Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have most likely heard of the words “form” and “utility,” but probably not in the context in terms of marketing.
Why Will These Work?: After reading Chapter 5, I tried to focus on three of the characteristics to “create an effective instructional visual: concentrated, concise, and concrete” (Lohr, 2008, pg. 102). The graphic is concentrated because there are key visual points, such as the fabric, thread, and button, and a key text point, the word “form” that are emphasized (Lohr, 2008, pg. 102). I made the visual concise by keeping it as simple as possible. It is concrete because the message is meaningful to represent one of the five economic utilities. In addition, I changed the background to a light grey and added in black boxes/bubbles to add contrast. I changed the opacity of the shirt to make it look lighter so that each aspect that makes up the shirt was the main focus.
User Test/Changes: Originally, I had a different font for the form utility definition. I also did not have the black background boxes behind the title and definition. After the user test, she suggested that I change the font so that it was easier to read, and also add some contrasting boxes to add to the parts of the shirt theme and make the title/text look more organized. The above image is the updated version.
Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River, NJ: Pearson Education.