner, 2009)
Smartphones have since fast become the commercial choice for AR developers.
Smartphones have all the capabilities needed for an AR system; they have global
tracking tools, wireless communication capabilities and location based computing.
With their increased computing power and rising connectivity, they are an ideal
platform for a visitor’s customised navigational aid. Smartphones, like the iPhone1
and Android2, also have displays that are great for user interaction. Several AR
applications have become available to the smartphone market, Wikitude3 and Layar4,
and so far most have proved successful. Today, there are over one million AR users.
90% of the AR activity on smartphones is taking place on the iPhone and Android
phones. (Perey, 2010)
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1
iPhone: http://www.apple.com/iphone/
2
Android: http://www.android.com
3
Wikitude: http://www.wikitude.org
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Layar: http://layar.com

1.4.1.1 AR Tracking Methods
Tracking is an essential requirement in AR systems. Many AR systems have been
developed that use different technologies for indoor and outdoor use. For outdoor AR
systems Global Positioning System (GPS) and electronic compasses are the most
popular. GPS can be made more accurate with other correctional technologies such
as DGPS (Differential GPS) or AGPS (Assisted GPS). For indoor use, technologies
like radio frequency identification systems (RFID), Bluetooth or other wireless
sensors, markers and recognition software in built to camera are used. (Burigat and
Chittaro, 2005) For the museum setting, these markerless systems can be beneficial,
visible tags and space for these tags can take away from the exhibition and could have
an influence on the exhibition. (Brans et al., 2007)
Smartphone applications, Wikitude and Layar, use similar tracking methods.
These applications use the markerless tracking method of GPS. Points of interest
(POI) have been tagged with latitude, longitude and altitude coordinates on a server,
information has been tagged with the POIs (3-dimentional, text, images etc). The
application calculates the users current position using GPS, compass and
accelerometer data. It then accesses its servers and gathers the information on the
points of interest. The digital data about the points of interest is overlaid on the
camera in real-time. (Groten, 2009)
Augmented reality can also be triggered by explicit markers (printed icons), and
implicit markers that exist in real life (existing signs, faces etc.) (Perey, 2010) These
markers are more accurate than GPS, the camera is pointed directly at the marker and
is a certain distance from it. Multi-marker tracking (ARToolKit5) has also proven its
worth. This can be used inside and outside. (Wagner et al., 2005) These markers are
recognised through the camera of the AR system, using tracking algorithms.
1.5 Technological Platform for Navigational Aid

Within museums and open-air museums like Bunratty Folk Park, an AR mobile
platform can give the user a customised experience while keeping the natural feeling
of the museum. Through a mobile AR system, the user has ability to access
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5
ARToolKit: http://www.hitl.washingtom.edu/artoolkit/

information about objects on demand, allowing them to pick and choose what
information they would like to discover.
Visitors often enjoy downloading podcasts and listening to them on their personal
mp3 players. They prefer this to regular audio tours offered at museums due to their
experience with the device. (Samis, 2007) This theory can also be applied to visitors’
mobile phones. A context aware tour on a visitor’s personal phone adds a layer of
familiarity with the device as well as customisation abilities.
A visitor using their mobile phone for AR enables them to take advantage of their
knowledge of their mobile, the digital information and the Folk Park. Smartphones
are emerging as a main mobile platform. They have all the necessary requirements for
an augmented reality system; power capabilities, camera, GPS, accelerometer and
compass. They are quite rugged; users bring them everywhere and use them
regularly. They also have useful touchscreens and are small and light in weight.
Smartphones have a good software development environment and have the ability to
host third party applications. It is an ideal platform for a mobile AR system. This
project develops a concept navigational aid on a smartphone, using GPS and multi-
marker tracking methods.
As mobile technology advances and most people have a means of mobile
communication (Deegan et al., 2008), a visitor’s personal mobile phone is one of the
best platforms to build a navigational aid on. With smartphones gaining ground in
the mobile market they are an ideal platform for the navigational aid.
Users are comfortable with their personal mobile phones. They have a high degree
of self-confidence when it comes to using a device they are use to. (Sarker and Wells,
2003) Samis (2007) found that mobile phone users like to use applications on their
personal device as they can maintain their independence. By using their phone as a
platform users get to take advantage of their existing skills with their phone and
interact with the real world. Once they have the application on their device there is no
obligation on their part to use it, especially if it is a free download. Mobile phone
users are attracted to this (Samis 2007) and it is ideal for the Bunratty Folk Park
setting.

1.6 Augmented Reality in Museums
There have been several mobile augmented reality museum guides developed
recently. Some have proven successful, here related approached in AR in museums
settings are reviewed. This shows some of the evolution in AR platforms that has
allowed for the increasing functionality and improved visitor experience.
1.6.1 Cyberguide
Abowd et al., (1997) discuss Cyberguide, a series of prototypes of a mobile context
aware tour that knows the users current location and history of past locations. The
long-term goal of the project was to develop a device that would know where the
tourist is, what they are looking at, and predict and answer questions about the
environment around them.
The paper discusses many relevant points to Augmented Reality navigation
systems, like communication, map support and information support. This paper is not
only good for ideas around context-aware systems, but it also goes through the design
process with a few prototypes of their system which is coming in very handy with my
prototyping.
1.6.2 HIPS
Broadbent and Mardi (1997) look at HIPS (Hyper-Interaction within Physical Space),
a handheld electronic tour guide for cities and museums. It aimed to support people in
their working and leisure activities. It offers contextually aware audio messages on
POIs and tours around cities and museums. It is a handheld system, with information
varying according to the user's location, preferences and to the information already
given.
This was to be built on a pen driven palmtop computer with a screen, headphones
and no keyboard; markerless tracking would locate the user with infrared, radio and
GPS.
1.6.3 Bunratty Mobile

Deegan et al. (2008) designed a prototype mobile aid for Bunratty Folk Park. The
aim was to encourage interactivity in the Folk Park in an active manner enhance
satisfaction. It was designed for a mobile phone with Bluetooth. Bluetooth is cheap

to set up and can be located anywhere in the Folk Park. The application would be
downloaded before visiting park or at a booth in the Folk Park, and give location
based alerts.
The paper gives suggestions for future work. These have been taken in to
consideration for this research. It suggests that iPhone development should take place
and gives suggestions for improved children’s activities and to provide new
information to visitors that is not already available.
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1.6.4 AR Guide in LDML
Miyashita (2008) developed an AR museum guide in the Louvre designed to bring
visitors and the exhibitions together with multimedia. The aim was to use AR to
provide information to the visitors to empower them to see more characteristics of the
exhibitions.
An AR guidance character who brought the visitors through six points in the
exhibition was found to be relatable and surprising. The character floated in a balloon
on screen. Markerless and hybrid tracking is used which allowed the AR camera to
point at a display from different angles and be accurate in the display of 3D
renderings.
Overall the system was successful. It improved guidance and the users found the
interaction simple. It was clear to them that all they had to do was hold the camera
and point.
From these it is clear that context aware and AR technology is an established

technology in museums. The technologies have been implemented into the museum
settings in innovative ways. It is essential that they take up as little space as possible,
yet be as accurate as possible for an AR system to be effective. User centred design is
a reoccurring theme for these AR systems. These studies show that if a system is
introduced in the correct manner, designed well and built with the correct features
than it can be a success in the museum setting.

1.7 Human Centred Design
Focusing on Human Centred Design and using an iterative design process, an
augmented reality prototype has been designed for the mobile navigation of Bunratty
Folk Park.
An augmented reality interface presents a new challenge in design as it allows for
the exploration of a physical and digital space at the same time. The digital
information has to be presented to the user in a manner appropriate to the context of
use. (Broadbent and Marti, 1997) This interface has to be easy to use, as users will be
focusing on the real world as well as a digital one. The concepts in the system have to
be clear and understandable. (Holler and Feiner, 2004) A human centred design
approach, using the iterative process can ensure that the system is designed for the
user.
For human centred design, it is necessary to understand the user of a navigational
aid in Bunratty Folk Park. Through research, it is crucial to identify visitor motives
and goals while going through the Folk Park. (Tidwell, 2005)
An early focus on the visitors’ goals and tasks has been taken up to understand
who the potential users of the navigational aid are. The more that is known about the
user the more effectively the system can be designed. Studying the user can help
generate system ideas on what will be useful technological enhancements to the Folk
Park. Visitor behaviour has been studied with interviews, discussions and
observations.
1.8 Iterative Design Process

With the knowledge gained from the field research, the iterative design process
begins. An iterative design process can lead to a high quality interface that is easy for
users to learn and use.
Once an initial design is completed, users test the design, problems are noted and
fixed and the interface is redesigned. The redesign is based on the feedback from the
user testing. As the cycle is repeated the usability is improved and solutions
are progressively developed for the design. (Broadbent and Marti, 1997)
Feedback from users is a pivotal part of iterative design. Testing the interface
with users identifies problems, and ensures that the goals the user sets out to achieve
can be met with it with the aid. (Gould and Lewis, 1985) When designing an interface

it is difficult to know how the aid will be used in the context for which it is designed.
(Gould and Lewis, 1985) It is hard to foresee how the aid maybe used in all
situations. The outcome of the design can only be determined during the cycles.
People may behave with the system differently that initially designed for. With
iterative testing throughout the design process, the issues can be determined and the
aid can be designs accordingly.
“Cognitive psychologists agree that human performance adapts strongly to the

details of the task environment.”
(Gould and Lewis, 1985)
It is essential that users test with the prototypes, this way it is the user, and not a
designer, who is assessing the aid. Users can come in to problems that were not
anticipated in the initial design. The behaviour of users can be unpredictable; their
use of the prototype can change the design. (Gould and Lewis, 1985) These issues
have to be address in the next iterative design cycle.
The iterative design process is valued because it is difficult to get the design of a
user interface right the first time. The cycle allows for evaluations of mistakes in the
designs and for them to be corrected. Early iterative cycles allow for cheap changes
these issues that can be implemented in to later iterative cycles, and eventually the
final product. (Gould and Lewis, 1985)
2. Chapter 2: Preparatory Work

In order to have an effective navigational aid, the interface has been designed for the
user. Human-centred design ensures the navigational aid is designed to suit the needs
of the user. (Broadbent and Marti, 1997) To do this, it is necessary to know who the
user is and what their needs are. Each user has goals and the user interface will help
them achieve these goals. Once these goals are established it is possible to define the
requirements for the navigational aid.

2.1 Understanding the User
Understanding the context in which the visitors of Bunratty Folk Park will use
technologies provided for them is a critical part of the design process. It is necessary
to know who the visitors are, what they are like, and how they might interact with the
navigational aid. (Tidwell, 2005)
There are several sociological methods to gain this knowledge, including
interviews, observations, and case studies. (Tidwell, 2005) Observations of behaviour
first hand can give useful information on what people usually do at the Folk Park.
(Benyon et al., 2005) Interviews are flexible. They can give information on the goal
of the visitor and their attitudes toward the aid. Pictures, notes, audio and sketches
were recorded throughout the process of understanding the visitor and potential user.
Previous research conducted at the Folk Park shows that visitors go to relax and enjoy
the sites at their own leisure. Visitors made it clear that more information should be
available on the history and architecture of the buildings, and the people who lived
there. It was also discovered that navigation and sign posting around the Folk Park
should be improved (Deegan et al., 2008).
Taking this in to account the above-mentioned methods of studying the visitor
allowed for the re-identification of their values, and discover what motivates them
further during their visit.
Once the information from these studies and the previous research were obtained
it was possible to build several personas and scenarios on how different visitors to
Bunratty Folk Park may undertake activities using the technology. (Benyon et al.,
2005) Initially, it was essential to identify the types of people who will use the aid.
For this, the representative sample is important.
2.1.1 Sampling
The representative sample is the group of people who give insight in to usage of the
aid. When sampling at Bunratty Folk Park, the user profile was broad. Visitors often
have varied goals within the Folk Park. The aim of this project is to provide a
navigational aid to a smartphone user in order to enhance their visit, therefore the
sample of this project was visitors to Bunratty Folk Park. This broad representative
group allowed for the study of many visitors and allowed for the redefinition of user

characteristics. These findings led in to the development of personas. (Jones and
Marsden 2006)
“One of the major goals…is to observe and understand interesting patterns or

exceptional behaviour and then to make practical use of that understanding. The
sampling strategy should, therefore, aid the researcher to identify such behaviour in a
reasonably efficient manner”
(Millen 2000 quoted in Jones and Marsden 2006, pg. 126)
2.1.2 Participation and Ethical Treatment

