Taskscape Analysis: Provoking Depth in Product Development

Abstract

Taskscape analysis is a little-known systematic method that has substantial potential to highlight important details related to a target product. Although taskscape analysis has been used in design practice, for example, towards placemaking (Dunkley, 2009), ferry design (Vannini, 2011), and clothing design (Tullio-Pow & Strickfaden 2020) its use has not been reported often in teaching and learning. The aims of this paper are to: define taskscape analysis; establish how taskscape has and can be used in teaching and learning; report on how taskscape analysis was used as a critical design thinking method; and establish the value of using taskscape analysis in design education. Taskscape analysis is elaborated upon through four projects completed across three years at two universities used to support students (n=105) in their designing processes. Taskscape analysis reveals product attributes by breaking down the immediate context of a product that relate to the tasks performed (that often require certain capabilities) while engaging with the landscape (or context) of objects and spatial environments. As such, students learn to complicate the use-scenarios of their target products by considering networks of human and non-human actors that touch or encounter one another throughout the process. The main values of using taskscape analysis are students: have better understandings of the true scope of design problems; can imbue their designs with deeper thought resulting in more refined and detailed concepts; can aid in creating guidance (i.e., design criteria, value proposition) to focus target designs; and engage in critical thinking in design. By creating an opportunity for students to work through design problems using this systematic method, along with other design thinking methods, students are encouraged to embody tangible considerations and elements into their final projects while developing their designing abilities.

Keywords: Context Analysis, Critical Design Thinking, Designing, Design Education, Design Methods, Design Process, Use-scenario

DOI: 10.54941/ahfe1006431