How Does VR Storyboarding Affect the Experiential Views of XR Students Designing UX Experiences
Maynes, Suvi (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025122238850
https://urn.fi/URN:NBN:fi:amk-2025122238850
Tiivistelmä
The goal of this thesis is to study experiential views of extended reality students designing user experiences. By introducing a storyboarding method designed for immersive environments, this study aims to examine whether students’ consideration of the user increases.
The methodology of this study draws on articles exploring better ways to storyboard for virtual reality environments. VR storyboarding was introduced to XR design students through lecture and a workshop during project course. Through workshop, data for this study was collected in two data sets. First data collection happened at the beginning of the workshop, and the second data collection was organized after design phase, during development. Literature helped with data analysis and provided a basis for central themes.
The results show that VR storyboarding increased the students’ views towards the user. The students reported having better understanding of their target user group. VR storyboarding had effects on project documentation and communication between different roles within the team.
For future research, it could be suggested that immersion and spatiality would be better considered in design research and education. To better include design challenges specific to XR into education and development, it could be advised that future studies revise the multidisciplinary fields that have contributed to UX design.
The methodology of this study draws on articles exploring better ways to storyboard for virtual reality environments. VR storyboarding was introduced to XR design students through lecture and a workshop during project course. Through workshop, data for this study was collected in two data sets. First data collection happened at the beginning of the workshop, and the second data collection was organized after design phase, during development. Literature helped with data analysis and provided a basis for central themes.
The results show that VR storyboarding increased the students’ views towards the user. The students reported having better understanding of their target user group. VR storyboarding had effects on project documentation and communication between different roles within the team.
For future research, it could be suggested that immersion and spatiality would be better considered in design research and education. To better include design challenges specific to XR into education and development, it could be advised that future studies revise the multidisciplinary fields that have contributed to UX design.