Previous to any questioning or recording the participants in the sample were briefed
on the research. They were made aware of whom to contact for more information on
the research if they wanted. They were informed on what they were required to do
and that they could choose to withdraw from the questions at any time.
Participants were asked if the conversations could take place and if pictures could
be taken. All participants agreed to voice recordings and took part in the interviews
successfully.
2.1.3 Methods
2.1.3.1 Observations
Observations are a field analysis method that was performed on-site at Bunratty Folk
Park. Initially, they were non-obtrusive and naturalistic. This allowed for the
collection of information from the Folk Park without creating artificial situations.
Visitors were observed as they completed their goals, the details were captured with
photos and sketches. From here interviews were carried out with visitors of the Folk
Park.
During the observations it was noted that visitors mostly wander around Bunratty
Folk Park. Most visitors were very interested in visiting Bunratty Castle and the
Village Street but the rest took the visit in their ease. The visitors spent most of their
time in the houses (Weaver's Shed, Blacksmith's Forge etc.) dotted around the Folk
Park, wandering in and out of each, looking in each of the rooms and at most of the
objects. Although the houses are numbered for reference to the map there is no

information present in front of the houses about them or in them. (See Figure 3-1)
This is a necessity to keep the natural state of the Folk Park, but with many visitors
not using the map they are loosing out on information. Many people seemed to
enjoy the Village Street with the Doctor's House, Foster's Printery and others.
Throughout the day there are often events. During Halloween, for example, there
was snap apple, story telling, and a competition for the best costume. There were
opportunities to see snakes, lizards and spiders, and have a go on an electric bull, and
a concert in the Folk Park. None of the events were sign posted. Visitors were left to
discover the events themselves.
On a themed day Bunratty Folk Park is very busy. On these days there were many
families wandering around the Folk Park. There were mostly Irish families with
young children visiting on the theme day. On a normal day in Bunratty Folk Park
there were usually groups of visitors going through in groups of two to six people.
Many of these visitors were from abroad. There were several bus tours visiting, as
well as some Irish families. School tours often visit during the week.
Many visitors observed do not use the map that they are given on entrance. They
go through the Folk Park on their own accord and some check the map if they come
across an item or place the peaks their curiosity.
Figure 2-1-Cashen Fishermans House

2.1.3.2 Interviews
Questions were constructed for interviews based on the findings from the
observations. These interviews were semi-structured and were conducted in the Folk
Park. Semi-structured interviews were ideal for talking to the visitors of the Folk
Park. They are flexible and use few resources. Selected topics were covered during
the interview but it was not necessary to discuss all of these topics. Many of the
interviews were conducted with a group of visitors, and with permission they were
recorded with an audio recorder.
Interviews allowed the visitors of the Folk Park to talk about their experience in
their own words and give their personal point of view on their visit. With the
interviews it was hoped to find out what the goals of the visitors are, what they do in
the Folk Park and how skilled they are at using mobile phones.
Discussion points on the social aspect of the visit, their map usage, what could
enhance their visit and technologies in the Folk Park were thought up and explored
with visitors. (See Appendix B)
The goals of most visitors to the Folk Park are to learn more about Irish lifestyle
and history. This goal is not being catered to fully. Visitors leave the Folk Park
satisfied with their trip but many do not come away with the knowledge that they
would like to have. Some visitors expressed that there is not enough information
about the buildings (what era they are from, the people who lived in them).
“They definitely don't tell you everything about any of these cottages in [the map].
There's not enough room for it.”
The visitors mostly wander around the Folk Park, and use the map to get
information when they see something of interest. Only a handful of visitors used the
map. The Folk Park is laid out in a circle so navigation is easy for visitors who are
happy to stroll through from place to place with no specific path in mind. The visitors
who did not use the map do so because they felt it is lacking in all the required
information. These visitors want to be told the history of each place and object.

“We don't want to read stuff, we want it to pop up and tell us! 'I'm a castle. I was
built here… When… whatever!’ ”
The visitors suggested that human tour guides and technological channels of
information would be beneficial. They put forward video reenactments on people
who lived there. A wish for more history on each building was mentioned several
times.
“Even if there was a tour guide, or a person at the houses to tell you stuff for more
information.”
An important part of this to the visitor is that there is no unneeded information

within the tour. Visitors do not want to be stuck listening to information that they do
not care about, and they will not stop to read long paragraphs of data. A medium has
to be found that will accommodate this.
“And don't ramble. No rambling. Just straight to the point. ‘I'm a hundred years
old. This family lived in me.’ ”
The objects and tools inside the house are sometimes a mystery to the visitor.
There were expressions of desire for more information on these.
“In the castle, there is literally so much stuff that you would want to just walk up to
something and ask it 'What are you?'”
Any information for the visitor should be straight to the point. Most visitors had
their mobile phone and would be open to using a mobile device for more information
on the Folk Park.
The people who visit Bunratty Folk Park do so mostly in groups. The visitors find
the group setting beneficial, as there is a social aspect when walking around. These
groups interacted within their groups and discussed the objects and houses during
their outing. This social interaction means they are open to sharing their experiences,
this has been implemented in to the design of the aid.

!
Figure 2-2
3. Chapter 3: Design Development

In order to enhance visitor satisfaction the key points from the field research were
taken in to consideration. Functionalities of a context aware system for Bunratty Folk
Park were thought up, and implemented in to the design. The navigational aid is
designed as fully interactive. The user can use it at any stage during their visit. This
will give the visitor the ability to get information on one point of interest and not
another if they wish, leading to a customised experience.
From the research, personas, scenarios and storyboards were created for the
design. These tools help put the observations and interviews into context within the
design. The functionalities of the navigational aid were improved and discovered
through the scenarios. The layout has been designed with several guidelines in mind.
(These are laid out further in 3.5 Designing the Interface)
To truly engage the visitors, Simon (2008) recommends appealing to multiple
types of visitors and to also connect the visitors experiences both online and onsite.
To appeal to a variety of visitors the separate themes within the navigational aid were
developed; an augmented reality tour guide John was introduced as well as themed
quiz tours to add collaboration to the aid. These features are discussed in 4.2
Navigational Aid Functionalities. With the usage of the 3D functionalities, context

aware information, and the context aware puzzle tour being explained step by step in
the scenarios.
3.1 Personas and Scenarios

Personas are effective tools used to picture who the end user is. They are hypothetical
models of the user based on information gathered from the field study. (Cooper 2004)
Personas are detailed characters that summarise the important features of the end user.
It is important that the personas are as authentic as possible. The more specific a
persona, the more effective a design tool it is. (Cooper 2004) They are tools that the
design can be checked against. They are useful for inspiring designs and evaluating
ideas. (Jones and Marsden 2006)
The personas have been given a full, detailed background. Pruitt and Grundin
(cited in Jones and Marsden, 2006) give a useful template for persona building.
Taking the information gathered from the field research, the personas have
backgrounds, which include their work activities, goals, technological attributes and
attitudes. The final personas featured in Appendix D are detailed. When developing
the aid it was important to keep the personas in mind.
Scenarios are the descriptions of how a persona achieves their goals. They are an
outcome of the information gathered from the initial work in Bunratty Folk Park.
Details within these are also vitally important. (Cooper 2004) Design issues with the
aid can be noted in the scenarios, and repaired before going on to the next design
stage.
Scenarios were built using guidelines by Jones and Marsden (2006). This
template became extremely useful in the structure of the persona and scenario.
• Setting – an introduction to the scenario

• Actors – detailed description of the persona
• Goals - what the actor wants to do
• Actions and Events – the detailed steps in achieving the goal
Scenarios were used to make sense of the fieldwork that was completed in
Bunratty Folk Park. (Jones and Marsden, 2006) Scenarios help understand how the
persona will interact with the system. To write an effective scenario it is vital to
understand the tasks supported by the navigational aid, and what is needed by the aid.

Scenarios help anticipate how the system might be used. (Gaffney, 2009) They gave a
better understanding of the aid and any difficulties in that might arise during use of
the aid. (Benyon et al., 2005)
Scenarios became useful for brainstorming and coming up with design solutions
and possibilities. (Benyon et al., 2005) When writing up the personas and scenarios
the information gathered from the field research was used. Personas of visitors to the
Folk Park were developed. Using these personas and scenarios an initial interface
design was developed with a clearer idea of how the navigational aid should work and
look to the user.
To aid the scenarios a rough guide was prepared for the interface. (See Figure 4-1)
The design was refined as the scenarios developed.
3.1.1 Personas
Considering the typical Bunratty Folk Park visitor, several persona characteristics
were developed. Five personas and scenarios were initially discussed before settling
on three. A couple, Tom and Nicola, a group of young adults, Eileen, Jack, Ben and
Kelly,!and the mother, Stacy and children, Jack and Jen were chosen as they were the
most relevant personas developed from the research.
The first five persona developed were simple and did not have much detail behind
them. These scenarios were based around observations and initial interviews in the
Folk Park their scenarios only dealt with navigation and maps (Appendix C). After
looking at the results of the field research it was decided that personas of Scenario C
and Scenario E were unnecessary, the concepts developed in each were integrated in
to the chosen scenarios.
The three selected personas were expanded upon. (See Appendix D) This
facilitated in the brainstorming of ideas for the full navigational aid. The scenarios
were especially fundamental in the design as they identified characteristics of using
the navigational aid that had not yet been considered; both problems and opportunities
were stumbled upon. The interaction between the persona and the aid is described in
detail. This support led to a good design layout for the storyboarding sessions.

3.1.2 Scenario 1 - Map and 3D Representations
Taking in to account that the many tour buses that pass through Bunratty Folk Park,
personas depicting the visitors from them were developed. (Appendix C: 1.Map and
3D Representations) Tom and Nicola are a married couple from the USA. Tom uses
a smartphone for work. The couple is on a bus tour around Ireland and they are
visiting the Folk Park.
The couple uses the navigational aid in ‘Explore’ Mode. The aid knows their
location and tells them contextual information on the Folk Park. Here they read
information on buildings that they would like to have more knowledge on. Through
the augmented 3D representations, the aid enhances the Folk Park digitally. This
scenario describes the full functionality of the Navigational Aid, and describes Tom
and Nicola’s experience with it. Tom is a playful character and explores the many
feature of the navigational aid. Tom inspired interesting concepts for the digital
enhancement of the Folk Park.
An augmented tour guide tells them about specific points of interest within the
Folk Park. The tour guide gives facts on the area that the user is in. Through the
development of this scenario it became apparent that the user would need to be alerted
to the tour guides availability. Here an audible notification was introduced to
compliment the visual icon appearing on screen. This audible and visual notification
occurs when a 3D functionality is within the smartphones range, usually 2-3 metres
from it.
The AR tour guide was given a character and name that relates to life in the 19th
Century. This gives a story-like feel to aid that visitors could enjoy. Initially the
information was purely text-based but a character became a more relatable feature in
the scenario building. This tour guide can be paused, reversed, fast-forwarded
through. It became clear that Tom and Nicola might need these features. Many
people visit the Folk Park in groups, one member may not have seen the beginning of
the tour guide dialogue, or there may be issues with not hearing one aspect of it. The
play, rewind, fast forward features were added for these reasons.
Through his discoveries and the step-by-step description of the aid many usability
issues were noticed and mended. Methods of usage for the events and restaurant
information were thought up and the List view was redesigned in order for these two
functionalities to work well in it.

