This project, in collaboration with the TU Delft Library, aims to design an interactive experience to engage students with the academic heritage collections, specifically to encourage visits to the Collection Wall. Although the library houses an extensive collection of academic heritage objects, many students are unaware of them due to limited visibility and accessibility, as the collections are stored in the basement. The goal of this project is to address this by creating a playful learning experience with academic heritage, engaging students during a study break to initiate interest in the Collection Wall.

The project’s design process followed the Double Diamond method, including the phases of discover, define, develop, and deliver. In the discovery phase, museum studies were explored to understand engagement strategies and the use of digital technology in cultural institutions to inform the design of interactive experiences. A context mapping study revealed students’ needs, behaviors, and attitudes toward the current facilities at the TU Delft Library, their study breaks, and the academic heritage collections. Key findings were captured in user personas and storyboards, identifying the “Determined Socializer” persona as the target group. This group seeks a mode-shifting experience characterized by: social engagement (encouraging discussion through the sharing of perspectives), playful interaction (free-choice learning through discovery), energizing activities (intuitive interaction with minimal cognitive load), attractive design (spontaneous and time-flexible engagement in the break area), and hands-on experiences (active engagement through tangible interaction). This target group expressed an interest in academic heritage content related to past student life.

Based on this research, the concept Storytiles was developed for the Exhibition Cabinet, featuring Delft Blue tiles with embedded technology. These tiles allow students to engage images and news articles, specifically provocative content related to past student life. The outcome of the activity is the creation of a digital collage displayed at the Collection Wall. The stencil machine, sourced from the museum collection, was integrated as a smart-related object. By creating a collage of old student news articles and images and turning the handle of the stencil machine, students metaphorically share opinions on ongoing student life topics, sparking relevant discussions.

The design process involved co-creation sessions and several iterations of prototyping. Feedback from these sessions was used to refine the Storytile concept and ensure it delivered the interaction qualities of a mode-shifting experience. The final design was then evaluated through user testing with students at the TU Delft Library, which showed that tangible interaction and provocative content were effective in engaging students with academic heritage during a study break. It also highlighted areas for improvement, such as enhancing the concept’s attractiveness for spontaneous interaction in the break environment. Future recommendations should focus on refining these aspects and further developing the showcase at the Collection Wall

In conclusion, this project demonstrates the potential of using interactive and tangible design interventions to engage students with the academic heritage collections at the TU Delft Library. It contributes to the knowledge on how a participatory approach can incorporate students’ perspectives in designing heritage-related experiences.