Multidisciplinary Project II - Assignment 1

 

Assignment 1 focuses on design research and concept development. At the beginning of this stage, I explored many possible ideas. As I wanted my project to be unique and personally challenging, I decided to work with projection mapping, specifically projection mapping on physical objects, which is something I had not done before. My intention was not to create a project that is only visually aesthetic, but one that is meaningful, socially impactful, and able to bring value to the community.

During the ideation process, I began thinking about objects that are universal and familiar to people, as these objects provide greater creative flexibility and are easier for audiences to relate to. Examples of objects I considered included clothing, pottery, wall pillars, and other everyday items. While exploring these possibilities, I became interested in cultural patterns, as the same object can carry different meanings and visual identities across different cultures. This led me to think about how culture could be expressed through projection mapping in a more engaging and contemporary way.

My initial concept focused on Malaysian culture, using objects such as vases and plates as projection canvases to showcase patterns from different cultural backgrounds. This idea was driven by my observation that cultural learning among younger generations often feels boring and unengaging. I believed that by utilising new media such as projection mapping, cultural learning could become more immersive and inviting, encouraging younger audiences to engage with cultural history. Through this idea, I aimed to achieve a balance between aesthetic appeal and purposeful storytelling.

After consulting with my lecturer, I was advised to scope down my project and focus on one specific culture instead of covering multiple cultures at a surface level. Taking this feedback into consideration, I decided to focus on Baba Nyonya culture, as it is visually rich and aesthetically beautiful, yet not a culture that I personally understood in depth at the beginning.

To deepen my understanding, I conducted cultural research and made a site visit to Melaka, which is strongly associated with Baba Nyonya heritage. Through this research process, I gradually discovered the beauty, values, and historical significance of Baba Nyonya culture, aspects that I had not been aware of before. This experience strongly reflected my problem statement, which is that cultural learning among younger generations is declining. I realised that my motivation to learn about Baba Nyonya culture was initially driven by the assignment requirement, and without this project, I would likely not have spent time learning about it. This made me reflect on whether younger generations would be more willing to learn about cultural history if museum experiences were designed to be more engaging and interactive.

At the same time, I conducted case studies and a literature review to support my concept development. For the case studies, I analysed relevant real-world projects such as Story of the Forest in Singapore, which uses projection mapping, AR, and spatial design to educate visitors about flora and fauna in an immersive way, and Gallery Invasion by Skullmapping, which brings static objects to life through projection mapping. These case studies helped me understand how projection mapping can enhance storytelling, immersion, and emotional engagement. The literature review focused on how projection mapping and AR support cultural learning, as well as the role of user experience design in museum environments.

During my site visit in Melaka, I also visited the Baba Nyonya Heritage Museum, observed visitor behaviour, and conducted an interview with one interviewee who is both a Baba Nyonya descendant and a museum staff member. Although I only managed to interview one participant, the insights gained were meaningful and valuable. Her perspective as both a cultural insider and a museum staff provided deeper understanding of how Baba Nyonya culture is preserved, presented, and communicated to the public.

After analysing my research findings and refining my ideas, I finalised my concept as an immersive dome installation that uses projection mapping on porcelain objects to tell the stories and uses of Baba Nyonya porcelain. This installation is accompanied by an AR application that allows visitors to learn more about the porcelain in a gamified and interactive way. The final concept aims to combine visual immersion with educational depth, encouraging audiences to engage with cultural heritage in a more meaningful manner.

As a reflection, this assignment encouraged me to think more deeply and critically about design beyond visual aesthetics. I learned that a strong project is not only about how something looks, but also why it exists, who it is designed for, and what value it brings to society. Through research, site visits, and interviews, I became more aware of how cultural knowledge can feel inaccessible or unengaging to younger generations. This process also taught me the importance of scoping down ideas, grounding concepts in real-world research, and designing experiences that balance emotion, education, and interaction. Overall, Assignment 1 helped me build a strong foundation for my project and motivated me to create a meaningful cultural experience rather than a purely decorative installation.