3.1.3 Scenario 2 – Puzzle Tour Option
The puzzle tour (Appendix C: 2.Tour Options) invites groups or single visitors to
take part in an exploration of the Folk Park. It links related aspects of the Folk Park;
the objective is to visit the required exhibits and answer questions through the AR
functionalities. Visitors can choose different tours or the same tour and explore the
part separately and compare scores after. Most visitors are curious and they will
learn more about something if they are given the chance to explore. (Tidwell, 2005)
The labels inspire curiosity and attract the inquisitive visitor. These functions would
appeal to visitors, as their experience in Bunratty Folk Park tend to be a social one.
Broadbent and Marti (1997) note that social dimensions and tours complement each
other.
Eileen, Jack, Ben and Kelly are students who are visiting the Folk Park. They
think that taking part in this puzzle will add a bit of fun to the day. They decide to
break in to two groups and use the puzzle functionality for competition. The map lays
out where the tasks in the Folk Park are. They have to visit each place to get their
question and complete the task involved. These tasks include watching videos,
listening to John, the AR guide, finding out information on the exhibition places
through the camera view. Users also have to ask the staff of the Folk Park questions
and solve puzzles relating to the 19th Century. The functionalities of this puzzle game
were developed through the scenario. It began as simple questions but was refined to
include the AR technologies.
Initially the map indicated to the groups where they should go for the next
question. Through the scenario building process it became clear that the students
would favor having more freedom in the Folk Park. The layout of the puzzle was
changed so the map view shows the tasks that they have yet to complete (blue
markers) and their completed tasks (yellow markers), along with the users current
location (an orange marker). The list view was then changed to show the completed
and uncompleted tasks also.
To get back to the normal features of the navigational aid, such as the events
listings the students would have to navigate to the main menu then to ‘Explore’. This
action would have to be reversed to get back to the puzzle. In order to keep repeated
actions a minimum number of steps (Tidwell, 2005), a toggle button between the

game and the normal features of the aid was added. This is done a small icon on
screen in Camera view.
3.1.4 Scenario 3 - Kids Section

A children’s feature within the navigational aid has been developed. From the
observations at the Folk Park it is evident that families and school tours visit often.
(Appendix C: 3. Kids Section) The aim of the Kid’s section of the navigational aid is
to be educational and encourage the discovery of the Folk Park. The kids’ section is
fun while working on the children’s skills with puzzles and art. The Kid’s feature
promotes social interaction. There is a quiz that the user can take part in. The
children can work together or with the adult accompanying them to answer the
questions. Score is also kept and this can be used in a competitive way if the user
wishes. The navigational aid is aimed at 5 – 14 year olds, but can be used by anyone
who expresses interest.
Stacy has taken her two children, aged 6 and 8, to Bunratty Folk Park for the day.
They each share the functionalities of the aid. Stacy uses it for the Events and
reminder elements while the children play with the quiz and art features.
As they go through the Folk Park the points of interests within the aid give them
small facts about the house, animals, and tools. John, the AR character, also tells
them short tales from the 19th Century. The children then have to answer questions
about these or what they see around the Folk Park. With this the children are learning
more in an interactive and fun way.
There is an Art functionality that the children can use. This allows them to draw
on the screen on top of the live video feed. The ability to draw on live feed has been
changed to drawing on an image that the participant takes. This is more feasible as
the participant will not have to hold the camera up when they are drawing.
When Save is selected a screenshot is taken of the drawing and the camera feed.
This image is then saved to the smartphone’s photo library. The children are making
their own AR image and saving it as artwork, which they can later look at and be
reminded of the Folk Park.
The kids ‘Fun Quest’ was developed from the Puzzle tour feature in the ‘Tour’
section of the aid. It has been refined for a younger audience by giving short facts on
many different themes throughout the Folk Park. John, the AR character, tells the

user stories of the past and the people who lived there in a story like and fun way.
The Art feature came about as a way for the children to keep part of the Folk Park
with them when they leave. It also helps them with their drawing skills, and promotes
the taking of pictures within the historical area.
3.2 Storyboards
Storyboards are used to visualise the interaction with the navigational aid.
Appendix E: Storyboards shows how were used with scenarios as a tool to visualise
how the aid will be used in a real context. The interaction between the personas and
the interface is more clearly understood through storyboarding. (Van der Lelie 2006)
Krebs (2005) describes scenarios as the plot to a film, while the storyboard is the
script. The storyboards help develop the scenario and communicate the design more
clearly. They are especially useful as they aid in the examination of the aid and in
defining the requirements of the aid.
In order to draw the storyboards, rough sketches of the aids structure was drawn out
with the concepts from the scenarios. The interface was roughly mapped out with
tweaks being made as the storyboards were being drawn out. Here the visual layout
was assessed. Buttons, functionality placement and dimensions were examined. (See
Appendix E for storyboards to scenarios 1-3)
Layouts of the interface in scenario one were mixed around, with small changes
taking place. The organisation of the functionalities was decided through design
guidelines and storyboarding. Iterative cycle prototyping sessions took to take place
to check if the interface worked well.
3.3 Bunratty Folk Park Navigational Aid Functionalities

From the scenarios the full augmented reality functionalities of the navigational aid
are indexed. There are three main view options – Camera, Map and List, with three
main functionality options - Places, Events, Restaurants. An augmented reality
functionality appears when the user is located within 2-3 meters of a point of interest.
The following View options and Sub-options are the most frequently used
functionalities. For this the number of steps it takes to change from between the
options within is being kept to a minimum. Tidwell (2005) recommends that
especially for mobile devices, actions that are frequently used should be prioritised

and organised so they can be chosen at any place, at any time. These are also known
as the global navigation buttons of the aid. The top menu and bottom menu of every
page have been dedicated to a consistent set of buttons that take users to key sections
of the interface. (See Appendix F for Framing)
3.3.1 View Options

The View Options are always shown in the application. These are the three most
important functions of the navigational aid as everything is shown through them. (See
Figure 4-1)
Camera View – Camera View gives the users a real time view of the world on their
smartphone. In Camera View, the AR capabilities are overlaid on to the screen.
Map View – Map View allows the user to see where there are located in Bunratty
Folk Park, along with it shows the location of various buildings, events, or restaurants
depending on what sub-setting the user is in.
List View – List View itemises the locations, events and restaurants and lays them out
in a detailed list.
3.3.2 Sub-Options
Within the main navigational aid (the Puzzle Tour is laid out differently) the sub-
menu is always available with the touch of a button. Visitors to the Folk Park
weighted the following three categories heavily. These are the paramount in a
visitor’s time to the Folk Park and so are at hand immediately. (See Figure 4-1)
Places – Places refers to the exhibits within Bunratty Folk Park. These include the
houses, Bunratty Castle, and the Village Street. In Camera View, when the user is in
close proximity to a ‘Place’ a marker appears on screen. When selected this marker
turns in to a pop-up that seems to float in on the screen. It gives information on the
architecture, place history and origin when selected. Within the Map View the users
location is indicated with an orange marker, while blue markers indicate the ‘Places’.
These markers are also selectable and give the information. In List View the ‘Places’
are organised alphabetically, and are also selectable.

Within this, there is the ability to view houses from same era or the same area
from Map View and List View. When selected the buildings from the same decade or
area are grouped and highlighted in different colours. The user can select them to
read more information about them, and visit them. In List View they are arranged
under titles.
Restaurants – The location of restaurants can be seen in Map view in relation to the
users own location. Here the user can select the marker indicating the restaurant and
get a pop up information on it. In list view, the user can read about the restaurant and
see the menu for the day. In Camera View, markers also point out where the
restaurants are and can give information and the menu the same as the “Text
Information” above.
Events – The events functionality is similar to the restaurant. The information it

provides is on the location, background and start time. The events can be given a
reminder through the navigational aid. Selecting an event in any view option will
give the power of being able to set a reminder for 15 minutes before the event is due
to start.
Figure 3-1 - The View Options and Sub-Options (early draft)

3.3.3 Augmented Reality Features
Text Information – the navigational aid gives contextually relevant information
through text outside a building, including the architecture, how the building got there,
where the building is from and how old it is. This can also be access by selecting the
building from the Map and List View as described above.
3D Objects – this functionality allows the user to view objects that are represented by
3D rendered items. These objects may not exist any more, or the Folk Park may not
have access to them. Computer generated ones are viewed through the camera. The
aid recognises a marker, and overlaid on this marker is the 3D objects. The benefit
here of using the marker recognition system, as opposed to GPS location, is that the
camera can locate where the item should be precisely and give a 360o representation.
The user can move the camera around the marker and see the angle from every angle
through the camera view.
3D Tour Guide - contextually relevant information indoors by an AR 3D tour guide

who explains the history of points of interest, gives more information on items inside
the building for 2-3 minutes with the ability to toggle between play, fast-forward and
rewind.
3D Placement of Buildings - the ability to view a house in its original setting. The
navigational aid knows where the camera is pointing and can cut the building and
show the building in its original setting. The smartphone has a GPS and compass
system, which can give the ability to view the building from different angles and get
the same effect. (See Figure 5-8 and 5-9)
3.3.4 Tours
Themed Tour – the navigational aid brings the user through the Folk Park based on
the users preference of ‘Agriculture’, ‘Services’, ‘Lifestyle’ or ‘Puzzles’, similar to
the Grouping of Buildings function.
Puzzles Theme Tour – a competitive/collaborative theme in which users answer a

series of questions as they visit the highlighted points of interest. The goal for the

user is to get as many questions right as possible. The goal of the puzzle design is to
promote the appreciation of the Folk Park in a fun way and give the visitors a way to
collaborate and have a share experience.
The questions are part of a topic chosen by the user, "Agriculture", "Services",
and “Lifestyle". The questions are multiple-choice and the user has once chance to
answer correctly. Their score is stored throughout the game. The users discovers the
answers through the AR capabilities mentioned above as well as from information in
the Folk Park, the staff and what they see.
The map and list views show the questions that have been answered and those that
have not. The user can play the puzzle game but also has access to the other features
of the navigational aid through a toggle button on screen.
3.3.5 Kids Feature

Fun Quest – a collaborative quiz aimed at children. It can also be used competitively
as the score is kept. Through the AR functionalities, the quest consists of the
discovering the short folk tales and fun facts on animals, people, stories and places
and answering questions on them. These appear when a user comes in to a point of
interest. The user then gets asked a multi-choice question.
Similar to the ‘Puzzles Theme Tour’, the Map and List views mark the questions
that have been answered. The user can toggle between the navigational aid and the
Fun Quest.
Art – allows the user to draw on a picture that the camera takes. On the left of the
screen the user is given 10 colours to choose from. The user touches the screen to
draw on the picture. There is an ‘Eraser’ icon to clear the screen from any drawing
and a ‘Save’ icon to save the image to the smartphones library.
3.4 Engaging the Visitor

Augmented reality is a good method to engage with visitors. The augmented reality
text and 3D features are ideal for Bunratty Folk Park. They give the visitor the
chance to use go through the Folk Park at their own pace in their own individual or
group experience. The Explore and Tours features allows visitor to pick up
information as they please, while the puzzles and kids sections can add some extra

enjoyment to the experience. These are fun ways to play and share their experience
with the people they are visiting the Folk Park with which is highly regarded by
Simon (2008).
“There is no better way to learn than discovery by oneself.”

(LM3LABS, 2007)
The navigational aid themes have been developed with the concept that forced
participation within the aid is unfavourable. (Simon, 2008) The user can choose to use
the aid as they go through the Folk Park but can also put the aid away with no
repercussions. The concept is that although some visitors will enjoy using the
navigational aid throughout their visit, it should be available for all visitors at any
time-if a visitor comes across Bunratty House and wants to know more about the
architecture, they should not be forced to take part in other features of the aid.
Another recommendation from Simon (2008) is that the user should be able to
comment on the application if they so wish. In the navigational aid a Contact section
has been added to the Main Menu for this reason. This feedback could help progress
the aid and can keep users content as they can voice their opinions on it.
3.5 Designing the Interface

Designing for a mobile device presents new challenges. The small screen size,
lighting conditions and input capabilities all present limitations in the design of the
user interface. (Hussain et al., 2008) The iterative design process will solve these
issues, but along with the iterative cycles, there are guidelines that were followed to
guarantee the usability of the aid.
As the screen in a mobile device is small the organisation of content, and the
layout of the interface functionalities are best done using ‘One-Window Paging’.
Tidwell (2005) describes this as showing one page of information at a time. In the
case of the navigational aid the ‘One-Window’ is the View functionality. Due to the
tight spacing of the smartphone screen the user is only in one view functionality at a
time. This works out well for the navigational aid. With the user moving around and
interacting with the Folk Park while using the aid there should not be too much
happening on screen. The user may think the aid is too much trouble in that situation.

