The in-between designer understands the nuances perceptive of the group and between different teenagers’ needs, development individual dynamic and demographic. They work with, not against, the user to propose, engage and facilitate the user sharp-witted to take the initiative. They aim to foster creativity, to handle confrontation independence and healthy social relationships positively through their designs. They understand that the in-between users will forge their own user quick to adapt experience through use of a product and the design to create something more must be open to that. appropriate or engaging confident in his/her self unfazed by disruptions, disengagement or sass relatable but not ‘try hard’
Design for the inbetween open to defer judgement and assumptions
They are neither children nor adults. They do not distinguish between online and offline, between physical and digital experiences They are increasingly independent, but ultimately ruled by their parents. They have free time, but limited spending money. They can choose friends, but not their way of life.
Unconscious creativity.
Refined with personality.
Shared values
Allow room for creativity in an implicit way. Guide the user through expressing themselves in a way that uses their imagination without realising. Through creating personalised interaction that the user defines, it gives them creative control to make the experience their own.
The design needs to allow the user to shine; their life at the centre of the application which means that the interface needs to be simple and unobtrusive whilst maintaining a personality. Asking for a user’s gender is one of the things deemed unnecessary by in-between users.
Fluctuating attention spans.
Blended Experience.
Create the space to develop.
Create many short, nonsequential moments in the experience that the user can drop in and out of as they wish. Design for a gradual increase in use, the more attractive the experience, the longer their attention span will last.
Experiences should work seamlessly from screen to non-digital interactions and should be multi sensory. In-between users crave colour, sound, imagery and movement.
Design the foundations that the users can build upon to develop meaningful relationships and social interaction outside of school. Inspire validation from within, not from others.
Decision making.
Low data.
Savvy mindsets.
The user experience design should allow for self initiation and decision making. It should not constrict or force the user to use it in a certain way.
Data is the new pocket money, never enough and once it’s gone, it is difficult for the in-between users to get more. The design should reflect this and be accessible on both android, iPhone and ‘hand me down’ smartphones.
The in-between users are more savvy about brands and the government than previous generations, generally showing suspicion of the ‘real meaning’ behind brand interventions or government sponsored initiatives.
In-between users value face-to-face interactions as much as adults, the design needs to facilitate this. Instead of berating users’ behaviour, design ways in which they can act on their values. Foster appreciation for ‘offline’ by encouraging a connection to the users’ local environment through the design of the service.
Design Directions
High tech is the new Low Tech.
Prevent chalk & cheese.
Create indirect conversations.
Ditch the pens and paper. The users’ strengths should be considered first, which may result in disregarding established user-centred design practices such as paper prototyping. Most in-between users are confident, competent and engaged with technology as a creative output. The designer must ensure that non-digital experiences are not viewed as punishment.
The in-between designer understands that culture and media references are important tools in connecting with young people. Using metaphors can make or break attempts at co-design. Common language needs to be established to provide a bridge between what the designer assumes they understand and what the in-between user actually means.
Approach topics in a way that is natural to the inbetween user and gives rise to conversation rather than traditional ethnographic techniques of shadowing and interviews. By using techniques such as ‘Would you rather x or y?’ allows users to voice their opinions and debate with one another, revealing far more than a direct question.
Parental consent is not a golden ticket.
Create relationships with youth groups.
Sedentary/ school.
Be prepared for teenagers to challenge parental consent in being recorded and photographed. They want to be in control of their own image. They will show up if they are told to, but this does not mean they are willing to engage. Prepare for short attention spans and disruptions.
Establish voluntary relationships with youth groups and teenagers to enable varying levels of contribution through the design process either as users, testers, informers or design partners. Adapt to their schedule and environment in order to make them feel comfortable and in control.
Research Recommendations Work with movement and the tendency to fidget as part of design research or co-design activities. Sitting down at a table is associated with school, and the role of the designer becomes one of authority and is linked to boredom, which is not conducive to design research.
Contradictions are key.
Be open to contradictions, what they say and what they do are often at odds with one another but this should not undermine their values.