After learning about and practicing utilization of levels of needs, the sensory and perception process, light and visual communication, spatial design, and experimenting with ways of influencing perception and behavior, the students attempted to put all of their new knowledge and skills together. They formed sets of guidelines for how to visually and psychologically communicate with and influence others. Following these guidelines they formulated themselves, combining them with newly practiced photography and image manipulation techniques, the students designed visual communication and planned spatial layout for a retail space based on specific target audiences and intended messaging.
After a period of learning about and observing examples of spatial design, combined with findings from their own research regarding influencing perception and behavior, the students formulated their own guidelines and principles of design for influence. These would be later utilized to inform each students’ supermarket and visual messaging design.
Each student set a unique goal that their supermarket design was meant to reach. With the goal in mind, the student proceeded to follow the guidelines they set for themselves and generate designs for spatial structure, visual messaging, aural messaging, and linguistic messaging. Each of the final designs were integrated with the programming and technology skills the students have been developing to produce an interactive supermarket map, including proximity and time reactive messaging as visitors move their mouse cursor through the map.
The students explain the design choices made for the individual elements of the interactive map, and the logic and reasoning behind those choices. Also explained is how these choices were meant to resonate specifically with each target audience, and how they were meant to finally lead to the targeted outcome behavior of these envisioned visitors.