In order to take advantage of this small screen space, it was important to prioritise
what actions would be used most during a typical visit to Bunratty Folk Park.
(Tidwell, 2005) and make sure the user interface is as self-explanatory as possible.
For this reason the View options were grouped on the top of the screen with the sub-
options grouped below. These are the most used functionalities and having them on
screen allows them to always be available to the user. (See Appendix F: Framing)
The visual flow of the interface is designed with the View options on the top
menu and the sub options on the bottom. Humans see from top–to-bottom and from
left-to-right. (Tidwell, 2005) It was possible to take advantage of this to take control
of how the user views the page, the interface is laid out from most important to least
important.
The small screen also leads to restrictions in the amount of information that can
be presented to the user, so the organisation of content within the aid is pivotal.
Important content stands out in the interface and it is organised and labeled in a way
the user understands. This initial layout (See Figure 4-1) is further tested in the
iterative cycles to ensure the user understands the organisation. (Tidwell, 2005)
The pop-ups information described in the feature section became a good fix when
designing augmented reality point of interest (POI) section. When markers appear if
selected a pop up of information appears. Pop ups are a good alternative when design
menus for small screens. (Zwick et al., 2005)
Mental Models
To be an effective interface it has been designed on the mental model of the user.
The mental model is how the user interprets how the aid works. Mental models are
based on users previous experiences with similar interfaces, in this case mobile phone
application. (Tidwell, 2005) Concepts and language that are familiar to the user have
been used, and the layout has been kept in a logical order. This has been done as
most users can learn interfaces that are similar quickly. (Nielsen 2005)
Mental models are further revealed through the iterative cycles. During an
iterative cycle, each feature of the navigational aid is assessed; how the users view
them will influence the development of the aid. (Hussain et al., 2008)

Visibility
For the navigational aid to be effective in the Folk Park the functions have to be
visible to the user and connect with each other. (Tidwell, 2005) A huge emphasis has
been placed on the navigation through the aid; prototype testing with users takes place
later to gain a full knowledge on how the user interacts with the system and if the
overall structure works.
Consistency
The navigational aid has been kept consistent and clear with the layout and
functions. The buttons are in the same place throughout the layout. The user should
not have to wonder if buttons, functions or words mean the same thing. (Nielson,
2005) Tidwell (2005) notes that there should be constancy across the interface as
users are less likely to make mistakes, and it helps them remember the layout.
Feedback
For the user to navigate through the system effectively immediate feedback is
fundamental. The user is to be kept informed of what is happening with the system.
(Nielsen, 2005) Each user action has to an instant system reaction so the user knows
what effect their actions have throughout. The reactions in the navigational aid are
visual, a colour or screen change or a pop-up appears when something is selected.
(Zwick et al., 2005)
Signs when navigating through the aid are clear in the interface, so the user has to
know where they are at all times. This is further tested in the iterative cycles.
(Tidwell, 2005)
User Control
The user should be able to navigate through and explore and interface without
repercussion. Exits for all maneuvers are marked clearly. (Tidwell, 2005) If a user
makes a mistake or navigates to a page a ‘Back’ button is available to them. Selecting
any of the functions will allow them to exit any maneuver they do.
To ensure that if the user’s goal changes their mind about their end goal they are
able to access different functions easily, the functions are available at all times to
them. (Tidwell, 2005)

4. Chapter 4: Iterative Design Process
A fundamental part of the iterative design process is the prototyping sessions. For
each iterative cycle, a low-fidelity prototype, or high fidelity prototype has been
developed. Prototypes allow for the fast communication of the design and are useful
in the exploration of solutions for issues found. They are an efficient and effective
way to explore the design problems.
Early prototypes are a productive method of developing a user centred design.
They can be quickly made and allow for the assessment of initial ideas without
programming the entire system. (de Sa and Carriso, 2006) Later prototypes have a
basic design and various features. The testing of all the features is important for the
final product, not necessarily a prototype. This is key in the testing of prototypes.
Prototypes were used to test ideas on the navigational aid, and check if the design
concepts make sense. They were used for usability testing and iterative design
process. Jones and Marsden (2006) describe two types of prototype testing
Horizontal Prototypes and Vertical Prototypes. Horizontal prototypes show the
functionalities of the system but no functions are active. Vertical prototypes are used
to test one function of the system. While prototyping the navigational aid a Vertical
system is used in the high fidelity prototyping, while the lower fidelity testing were
developed to support the scenarios.
While testing, the prototypes were operated using Scenario 1 - Map and 3D
Representations (See Appendix D: 1.Map and 3D Representations) as a map. This
scenario allows for the testing of important features. Following the scenarios means
that when the tester used the prototype as described in the scenario it appears fully
functional.
When evaluating the use of the navigational aid, during prototyping sessions the
amount of time it took a user to complete a task, their success rate, the errors that
occurred and their satisfaction with the system was noted. This is similar to the
approach taken by Broadbent and Marti (1997).
Similar to the ethical practices undertaken during the field research, informed
consent was acquired from all participants who took part in the prototype-testing
sessions. Previous to any testing, participants were briefed on the research being
done. They were informed of the testing procedures and what was expected of them,

as well as how the session would be recorded, and who would have access to the
recordings. The participants were given the option of stopping the session at any
time. Details of who to contact if they had any comments or queries about the
research were supplied to the participants.
Previous to each session, participants are asked to talk allowed as they navigate
through the aid. The “Talk Allowed” technique is useful. It allows the participant to
say what they are doing and what they believe the system is doing. User comments
are crucial in user interface design. They give ideas on why an error may be
occurring and if any language or icons are being misinterpreted. (Gould and Lewis,
1985) Short post-interviews also took place for reflection on the use of the aid.
4.1 Low Fidelity Prototyping

Many sketches were drawn up in the initial brainstorming periods, and were
implemented in to the low fidelity prototypes. The low fidelity prototyping sessions
allowed for the exploration of ideas and gave the ability to accept or reject them early
in the design process. In the end they give a clear visualisation of the basic design of
the aid’s layout. (Jones and Marsden, 2006)
Low fidelity prototypes give the ability to test several design concepts as fast and
cheap trials of the interface. (Zwick et al., 2005) Paper prototypes of the navigational
aid were sketched to scale, as well as PowerPoint6 prototypes for user testing.
4.1.1 Paper Prototyping

Paper prototypes were sketched throughout the design process. These allowed for
the layout of the aid to be changed quickly. Initially, paper prototypes were useful as
the exact details of the interface were vague. (Jones and Marsden, 2006) Paper
sketches of the interface are essential to Zwick et al. (2005) as developing interfaces
on a computer screen means the functionalities, such as buttons may be smaller on the
end device. The first paper prototypes (Appendix H: Walkthrough) are sketchy and
followed the scenarios. They are more detailed than the storyboard sketches.
These sketches were then drawn up on Photoshop7 for an idea on how they would
look. The Photoshop drafts did not give a good enough outline on if the layouts were
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6
Microsoft PowerPoint Mac: http://www.microsoft.com/mac/products/PowerPoint2008

feasible (Appendix G: Initial Sketches in Photoshop). They also took some time to
draw up, so the initial sketches were then rebuilt with post-it paper prototypes.
Figure 4-1-Initial Photoshop sketch up
These post-it prototypes were prepared to scale and allowed to get a feel for the
functionalities of the navigational aid. They are useful as they allowed for the quick
maneuvering of buttons and icons. Figures 5-2, 5-3 and 5-4 show an example of the
progression of the initial ‘Camera View’ concept. The 3D option is available to the
user-this functionality is visible and does not need to be changed. In order for the
user to be aware of where they are in the system, the ‘View’ and ‘Item’ functionality
had to be highlighted. In Figure 5-3 the ‘Camera’ icon and ‘Places’ icon are
highlighted, showing that the user is currently in those modes. Feedback of this type
is essential for the user to navigate through a system successfully. (Jones and
Marsden, 2006) The user will always know where they are in the aid through
feedback like this.
After studying Figure 5-2 it became clear that the user had no way to get back to
the Main Menu. This was resolved by adding a ‘Bunratty Folk Park’ button at the top
left. With the selection of this it is possible for the user to navigate to the Main Menu.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
7
Adobe Photoshop CS4: http://www.adobe.com/products/photoshop/photoshop/

The logo being the ‘Home’ button is typical on a website and similar applications
(See Figure 5-4)
Through the development of these post-it prototypes the arrangement of the icons
was put together (See Appendix I: Post-It Prototyping). This layout it used through
out the navigational aid.
Figure 4-2 Figure 4-3 Figure 4-4
These early prototypes were practical for self-checking, and reflecting if the user
interface layouts made sense. Once these concepts went through the trial run and
were fixed, they were ready for the next stage of prototyping, which was done using
PowerPoint.
4.1.2 PowerPoint Prototyping

The software PowerPoint allows for simulations of the navigational aid. Screens
in the slideshow can be linked non-linearly, making some functions interactive. Users
select buttons and are moved to a new page. The result is a seemingly functioning
system. It shows some real characteristics of the system. With PowerPoint, the slides
are made up quickly and are easily rearranged.

The PowerPoint prototype became extremely flexible through the drafting
process. Many of the functionalities were set up within the system, with mock
sketches for the augmented reality features.
Figure 4-5 - Mock up of one AR functionality in PowerPoint
In the testing, each participant has been to Bunratty Folk Park recently and knows
what to expect when visiting. The prototyping sessions were screen captured and the
audio was recorded for note-taking later. Participants were told about the project
background and what to expect during the session. They were instructed to talk aloud
when they were navigating through the prototype.
Tasks were read to them and they had to find solutions to each. These tasks
followed the route of Scenario 1. This allowed for the properties of the navigation to
seem fully functional without having to prototype the full navigational aid. (Zwick et
al., 2005)
The participants all navigated through the system quickly and easily. Their only
experience with a similar system is with mobile phones. They found that the
functionalities are unambiguous and the exits are understandable (See Figure 5-6).
The View options (Camera, List, Map) were swiftly understood.
The marker pop-ups were clear; each participant knew to select the marker for
more information on the place. The feedback in the aid works well; the participants
knew where they were in the system as the screen changing accordingly.

The bottom menu options were unproblematic as the participants searched for a
new house or restaurant. When given the task to find out where and when the
storytelling is on they quickly navigated to the events and list view.
Figure 4-6 - PowerPoint Prototype: To exit Figure 4-7 - PowerPoint Prototype: All
the information pop-up all participants participants used the clock to set
understood that the ‘x’ would do this. the reminder.
The participants responded very positively to the AR representation of placing the

house back in its original setting (See Figure 5-8 and Figure 5-9). Reception to John,
the tour guide, was strong as well. One participant believed that the rewind and fast
forward buttons were for 360o movement of the tour guide (See Figure 5-5).

Figure 4-8- PowerPoint Prototype: AR Figure 4-9- PowerPoint Prototype: AR
function available. function selected.
Several design issues were discovered through the prototyping sessions.

Navigation to the places by era/area feature (See Figure 5-10) took the longest to
discover but all participants found it after playing with the functionalities. To create
reminders for the storytelling event each participant clicked the clock icon instead of
using the arrow button (See Figure 5-7)
To exit the 3D feature of the navigational aid the participants selected the
Bunratty Logo, which brought them to the Main Menu. (See Figure 5-9) Participants
were expected to select the 3D icon. The way out for the 3D feature is not clear in
this prototype.
While using the grouping feature in the Map View (Figure 5-10 and Figure 5-11)
the participants did not know what the colours represented. Selecting the markers
individually gives information on the groupings but it is believed a Map Key makes
the map less ambiguous.

