Let’s first describe the approximate application scenario of the interactive displays: in a classroom of about 30 square meters, a teacher is standing next to the interactive TV. The height of the TV is similar to the height of the teacher’s raised arms, about 3 meters away Distance, 25 children sit on chairs in a semicircle (many numbers appearing here will affect the interaction design of the product).

When switching from the C-end to the B-end, we simply cannot imagine that the height of the child and the height of the display need to be considered in product design.

When we took the first batch of developed games to the kindergarten for a trial class, there was such a scene: for the child to reach the operation objects on display, the teacher had to pick up the child; some teachers simply refused to let the child save trouble. Do it yourself, but ask the child to stand under the TV and signal with their hands…

Although each kindergarten’s interactive display height and screen size are different, a good product needs to be as convenient as possible for the actual users. ” other factors are added to enhance the product experience.

When designing, keep actionable objects in the lower middle of the screen as much as possible, especially for younger children. At the same time, because young children are not mature enough to control their hand muscles, long-distance and continuous dragging are very difficult. Therefore, it is necessary to minimize the increase in the game’s difficulty due to the limitation of the physiological development level.

For example, dragging an apple from the upper left corner to the lower right corner of the display can cause incredible frustration for children.