Figure 4-10 - Option to view places Figure 4-11 - Places grouped by same
from same era/place. place.
The issues found in the PowerPoint prototyping session were taken into
consideration and modified for the next design session.
4.2 High Fidelity Prototyping

A high fidelity prototyping session took place to test how users behave with the
navigational and ‘Text Information’ aspect of the navigational aid. Jones and
Marsden (2006) suggest using Vertical Prototyping to test one functionality of the
system. By doing this, it can be examined if users can grasp how the Camera View
and pop-ups would work in the Folk Park.
The high-fidelity prototype was built for use on a smartphone. By using the
smartphone it is possible to get additional feedback on the use and feel of the aid in
hand. (de Sa and Carriso, 2006) This prototype is based on the navigational aspect of
the aid. Using popular augmented reality application Wikitude, the usability of one
aspect of the aid was tested.
Several AR developer applications were looked at for building AR software on a
smartphone, including Layar, Wikitude, FLARToolKit8, and ARToolKit. Layar is an
innovative AR browser; it has all the required location aware settings for the map and
information markers. During the research time, however, the ability to develop on the
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
8
FLARToolKit: http://www.libsrak.org/wiki/saqoosha/FLARToolKit/en

iPhone had not been released yet. FLARToolKit and ARToolKit would have been
useful to prototype a users aptitudes with a 3D tool rendering as they recognise
markers, then by calculate orientation and position in 3D world outputs the 3D
rendering on screen. They were difficult to develop, and would not have dealt with
the navigational aspect of the aid. Wikitude was chosen for the development of this
high fidelity prototype session for its ease of use, its mapping and POI abilities, and
its multiplatform ability.
!
4.2.1 Wikitude
The Wikitude platform has been used to show how the navigational aspect of the aid
works. It has been built to show the points of interest, these markers can be selected
in and an information pop-up appears.
Wikitude is the most popular augmented reality browser for mobile devices. It
holds the most comprehensive AR features for developers and consumers.
(MobilizyGmbH, 2010)
Wikitude uses the ARML (augmented reality markup language) specification.
ARML allows developers to create content that is displayed on various mobile AR
browsers. ARML is based on KML (a widespread format that provides tags for
location-based applications) It uses the necessary information from the KML data and
allows the developer to add additional information and features to it. (Lechner and
Tripp, 2010) This data contains several attributes the geo-coordinates (longitude,
latitude, altitude), name, description, images, address and other information (Tripp et
al., 2010). It allowed for personalised icons and image to accompany the POI
information.
The points of interest appear on the Wikitude application. The application has its
own interface. When testing this with participants, the use of the Wikitude menus
was not evaluated. This research was only interested in their use of the POI markers
and information in Camera View. (See Appendix K for more Wikitude browser
screenshots)
The project was explained to the participants and they were told about the aid on
the smartphone. The participants’ chosen had no previous use with an AR system and
they were not told how to use it. When tested, they almost immediately understood
how the Wikitude version of the application worked. The participants saw the POI

icons on screen, they pointed the phone in that direction and selected the marker.
Information on the POI then came up. They almost immediately realised that by
pointing the camera in different directions, different points of interests (markers)
appeared on screen relating to their location. The participants reacted very well to the
AR technology; they think AR is useful in the museum setting.
This gives a bode of confidence for the navigational aid. If participants are
playful and figure out how use Wikitude, than it seems they could be like this with the
navigational aid. The POI system works well and does not need to be altered in this
early stage of development.
Figure 4-12 – Wikitude Prototype Figure 4-13 – Wikitude Prototype List of Places
(Marker Selected)
4.3 Aesthetic Design Concept

The layout that had been discovered to work in the previous iterative cycles has been
developed further in the concept design. The problems that were found in the last
cycle have been solved and the interfaces visual appearance has been explored.
Although the layout and how the interface works are important, the appearance also
matters greatly. Stanford Web Credibility Project (cited in Tidwell 2005) discovered
that a professionally designed interface made users more positive about their use. A
positive user is more open-minded and their use of the interfaces is better when they
enjoy using it.

“Positive affect makes people more tolerant of minor difficulties and more flexible
and creative in finding solutions.”
(Norman cited in Tidwell, 2005)
4.3.1 Interface Colour and Font

To design the aesthetic layout of the navigational aid, a colour scheme of blue, green
and silver was selected. Colour is one of the first impressions the user gains of the
interface. These cool colours were chosen as they compliment each other and hold an
aesthetic appeal. They often give the impression of respectability, and evokes
soothing and relaxing to the user. (Tidwell, 2005) The darker colour was selected as
the foreground and lighter silver chosen for the background; this leads for good
contrast in the design. To show where the user is located within the aid-contrasting
colours are used as signposts.
Figures 5-14, 5-15 and 5-16 show the development in aesthetic design of the top
and bottom menu. (See Appendix L: Design Development). The initial green of the
top menu in the first draft was considered too strong, and difficult to distinguish from
the Bunratty Folk Park ‘Home’ button. The View option buttons were changed to
silver and light blue for the next draft (Figure 5-15). The silver indicates the options
not in use, with the light blue indicating the selected option. The buttons were made
slightly bigger here to fit the text related to the icon in. This makes the relation
between the two easier to notice and they are no longer separated. This was not an
issue in the bottom menu as the icons are much larger. The third and final draft
(Figure 5-16) removed the button concept and changed it to a ‘tab’ look. This is a
much neater appearance and also makes the selected option more apparent as it sits in
front of the other two.
The bottom menu remains unchanged throughout the drafts. They are dark blue
and different size to indicate that they are different options. The ‘selected item’
colour is still light blue. It keeps consistency within the interface and makes the
layout of it easier to learn. This shows the user that it is selected with the view
option.
The font colours chosen have contrasting colours to the backgrounds to ensure
legibility. The sans-serif font, Helvetica, was chosen for the buttons and text. A sans

serif is the best type of font for computer screens, especially for the smartphone as the
screen is small. It can be difficult to read serifs on the small pixels on screen.
Helvetica is a thin font, for long paragraphs it allows as many words as possible to fit
on screen, which is ideal for the small spaces. (Zwick et al., 2005)
4.3.2 Buttons and Icons

To enhance the menu items icons representing the function were composed. Icons
and text are used together to show what the menu item represents. Icons and buttons
ease the user in to the interface by using symbols the typical user is familiar with.
(Tidwell, 2005)
Initially the menu buttons were purely text and when icons were being
investigated it was hoped that the icon would replace the text fully. This is not the
case. Jones and Marsden (2006) discuss that an unambiguous icon metaphor is
difficult to find, and so icons and text are used together. Familiar metaphors were
found (such as the camera for Camera view and fork and knife for Food option, see
Figure 5-14) and placed with text to reinforce the idea of the icons functionality.
(Jones and Marsden, 2006) These icons are the same throughout the aid. Icons need
to be consistent to be effective. If the icon is used without text somewhere within the
system the user will then know what it means as the association of it’s meaning has
been made. Icon used with text is common in mobile devices. (Jones and Marsden,
2006)
Tidwell (2005) discusses corner treatments. The use of curves instead of right
angles in places can add to the visual aesthetic and with the reoccurrence of this
‘visual motif’ help unifying the design. It can also give a distinctive look to the whole
interface. In the navigational aid, the View option buttons were changed in to curved
corners. By using curves on these the button it has grouped them together visually.
These worked especially well when the buttons were developed in to tabs. The
bottom menu icons are left as right angles to show the user that they are a separate
grouping than the top menu.
4.3.3 More Design Issues

Scroll bars were added to the information screens that have more information than fit
on screen. (See Appendix M: Aesthetic Concept Design: Info and Menu of restaurant)

The scroll bar shows where in the user is on screen and gives the user an eye for the
proportion of visible content to total content on screen. (Zwick et al., 2005)
The ‘More Info’ arrow button has been standardised across the interface for
consistency. It is found for ‘More Info’ in the pop ups see Marker Selected in
Appendix M. It is also used in the List View, here it is not used with text but it is
believed that the user will learn quickly that the icons mean the same thing. The arrow
icon is used for the ‘Back’ action also. It is associated with text here as the ‘Back’
function may not be as used as the ‘More Info’ actions.
!
4.3.4 Design Issues Resolved

The problems found in the PowerPoint prototyping sessions are resolved here.
!!
4.3.4.1 3D Functionality
To resolve the issue that was discovered within the 3D functionality a ‘Back’ button
has been created to make the exit more obvious. The green icon can still remove the
3D function. The ‘Back’ icon is the same icon and in the same place as other ‘Back’
buttons found in the ‘List’ view etc to keep consistency through out the aid. (See
Figure 5-17) This back button has a permanent place in a window whenever needed in
the aid.

4.3.4.2 Map Organisation
For the user, a map key has been developed for the ‘Map’ View. It is colour
coordinated with the markers on the map. A drop down menu has been placed in the
‘Map’ View for the key map. The screen is small so the key is organised in a
horizontal list. This takes up much less space than a vertical list does. Selecting the
arrow on the right of the list can scroll through the key menu. (See Figure 5-18)
4.3.4.3 Event Reminders

The clock icon in the Events listings now has the ability to set reminders. Initially the
icon was to show the user that the events related to time, it was changed to suit the
need of the users. The participants in the study all selected this icon when they
wanted to set a reminder. (See Figure 5-19)
!
4.3.5 Video Prototyping of Final Concept

Video has been used in this project to produce an elaborate simulation of how the
navigational aid will work. Using the information gathered from the previous
iterative cycles the final concept for the navigational aid has been showcased through
video. The timeline follows Scenario 1, the same that has been used for the iterative
cycles.

Video is a flexible tool for capturing the use of an interface. It is useful for live or
staged interactions. They can showcase an interface or be used to learn how users
interact with the interface. Video prototypes do not need to be realistic in every
detail, but should give a good idea of how the finished system will work. (Mackay,
2002)
Video is used to show the concepts, and visualise what the interface will look like
before the final system is produced. It is highly regarded as a tool to prototype
technologies that do not exist yet. Strong feedback can be gathered from a video
prototype. (Vertelney, 1989)
Using Final Cut Express HD9 a demo of the navigational aid has been produced
using guidelines from Mackay (2002) on how to produce a video prototype for
visualising the interaction:
• Make mock up of prototype
• Follow the scenarios for the timeline
• Begin shots with title cards to keep the story clear
• Keep the video short
• Film over the participants shoulder in order to see the full interaction
5. Chapter 5: Conclusions
This paper has presented the design of an augmented reality navigational aid for
Bunratty Folk Park. With the AR now being an accessible technology, museums
should take advantage of the possibilities it holds. Visitors now crave a customised
experience and this navigational aid offers this to visitors. Through the research of
mobile guides and AR technology found in museums, it has been found that an AR
guide could work in Bunratty Folk Park.
This work focused on several aspects of design, using qualitative research methods,
designing for small screens and the iterative design process. Through the qualitative
research methods, the visitor profile was discovered with the navigational aid being
designed for them. The iterative design proved successful. Iterative cycles allowed
for early and continuous feedback and development from users. This was important,
as the design of the navigational aid has to be user-centred to be effective.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
9
Final Cut Express: http://www.apple.com/finalcutexpress/

The iterative prototyping sessions worked well. When a usability problem was
discovered, a solution had to be developed. Through the gained knowledge of user
interface design these were found successfully, sometimes after much rough work.
All these problems discovered were fixed in the next testing session.
Although the hope of developing a prototype in the ARToolKit was due to the
difficulty found in coding and lack of time, the overall the design of the navigational
aid has been a success. This design development has provided me with invaluable
experience in working with many different people and user interface design.
5.1 Future Work

This project offers great potential for further development. The aesthetic design has
yet to be fully tested with users with more high-fidelity prototyping sessions taking
place. Additional information has to be collected on usage patterns, user feed back,
and user ratings within Bunratty Folk Park to improve the navigational aid. The
navigational aid then will have to be heuristically evaluated.
The aid has to be built for full use on a smartphone. The building of the
navigational aid will be a challenge, as several tracking methods have to be used
within the application. Markerless GPS tracking, along with the multi-marker
tracking of the ARToolKit could be used. The markerless tracking and hybrid used
by Miyashita (2008) should be investigated for the navigational aid as well.
With the more time there was hope to develop a social feature in the navigational
aid. The user could leave their own POIs throughout the Folk Park during their visit.
These points of interest could hold notes, or images or possibly short videos record in
the Folk Park. These POIs could then be viewed by visitors in the Folk Park and
could be seen on map on the Bunratty website away from the Folk Park as well. This
could be implemented in any future work with the navigational aid.
Another feature that could be extended upon are videos could be made with the
staff of the Folk Park. These short videos could have characters from the 19th Century
and could be used in places that John, the AR character, is not working or if more
information is needed than he can provide.

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Appendix A: Bibliography
Abowd, G, Atkeson, C, Hong, J, Long, S, Kooper, R & Pinkerton, M (1997),
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Appendix B: Informal Interview for Bunratty Folkpark 25/11/09
Initial
1. What are the goals of your visit?
2. Tasks in pursuit of goals-How did you investigate places? Did you use the
map? Ask others questions? Did you look up the place before? Will you look
up the place after?
3. What did you find most interesting in the Folk Park? (points of interest)
Navigation and Information

4. How did you find the map?
5. Was there enough information in the map on the background of the buildings
and the context of how they were used?
6. Did you understand the objects inside the Folkpark?
Social Aspect
7. Did you find your visit sociable or an independent experience?
8. Did you keep in a group for the tour?
9. Did you get separated at all?
10. Do you think the ability to locate people missing from your group would be
handy?
Mobile Phone
11. Did you bring your mobile phone?
12. How often do you use your phone? For what purposes?
13. Would you prefer to use the map or an object, like your phone, that you could
simply download information for before coming here?
14. If you had an aid on your mobile phone during the visit, what would the
system have to do?
15. What is your skill at using mobile technology?
Enhancing the Visit

16. Is there anything that you would like to enhance on your visit?

Appendix C: Initial Personas and Scenarios
Navigation Scenario A
Persona
Mother, Stacey, taking two children to Bunratty Folk Park for the day.
Scenario
Stacey arrives at Bunratty Folk Park at 10.30am. She is out for a relaxing day out with
her two children. She has been here several years ago and knows that it can be a good
place for children to play and discover.
On her way to pay she notices a sign advertising a Navigational Aid for the
smartphone, but she does not think she will need it as she is only there so the children
can wander around.
She strolls through the Folk Park, with her children and wander in and out of the
houses. The children play with the tools and big objects outside, and chase after the
chickens. Stacey guides them slowly through the folk park.
When they make their way in to the village, they stop for dinner in Mac’s Pub.
Stacey overhears another family talking about how fun the kid’s attraction was before
their lunch. She asks the family when the event was on and they tell her that there
might be another one soon, but they’re not sure when.
Stacey wants to know when the show is on so her children can take part. It’s
getting late in the afternoon and she might not take them around the full park. She
thinks that this show might be a nice way to finish off the day.
She remembers then the application that she read about at the entrance. She takes
out her smartphone and searches online for ‘Bunratty Folk Park’. When she comes
across the website she doesn’t see any information about shows. She scrolls down the
main page and finds the ‘Download Navigational Aid’.
She waits for it to download. She opens it and navigates to the Main Menu. On the
screen a view from her camera comes up with several options at the bottom of the
screen. She scrolls her finger over the screen to see the alt-text. She finds events. A
list of special attractions for the day comes up with location and time. She sees that
the ‘Rodeo Bull for Kids’ is due to be in the Village Street in 25 minutes. She goes to
the map to locate where in the Village Street; there is a marker indicating that it will
be outside Sean O'Farrell's Drapery. She decides finish her lunch and wander around

the Village until the kids get to play on the Rodeo Bull attraction before leaving the
folk park.
Navigation Scenario B
Persona
Tom and Nicola, a couple from the US on a tour around Ireland.
Scenario
Before arriving in Ireland the couple were given the timetable for their future trip.
Tom and Nicola looked up the attractions that they would be visiting before going on
the trip to get background information on the places. When Tom is going through the
Bunratty Folk Park website he notices the link to the Navigational Aid. He sees how
large the Folk Park is and thinks that having a navigational aid on him could come in
handy during the visit. He has international roaming on his smartphone, so he decides
to download it.
When they arrive at the part, the couple is given a map to the grounds. Nicola
takes the map and they wander through the grounds reading up on the houses as they
go through the Folk Park. When they arrive at the Mountain Farmhouse, Nicola reads
the description on the map but wants more information. Tom realized that the
application he downloaded might have some more information.
He opens the application. It immediately opens in ‘Camera View’, he points the
smartphone at the farmhouse. A marker of indicating the house pops up on screen
seemingly floating in front of it. He selects the marker. The information on the house
comes on screen. There is a paragraph of information that Nicola finds very
interesting. She clicks on the ‘More Info’ button and it brings her to a webpage with
more history on the house. She wants to know what other houses are from a similar
area to this one. She notices that there is an option to view the houses from the same
era. When she clicks it she is taken to the map view. There are several colored
markers indicating which houses are grouped together. She sees that another house
along her path is from that era too. She makes a mental note of this. When she
finishes reading Tom puts the smartphone away and the couple makes their way to the
next house.

Navigation Scenario C
Persona
David has a huge interest in the history of rural Ireland. He has decided to make a trip
to Bunratty Folk Park.
Scenario
David investigated the Bunratty Folk Park website before going on his trip to the
attraction. He read the features that the application provides and thought that it might
enhance his experience of the Folk Park and give him extra information on the spot.
He downloaded the Navigational Aid from there.
When David arrives at the Folk Park, he first wants to visit the Village Street. He
remembers that the application has a location-aware feature. He opens the
Navigational Aid on his smartphone; it opens in ‘Camera View’. While in this view
he locates his point of interest as a marker on the screen labeled ‘The Doctor's
House’.
The phone leads him in the direction that he needs to go. He starts walking in that
general direction, visiting The Corn Barn and The Tea Room on the way. He looks at
the screen every so often to make sure he is going in the right direction. When he
arrives at the Doctor's House he reads the extra information available on the house in
the application. He decides that after visiting the rest of the village he wants to go to
the Ardcroney Church. He finds it's location on the map and marks it. As he goes
through the rest of the village he uses the ‘Camera View’ to get information on the
houses that he is visiting, while switching back to the ‘Map View’ to make sure he
still going towards Ardcroney Church. When he closes down the application the
marker is still saved as highlighted allowing him to receive and make calls with out
fear of losing the information.
Navigation Scenario D
Persona
Four students are visiting Bunratty Folk Park for the first time.
Scenario
At the entrance Eileen noticed a ‘Navigational Aid’ available for download. She
thinks this is a very interesting application and decided to download it onto her
smartphone. She thinks that she might need it later.

Eileen and her three friends have a very busy day in Bunratty Folk Park. They
have followed the trail and visited the houses and the castle. After walking around the
park for three hours the group begin to get hungry. They discuss eating in Bunratty
Folk Park but they are not sure about what the restaurants offer, and they do not want
to walk all the way back to the Village Street only to have to walk to the exit again if
they found nothing they wanted. They discuss going for food in a hotel that they saw
on the way to the Folk Park.
Eileen doesn’t think there is any need to leave the Folk Park just for food so she
decides to check if there is any advice in the Bunratty Navigational Aid.
The application opens in ‘Camera View’, she selects ‘Map View’ and navigates to
‘Food’ at the bottom of the screen. She is shown markers of different places to eat in
relation to her location. There are three orange markers on screen and one blue one.
The blue one is Eileen’s location. The orange markers are The Corn Barn, The Tea
Room and MacNamara's Pub. She tells the others in her group the options of
restaurants in the Folk Park, but they still aren't sure of where they want to eat. Eileen
selects the options that the markers for each restaurant lead to. Each restaurant marker
gave its distance away from her and the menu listings and restaurant environment.
After reading out the menus to the others in the group, they decide that the Corn Barn
sounds like a nice place to eat. Eileen notes where the restaurant is in relation to them,
and continues to lead the way to the restaurant.
Navigation Scenario E
Persona
Jane has been to Bunratty Folk Park twice recently. Today she is going to the Folk
Park with her niece to the Halloween festival. Jane, Eve and Jason are all looking
forward to a Halloween filled day. The children are all dressed up in their best
Halloween costume and are excited to be in Bunratty Folk Park.
Scenario
When Jane arrives at the Folk Park, she received a list of events that are going on
during the day. She has arrived early and many of the events won’t be until the
afternoon. Jane takes Eve and Jason through some of the park, there are many other
children dressed in costumes as well. While going through one house Eve asks for the
map. After 30 minutes Jane looks at her watch and notices that the events will be
starting soon. She looks for the map but realise Eve has taken it, and misplaced it.

Jane remembers the application her friend recommended, she takes out her
smartphone and navigates to Bunratty Folk Parks website to download the
application.
To find the timetable, location and types of events that are going on Jane checks
the ‘Navigational Aid’. Along with all the events she gets the option to put in a
Reminder for each event. She notices that a lot of the events are happening in the
Village Street, but she also see's that the competition for best costume is taking place
at 2.30pm. She decides to place a reminder for this event. When she chooses the
Reminder icon, it prompts her for when she would like the reminder. She decides 20
minutes before the competition is due to start will be sufficient. She uses the ‘Camera
View’ of application to find the specific events that Eve and Jason want to go to like
snap-apple and the magic show. She continues to use the application in ‘Camera
View’, not only to look for what is on next but she also uses it in front of a show
about to start to read the rundown on what it is about. Soon after, the reminder makes
her smartphone ring and vibrate; she uses the ‘Map View’ to find the location of the
competition. The application helps her navigate to the big red shed just in time for the
competition.

Appendix D: Final Personas and Scenarios
1. Map and 3D Representations

Persona: A married couple is on a tour from USA. Tom, 48, and Nicola, 49, live in
New York next to their daughter. Tom works as a contractor and Nicola is a sales
woman. A year and a half ago, Tom got a smartphone for work. He uses it mainly for
email and calling his family and work colleagues. He has been very inquisitive with
the pre-loaded applications and the purchased applications ever since his first
purchase. He really likes the applications that he has downloaded for work and finds
some of the restaurant review and locater applications very useful. Nicola is
knowledgeable on Tom's smartphone, and is interested learning about the Folk Park
and taking pictures.
Every year for the past 6 years the couple have booked work off to travel to
different around the world. They are avid travelers, and have visited many tourist
attractions in the US and they visited London last summer. This year when planning
their trip they decided to visit Ireland. They really liked England last year and
regretted not having the time to travel to Ireland. The found a great deal online for an
escort bus tours around Ireland, they have had good experiences with these before so
they decide to book it. The trip is 2 weeks long. They are traveling with a tour group
and are visiting the big attractions of Munster. Tom likes to be organized when
traveling. Before arriving in Ireland the couple were given the timetable for their
future trip. Their visit will include a trip to Crag Caves, Kerry, Bunratty Folk Park,
and the Cliffs of Mohar to name a few.
Tom and Nicola looked up the attractions that they will be visiting online before
going on the trip. Tom likes to get the background information on the places before he
goes. When Tom is going through the Bunratty Folk Park website he notices the link
to a Navigational Aid. He reads about the features that it provides including tours,
maps and calendar information. He sees how large the Folk Park is and thinks that
having a navigational aid on him could come in handy during the visit. He has
international roaming on his smartphone, so he decides to download it.
Tom and Nicola arrived in Cork Airport 5 days ago, and have been in Cork and
Killarney, Kerry with the tour group. Today, the tour traveled to Limerick and

Bunratty Folk Park. They arrived in Bunratty at 11.30am and will be there until 4pm.
At 4pm the bus is leaving and they are going to Galway City for the night.
Scenario:
When they arrive at the Folk Park, the couple decides to wander through the park.
They see that the Folk Park is big but they hope to visit everything and get some
lunch before having to get the bus out.
Tom takes out his phone when they enter the Folk Park. When he opens the
application he is taken to the home page. ‘Bunratty Folk Park’ is on the page with the
option to ‘Explore’ or go to ‘Tour’. Tom decides that he wants to ‘Explore’. He
selects this and is taken to the Camera View of his smartphone. On the top of the
screen there are 3 icons with their name underneath-camera, map, list. The camera is
highlighted out of these three. At the bottom of the screen is three more-’Places’,
‘Events’, and ‘Food’. In this menu the 'places' icon is highlighted. There is a compass
at the top right of the screen. With white dots around it. When Tom moves the phone
left and right these move too. Tom turns toward Loop Head House. One of the white
dots go to the ‘North’ bar of the compass… or in this case the direction that Tom is
looking in. Through the live video, a digital marker appears in from of the house.
Tom touches this marker and some detailed information comes up about how the
thatch roof was built and where the house was located.
Tom hears a beep. A green icon has appeared at the top left of the screen. It
highlights and fades down and repeats. This beep was activated to tell the Tom that
there is an extra feature available. Tom is curious to see what this does. He selects it,
and through the live camera feed the background to the house has changed. An image
of the original setting is placed behind the house in a 3D effect. Tom can see the
ocean and another house behind it. At the bottom of the screen it says Loop Head
Peninsula. Tom can scan his phone to the left and right to see a wider view of what
the area looked like. Tom likes this feature; it has given him a clearer vision of where
the house came from. Tom re-selects the green icon to get out of the 3D view. Tom
shows Nicola the feature on the smartphone-she likes it too.
Nicola goes in to the house and Tom follows her. He keeps the application open in
case there are other features like this inside the house. He likes exploring with the
smartphone as it gives him a sense of fun.

The smartphone is still in ‘Camera View’ as he enters the Loop Head fishing
house. He points the smartphones camera around the inside of the fishing house. He
sees several tools. He thinks these are interesting and investigates further. When he
gets within 2 meters of the tools there is another beep. The green icon has appeared
again. He selects this icon. A man appears augmented on to the screen and begins
speaking to Tom. Tom calls Nicola over. There is a rewind, pause, fast-forward
button at the bottom of the screen. Nicola arrives over, and Tom rewinds back the 10
seconds or so. The man's name is John; he explains that he lived in the house in the
19th century. He goes on to explain the tools around the house and their history. He
prompts them to keep an eye out for black markers on walls and around the Folk Park,
as these give some more points of information.
Tom and Nicola leave the house. Nicola begins speaking about how much she
liked that exhibition and wonders if there are any more similar areas to it. Tom starts
playing with the other features on the smartphone as Nicola takes pictures of the area.
He selects the ‘Map’ icon at the top menu. He is brought to a map. The locations on
the map have a marker that he can select on them, as well as one orange marker. He
looks closely at the map. The blue marker next to the orange one is for Loop Head
house; he realizes that the orange marker indicates where he is standing. He presses
the ‘Places’ icon, a pop up menu appears over it. It gives him the option of viewing
places from the same era or the same areas. Tom selects the ‘Places from same Era’
option. The markers on screen change colour, there are green, blue and red markers.
These indicate houses from different decades. He sees that another house along her
path is from that era too. He tells Nicola this. They decide they will have to go to this
house also. Tom changes the view option back to ‘Camera’ as he wants to see the rest
of the enhanced information that might come up on the phone.
They continue on to the Blacksmiths Forge. Tom hears the beep on his phone
indicating the 3D feature can be activated. He checks out the house in its original
setting. When he gets in to the house he sees a marker on a wall that the character
John had mentioned. He goes up to the marker with his smartphone. As he goes closer
an object appears on the black marker. It is a 3D jig, a tool that the blacksmith uses.
As Tom approaches it, he can view it from different angles and John appears. John
tells him the object is a jig. The play, rewind and fast forward buttons appear when
John does. Tom thinks that this feature is great as it allows the Folk Park to show
tools that may not be in existence or that they don't have access to.

Tom and Nicola continue through the Folk Park while using the map and 3D
features. Nicola stops to take pictures of the Tea House. Tom selects Maps view to
see what else it offers. There are blue markers and an orange marker. Tom sees the
orange marker moves as he does. The orange markers indicates him, and the blue
indicate the places around him. Nicola finishes taking pictures and the coupled
wander on. As they near the Village Street they see some storytelling by a character.
They are surrounded by kids and many people from their tour group. As they
approach the story finishes up and everyone gives a round of applause to the woman
dressed up. Tom and Nicola go to their friend Lucy who they met on the trip. Lucy
tells them that the story telling was very entertaining. She thinks that there is another
was scheduled shortly but she doesn't know when it is on.
Tom remembers he spotted an 'Events' icon on the application. He is already in
‘Map’ view, Tom selects the ‘Events’ icon and the blue markers disappear and 4
markers appear near the Village Street. He thinks that the ‘List’ view will be easier to
look for the storytelling in. He navigates to ‘List’ view. Here he can see all the events
that are happening over the next 3 days. Every event has the time and place it next to
it. There is an arrow that leads to more information on each event, as well as a small
clock icon to set reminders. Today he sees that the next storytelling session is
happening in 1 hour in the Village Street. He selects the clock to set a reminder, the
reminder is automatically set for 15minutes previous to the event starting.
Tom and Nicola decide to go for lunch in the meantime. They discuss eating in
Bunratty Folk Park but they are not sure about what they restaurants offer, Nicola
talks about a Hotel that she saw on the bus ride in, across the street from where they
drove in. She isn't sure what food they offer within the Folk Park, and the Hotel is
bound to be a safe bet. Tom agrees that the Hotel is bound to have some good food,
but he saw a restaurants option on the application. he decides that checking the
application for the choice of restaurants couldn't hurt. Using the Navigational Aid,
Tom checks what restaurants the Folk Park has to offer. He is still in ‘List’ View from
checking the events earlier. He chooses the ‘Food’ icon at the bottom of the screen.
He is taken to a list of restaurants that are located in the Folk Park, the Barn Kitchen,
and McNamara's Pub to name a few. The name of the restaurant, their location and
optioning hours are listed on screen as well as an arrow-suggesting more information.
He selects MacNamara's pub and is taken to a new screen with an introduction to the
pub. He scrolls down and the menu for the day is there too. Nicola likes sound of

MacNamara's Pub but also wants to see the other choices they have, Tom goes back
to the previous menu and selects the Barn Kitchen. The menu here appeals to both
Tom and Nicola. Tom goes to the ‘Maps’ icon, and he is shown where the Barn
Kitchen is in relation to them.
They go for lunch before the beep and vibrations remind Tom about the event.

2. Tour Options
Persona: Eileen, Jack, Ben and Kelly are visiting Bunratty Folk Park for the first
time.
Eileen, 22, is a student in the University of Limerick. She is studying Law and
Accounting. She is from Kerry and has been living in Castletroy for the past 2 years.
She purchased a smartphone 6 months ago, and has been an enthusiastic user ever
since. She uses it mostly for texting and uses social networking applications like
Facebook and an IM. She downloads a new game around once every three weeks.
Eileen has been to Bunratty Folk Park twice as a child. Once was on a school tour in
second class, and the other was with her aunt when she was 11.
Ben, 24, is Eileen's boyfriend. He lives and works in Cork city. He finished
college a year ago and is now working as teaching sub. He is friends with Jack. He
has been to Bunratty Folk Park once on a school tour when he was 9. Ben is visiting
Eileen in Castletroy for the weekend. He does not have a smartphone but has a good
knowledge of Eileen's as he has had to text off it, and he has also played the games
that she has downloaded.
Jack, 22, is living with Eileen in college. They are very good friends. He is
studying Mechanical Engineering and is also in his second year of college. He shares
Eileen's interest in smartphones. He got his 1 year ago, and uses it for texting and
emailing mostly. He downloads racing games and some application that could come
in handy for him, like the Units converter application. Jack is from Galway. His
cousin, Kelly, is visiting Ireland from Colorado for 2 weeks. Jack has never been to
Bunratty Folk Park before.
Kelly, 24, is from Colorado. She works in a music store and decided to visit her
uncle and cousins in Ireland for two weeks. She plays basketball and has a
competitive streak. She isn't very tech-savvy but knows how to use the computer and
her phones features. She staying with Jack's parents in Galway but has come down to
Castletroy to visit Jack, and get a feel for college life in Ireland. Jack's parents have
been taking Kelly to tourist attractions around Galway. They tell her that Bunratty
Folk Park is a nice place to go, and that she should try to make it there while she's
visiting Jack.

Scenario:
Kelly tells Jack that she'd like to see Bunratty Folk Park before going back to Galway
for the rest of her trip. Jack thinks that this could be a fun day out. He knows that the
Folk Park is an outdoor museum so he checks on his smartphone for the weather for
the weekend. It looks good for Friday. He decides that they'll visit the Folk Park on
the way up to Galway. He thinks that Eileen and Ben might go too as Eileen and
Kelly have gotten on really well since Kelly’s arrival to Castletroy on Wednesday. On
his smartphone he goes to the online search engine and navigates to the Bunratty Folk
Park website to check the price for students and adults, this way he'll know the costs
when he asks Eileen if she wants to come along. Through Google he finds the
Shannon Heritage website. He navigates to the Admission Prices section and notes the
price for Fridays. While looking online for the price of admission he comes across a
Navigational Aid that might be of use when he visits. It's an application for his
smartphone. She reads about the map features and extra information and tours it
provides. He figures that he'll download it for the fun. He uses his smartphone to
download the application. When he asks Eileen if she wants to go with Kelly and him
to on Friday she is very positive about it, Ben is due to come to Castletroy on Friday
so he'll go as well.
The group arrives at Bunratty Folk Park at 12pm on Friday. When they have paid
they entered the park, and Jack checks the application out. The main menu has the
options ‘Explore’ or ‘Tour’. Jack checks out the ‘Explore’ option. He is taken to the
Camera view from his phone. At the top of the screen there is the Bunratty icon, and 3
other icons -’Camera’, ‘Map’ and ‘List’, at the bottom there is also 3 icons ‘Places’,
‘Events’, and ‘Food’. He is in the default setting of ‘Camera’ view and ‘Places’. He
sees a compass at the top right of the screen with lots of white dots. He moves in the
direction of one of them. A marker comes into view on screen. He selects this and is
given information on the Golden Vale Farmhouse that is in front of him. He shows
this to the others. Eileen likes this, and wants one for her phone. She asks where he
got the application. He explains that he got it on the Bunratty Folk Park website. Ben
continues to explore the features of the phone while Eileen downloads the application.
Eileen navigates to the Bunratty website and selects download. She opens the
application and sees the ‘Explore’ and ‘Tours’ option. Eileen goes to the ‘Tours’
option. At the top of the screen is the Bunratty icon. The phone then asks: What are
you interested in? Underneath are several options that are themes within the park-

’Agriculture’, ‘Services’, ‘Lifestyle’ and ‘Puzzles’. Out of interest Eileen selects
‘Agriculture & Fishing’ she is taken to the map view and several of the houses have
yellow markers. These are the places that are linked to agriculture. The ‘Camera’,
‘Map’, and ‘List view options are all available here as well as the ‘Places’, ‘Food’ and
‘Events’. Eileen goes back to the main menu and selects ‘Puzzle’.
This takes her to a screen with instructions,
‘Use the Puzzle tour to explore Bunratty Folk Park and have fun with some quiz
questions and solve clues. At the end your result will be added to our leader-board.’
Below this is three options, ‘Please choose our Puzzle Tour based on: ‘Agriculture &
Fishing’, ‘Lifestyle’, or ‘Services’.
Eileen thinks that the puzzle tour will be a fun way to explore the Folk Park. She
asks the others in the group if they want to explore the Folk Park by solving puzzles
and answering questions. Jack goes to the Puzzle theme on his phone to check it out.
He navigates to the Main Menu by selecting the Bunratty icon, and goes to the
‘Tours’ option. Kelly really likes the idea of the puzzle but she also thinks that
making it in to competition would be exciting. They all agree that a trip around the
Folk Park with some competition could be an enjoyable way to spend the day. Kelly
suggests that they split the group in to two and take different tours. This way one
group won't be following the other. Ben proposes that at the end of the day whoever
looses can buy the winning team lunch. Jack and Eileen like this idea. Eileen suggests
that they should split in to boys against girls. Eileen has gotten along with Kelly over
the past few days, and Ben and Jack are good friends so she thinks this method will be
fun.
When choosing the theme that they would like to follow Ben lets the girls choose
first. Eileen and Kelly talk about what theme they would like, and choose the
‘Lifestyle’ Puzzle as ‘Agriculture and Fishing’ and ‘Services’ doesn't sound as
interesting as it. Ben and Jack go with ‘Agriculture and Fishing’ as they both think
they have a bit of knowledge in the subject.
When Eileen chooses the ‘Lifestyle’ puzzle, she is taken to the Map view. At the
top of the screen the ‘Camera’, ‘Map’, and ‘List’ view are there. Underneath a line of
text says, ‘Your first stop is here.’ The bottom menu has a ‘Question’ icon, ‘Explore’,
and ‘Score’. (The ‘Explore’ icon takes them out of the puzzle and in to the ‘Explore’
feature of the application.) On the map a blue marker shows her location and a yellow
markers shows where she is to go. The girls wait to see where Ben and Jack are taken.

Jack selects the ‘Agriculture and Fishing’ puzzle. He is taken to the map view. A blue
marker shows his location and a yellow markers shows where he should go for his
questions. Ben and Jack walk towards Loop Head House. The tours are bringing them
to different locations, some of these crossovers. The two teams decide to break up and
meet later. Eileen and Kelly say goodbye to Ben and Jack and turn right to start
walking toward the School House in the Village Street.
The girls’ first stop is the Golden Vale Farmhouse. When they arrive there Eileen
hears a beep. The ‘Question’ icon has highlighted and a question has appeared in a
box on screen. The box has an 'x' at the top left. It asks, ‘Find out where was this
families main source of income?’ They are given 4 options to choose from just under
the question and the option to go on to the next question. Eileen exits the box by
pressing the 'x'. They go in to the house. When they go in the door, Eileen hears a
beep and a green 3D icon appears at the top left screen. Eileen points this out to Kelly.
Eileen comes over and looks at the screen. Eileen selects this. She is taken from the
Map view to Camera View and a 3D character appears in the screen with play, fast
forward and rewind buttons. The character is a woman dressed in 19th Century
apparel. Her name is Anne; she talks about who lived in the house and how she cared
for the people in the house and the work done around the area. When she finishes
speaking she disappears from screen, and the girls are left in ‘Camera View’. The
character had said where her family’s main source of income was from. Kelly tells
Eileen to go back in to the ‘Question’ icon. Eileen selects this and she is taken back in
to the question. She selects ‘b’. A tick appears over her selection. She has gotten 1/1
correct. Eileen exits the question mode and they continue looking around the house at
the living room and bedroom. Kelly asks Eileen what the next question is. Eileen goes
in to the Questions option and selects ‘Next Question’. The question pops up, and
Eileen select the Map View to see where they should be going...
Ben and Jack make their way to the Loop Head House. Jack looks at the
application in List View; it shows two categories-Answered questions and
Unanswered Questions. Jack selects the house located at Loop Head House when they
arrive. He is taken to camera view. The question is about the five tools that the local
fisherman used in the 19th Century. Ben and Jack look around the house and read the
extra information on the smartphone. They count three tools. As Jack approaches the
back wall of the house he hears a beep and he notices a black marker. The 3D icon
appears on screen. He shows Ben and selects the 3D icon. Jack points the camera

phone around the room. On screen where the black marker on the wall is located a
scythe is now appearing. Jack and Ben listen to a 3D character talk about the scythe
and other tools related to it. Finally Jack and Ben have the answer they were
searching for. They select the 4 tools that they believe are the answers and go to the
Map View. Here they check out where the nearest next question is to them. They
move on to the next building.
The two groups continue through the Puzzle tour while exploring the Folk Park.
At the end of the day, after Ben and Jack have gone through all 25 questions Ben
rings Elaine. They are almost finished their tour as well. Ben suggests that they meet
in the Village Street when they hare done. Elaine tells him that she'll be there in 10
minutes.
When they meet up they compare scores. They navigate to the ‘Scores’ option.
They are given percentages of their score and an ‘Upload’ option. The girls won with
94% while the boys lost with 90%. Kelly thinks their score is really good. She tells
Elaine to upload their scores to the leader-board. Elaine selects ‘Upload’, she is taken
to a screen and asked to input the players names. She enters Elaine and Kelly. She is
taken to the leader-board; their score has come in 4th overall so far. They decide to
leave when the tour is over. They have seen the Folk Park, but Ben and Kelly have to
get to Galway.
The two groups have had fun making their way around the Folk Park and learning
bits of information about the 19th Century in the southwest.

3. Kids Section
Persona: Stacey, 32, works in a bank from Monday-Friday. She lives in Ennis, Co.
Clare with her 2 children and husband. She has a smartphone. She purchased it more
than 6 months ago, and gets a lot of use from the applications she has downloaded.
She uses it a lot for phone calls as well. Her children often ask her if they can
download games to play. She lets them download one every so often. Stacy has been
to Bunratty Folk Park twice before. Once with some visiting relatives and once when
the Folk Park was new.
Jen, 6, is Stacy daughter. She is in first class. She plays with her mother phone around
the house when her mother lets her. Jen has been to Bunratty Folk Park recently on a
school tour.
Jack, 8, is Stacy son. He is in third class. He also likes to play with his mothers phone.
The children are usually allowed to play with the phone in the evenings when they
want to play a game.
Scenario:
Before visiting the Folk Park, Stacy went on to the Bunratty Folk Park website to see
if there was any entertainment happening in there over the bank holiday weekend.
Stacy thinks it will be nice to take her kids out there for the day. When she enters the
site she is informed of the annual Halloween Festival.
While Stacy was visiting the website she comes across a Navigational Aid, she reads
that it has features that can supplement the visit, as well as a Kids section to it. She
downloads it when she decides that she is going to the Folk Park.
Stacy has taken her children out this Saturday to enjoy the Halloween Festival in
Bunratty Folk Park. She knows that it can be a good place for children to play and
discover. For Halloween the children are dressed up in costumes, there is many
events aimed at children and toward the end of the day there will be a costume
competition. The other events during the day include face painting, Celtic Halloween
display, animals (Spiders, Owls), Flour and Raisin Game, butter making and more.
At the reception of the Folk Park, Stacy reads about the rest of the events going
on. Stacy takes Jack and Jen through some of the Park, there are many other children
dressed in costumes as well. At Bunratty Castle the children start playing on the
canons, so Stacy decides to check out the Navigational Aid on her smartphone.

She is taken to a menu with Explore, Tours and Kids. She selects Explore and is
shown the screen in Camera View. She can see around her in real time. On the top of
the screen there is a 3 buttons ‘Camera’, ‘Map’, ‘List’. At the bottom of the screen
there is 3 options ‘Places’, ‘Events’, ‘Food’. The Camera and Places buttons are
highlighted. The rest of the screen is the Camera view. When she points the phone at
the Castle a blue marker appears. She decides to select this. A pop-up appears with
information on the Castle. There is a 'x' which Stacy assumes is to exit and a ‘More
Info’ button. She selects the ‘More Info’ button. She is taken to a page on her phone
dedicated to Bunratty Castle. There is a Back button and a scroll down option. As she
scrolls down she read about the families that lived there. She can choose to read about
the architects and the surrounding area. She presses ‘Back’; she is taken to the pop up
on the Castle. She selects the 'x' and she is back to Camera View only.
Stacy wonders if the Events at the bottom of the screen relate to the Face painting
and displays for the Halloween festival. She selects Events at the bottom of the
screen. She is still in camera view. There are no indications of an event. She turns
away from the Castle and toward the rest of the Folk Park 5 blue markers have
appeared on screen. She thinks this is a bit messy and wants to see them altogether.
She select 'List' view. Here she is shown a list of all the events for the day and their
location. It is clear now that the markers did not appear when she faced the Castle
because most of the events are taking place in the Village Street or near other places
on the other side of the Folk Park.
Jack and Jen have come over; they want to go see more of the houses. Stacy takes
them to the houses outside of the Castle gate. Here she checks out the Kids option in
the Main Menu. She gets to the Main Menu by selecting the Bunratty Folk Park. She
selects the 'Kid' option and is taken to a Camera View. The top menu of 'Camera',
'Map' and 'List' are the same. At the bottom menu there are new options, ‘Questions’,
'Art' and 'Score'.
When they leave Bothain Scoir, the small dwelling, Stacy shows Jen and Jack the
Navigational Aid. Jack asks if he can play with it. Stacy agrees if he agrees to share
with Jen. Jack and Jen squabble over who gets to play with it first but Jacks gets the
first go. Jack selects 'Questions'. On the left of the Camera screen a marker has
appears near a chicken coop, he moves the smartphone so that the marker is in the
middle of the screen. Stacy is watching how the Kid section works; she shows him
that by touching the screen where the marker is, more information pops up. A short

fun fact about chickens appears and a question about them appears also. There is the
option to select A, B, C, D. Jack selects A and gets the question right. They move on
to the next house, The Goldenvale Farmhouse. About 3 meters from the front of the
house the phone beeps, and a green 3D icon has appeared at the top left of the screen.
John, a cartoon character from the 19th Century appears (with pause, fast forward and
rewind options) when the 3D option is selected and tells them short stories on the
people who lived in the house. When he finishes speaking Jack is prompted with a
pop up question. At the top left of the pop up there is the option to play the video
again. This question is also multi-choice and is based on the story John told. When
jack selects 'C' Cows, Jen pipes up and asks for the phone.
When Jen gets the phone she wants to play with the 'Art' feature. She is used to
playing games on her mothers phones and knows that touching this will bring her to
the functionality. Along the left side of the screen there is 10 colours in small blocks
stacked up. On the top right of the screen there is and Eraser icon and a Save icon. Jen
isn't quite sure what the feature does but she wants to play. She chooses the colour red
from the left of the screen and touches the middle. A red dot has appeared. She
realises that by touching a colour and touching the screen will allow her to colour.
She plays with some colours and presses the save button. A pop up appears in the
middle of the screen. There is an 'x' button and a 'See Picture' button. A dialog tells
her that the picture she drew has been save to the phone. Stacy asks to see what she
drew. Stacy takes the phone and clicks the 'See Picture'. She is taken the picture that
Jen drew. It is a picture that Jen drew overlaid on to the scene that she was looking at
through the Camera View.
The children play with the phone as they make their way through the Folk Park.
Stacy keeps an eye on them as they use the phone for getting facts, questions and
drawing. They come across events like face painting and learn how to make fresh
butter. She helps the children with any words they may not have understood though
the language used is basic. After an hour of walking around the Folk Park and coming
across events Stacy remembers the Costume Competition. She's not sure what time it
is starting at though. Stacey wants to know when the show is on so her children can
take part. She asks Jack for the smartphone so she can check. She navigates back to
the Main Menu. Here so navigates to ‘Explore’. She selects ‘Events’, then ‘List’ view.
She sees the Fancy Dress Competition is beginning at 3pm. She selects the ‘More
Info’ button. On this page there is information about the prizes and entertainment on

for the competition. There is also a ‘Reminder’ button. She selects this. A
confirmation bar appears above the information. The reminder is set for fifteen
minutes before it is set to start. Stacy is satisfied with this, she navigates back to the
‘Kids’ section and gives Jack back the smartphone.
They spend the rest of the day wandering through the Folk Park and taking part in
the entertainment that Bunratty Folk Park have provided for them. The children really
enjoy the navigational aid and like all the features they found in it.

Appendix E: Storyboards

Appendix F: Framing

Appendix G: Initial Sketches in Photoshop

Appendix H: Walkthrough

Appendix I: Post-It Prototyping
Main Menu development: The Sub-options are not needed in the Main Menu. It
was felt that they took away from the welcoming screen.

Above: Development step 1, 2 and 3 in the evolution of the layout of the interface.

Appendix J: PowerPoint Prototyping
Main Menu Camera/Place Selection
!
3D option Available Information Marker Selected

3D Function Selected (Original Setting) 3D Option Available indoors
3D Function selected/AR character John Map/Places Selection

Choose organise by Area/Era Places organised Era. Key on top
Info on Blacksmiths Forge Camera/Place Selection

Camera/Events Selection Marker 3D option Available
Marker 3D Function Selected – 3D Map/Places Selection

Rendering of tool

Map/Events Selection List/Event Selection
Reminder set for Event List/Food Selection

Info and Menu of restaurant

Appendix K: Wikitude Prototype Screenshots
Information on Bunratty Castle List View of places
Map View with POIs of Places on Map
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Appendix L: Design Development

Appendix M: Aesthetic Concept Design
Main Menu Camera/Place Selection
Augmented Reality Info Marker Marker Selected

3D option Available 3D Function Selected (Original Setting)
3D Option Available indoors 3D Function selected/AR character John

Map/Places Selection Choose organise by Area/Era
Places organised Era. Key on Info on Blacksmiths Forge

top

Marker 3D Function Available Marker 3D Function Selected – 3D
Rendering of tool
Map/Events Selection List/Event Selection

Reminder set for Event List/Food Selection
Info and Menu of restaurant

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!

Mobile Augmented Reality for Spatial Navigation

In fulfillment of Bachelor of Science in Digital Media Design

Dr. Luigina Ciolfi, Supervisor

University of Limerick, April 2010

Chapter 2: Preparatory Work ...................................................................... 11!

Chapter 3: Design Development................................................................. 17!

Chapter 4: Iterative Design Process........................................................... 31!

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1. Chapter 1: Background to Study

1.2 Bunratty Folk Park

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1.4 Augmented Reality

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“World becomes a user interface.”

1.4.1 Historical Overview

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1.5 Technological Platform for Navigational Aid

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1.6.3 Bunratty Mobile

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From these it is clear that context aware and AR technology is an established

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1.8 Iterative Design Process

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“Cognitive psychologists agree that human performance adapts strongly to the

2. Chapter 2: Preparatory Work

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“One of the major goals…is to observe and understand interesting patterns or

2.1.2 Participation and Ethical Treatment

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Figure 2-1-Cashen Fishermans House

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An important part of this to the visitor is that there is no unneeded information

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3. Chapter 3: Design Development

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3.1 Personas and Scenarios

• Setting – an introduction to the scenario

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3.1.4 Scenario 3 - Kids Section

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3.3 Bunratty Folk Park Navigational Aid Functionalities

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3.3.1 View Options

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Events – The events functionality is similar to the restaurant. The information it

Figure 3-1 - The View Options and Sub-Options (early draft)

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3D Tour Guide - contextually relevant information indoors by an AR 3D tour guide

Puzzles Theme Tour – a competitive/collaborative theme in which users answer a

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3.3.5 Kids Feature

3.4 Engaging the Visitor

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“There is no better way to learn than discovery by oneself.”

3.5 Designing the Interface