This graduation project focuses on designing an interactive experience for Titanic: The Human Story, a traveling exhibition by Musealia. The goal was to help curious young adult visitors connect emotionally with real individuals who were on board the Titanic, through an interaction embedded in the existing exhibition flow. The process followed a double diamond structure. Research included a literature review on emotional engagement in cultural heritage, an analysis of over 40,000 visitor comments, and a market scan of other Titanic related exhibitions. Since the exhibition was located abroad, participants explored it in virtual reality. Their responses were observed and discussed to understand how they engaged with the content and atmosphere. The final design involves a physical postcard that visitors collect at the start. As they move through selected rooms, they stamp the card in response to thematic prompts. These choices gradually match them with a real Titanic passenger. In the final room, they receive a printed message from that person and are invited to write a response. The postcard becomes a personal record of the experience. User testing showed that all participants felt a personal connection to their assigned passenger, especially after reading the final message. The earlier stages often triggered curiosity and surprise, while the last step encouraged reflection for most, though not all, participants. This project suggests that physical interaction and narrative can strengthen personal engagement while honoring sensitive stories.

This project addresses a critical gap in public understanding: while many museum visitors are aware of environmental challenges, they often lack a deep comprehension of the biodiversity crisis and their personal role in mitigating it. To bridge this gap, this thesis focuses on designing an interactive museum installation for the Naturalis Biodiversity Center. This installation is an interactive experience that guides families through relatable daily scenarios, connecting their everyday behaviors to visible impacts on local biodiversity through cumulative visual feedback on a miniature neighborhood model.

Grounded in Transformative Experience Design Theory (TED) and Self-Determination Theory (SDT), the research employed a mixed-methods approach, including literature review, stakeholder and expert interviews, a co-creation session with Naturalis staff, and a context mapping study with families and children aged 9-12.

An iterative design process led to the development and testing of a prototype with seven family groups. Key findings revealed a "right vs. wrong" effect during gameplay, with children often approaching the experience as a quiz rather than an open exploration of behaviors. Differences in learning gains were observed between families with varying levels of prior environmental awareness. Despite these challenges, testing confirmed the installation's strong potential to encourage visitors to recognize the environmental consequences of their daily choices, prompting reflection and willingness to make small changes.

The project concludes with recommendations for refining the installation, including adjusting moral framing, increasing scenario complexity, and enhancing opportunities for long-term engagement. Broader strategic recommendations aim to strengthen emotional impact, expand educational applications, and better integrate the installation within the museum's mission to inspire care for nature.

Using a multi-method approach, combining observation, cultural probes, context mapping, and auto-ethnography, this research reveals that individuals with sensory processing sensitivity (SPS) aspire to participate in society, although the fear of overstimulation often leads them to withdraw and remain at home (figure 2). While this strategy may provide short-term relief, it also reduces overall sensory engagement, reinforcing avoidance behaviors and increasing long-term risks [1,2]. Prolonged sensory deprivation can lead to negative neuroplasticity, which has been linked to cognitive decline [1,2].

Fortunately, this process can be reversed through positive neuroplasticity [3]. Research show that interventions aimed to break the cycle are most effective when they incorporate intensive, continuously changing, challenging, and rewarding experiences [1,4] within an enriched —one that integrates motor, cognitive, sensory, and social stimulation [5]. This project explores museums as enriched environments for people with Sensory Processing Sensitivity (SPS).

The introduction of sensory friendly (SF) museum experiences through Stichting Onbeperk Genieten (SOG) has been a significant first step in creating inclusive cultural spaces for individuals with SPS. By focusing on minimizing sensory input during SF visits, SOG has enabled many individuals to enjoy museum visits in a way that was previously inaccessible to them. However, as insights into neuroplasticity and sensory sensitivity evolve, it points to an opportunity to better address the needs of individuals with SPS. Current sensory friendly offerings often lack the intensive, dynamic, challenging and enriching elements necessary to support positive neuroplasticity and encourage individuals to expand their comfort zones.

For some individuals with SPS, SF visits serve as a safe starting point. Yet, the transition from sensory-friendly to standard museum experiences often feels insurmountable, a gap that presents a clear opportunity for a design intervention. By integrating principles of positive neuroplasticity, the cultural sector can create experiences that are not only inclusive but also empowering.

Design Goal and Concept Development
Based on these insights, I formulated the following design goal: To support (potential) museum visitors with sensory processing sensitivity (SPS) in taking small steps outside their comfort zone to build confidence while feeling safe.

To achieve this, I chose an online platform as the design medium, offering flexibility, personalization, and broad reach. Unlike fixed physical interventions, a digital platform allows for ongoing engagement and tailored recommendations.

During the design phase, I developed a framework for the platform’s Minimum Viable Product (MVP), which served as the foundation for ideation. Drawing on this framework, I generated ideas both individually and in collaboration with members of the target. These ideas were translated into three distinct design concepts, each of which was tested with participants from the target group. Based on their feedback, the most valued features were synthesized into a final prototype: UITJE SCHILD.
Final Concept: UITJE SCHILD

Uitje Schild (figure 4) is a web-based platform that serves as a personal guide for sensory-sensitive individuals. It supports users in expanding their comfort zones step by step by recommending museum visits that match their unique sensory profiles. These matches are generated through a combination of user-input preferences and museum sensory data.

A central feature of the platform is PODA, a friendly chatbot in the form of a tortoise, who offers tailored advice and emotional support. PODA helps users plan suitable outings and reflects with them afterward, focusing on the users Win’s. Over time, the chatbot’s recommendations become increasingly accurate and personalized through AI-driven learning.

Evaluation and Outcomes
To assess whether the design goal was achieved, and
to evaluate the concept’s desirability, feasibility, and viability, I conducted a prototype walkthrough with members of the target group. Feedback indicated
that users perceived the platform as a tool for building confidence and expanding their comfort zones. The findings suggest that ‘expanding one's comfort zone’ may be a relevant yet underexplored motivation for visiting museums, as one participant noted the app could help them “live more and more.”

This project provides a strong foundation for developing an inclusive digital platform that supports individuals with SPS in taking safe, supported steps outside their comfort zones. While the current concept is desirable and feasible, further iterations are needed to enhance personalization, test safety in real-life settings, and foster long-term trust and engagement.

In addition, the project consolidates key insights from the design process into practical guidelines to support future designers working with- and for- individuals with SPS.

The TU Delft Science Centre is currently renewing its programming, including the development of new workshops for children aged 8 to 12 years, named Techniek Studio. The Science Centre’s main goal is to create fun experiences that spark a lasting interest in technology and innovation. However, how to achieve such meaningful engagement remains unclear. This design research project responded with the following design challenge: “Discover how to develop a STEAM-based workshop that provides children 8 - 12 years old with a meaningful experience at the TU Delft Science Centre”

Using a Research Through Design approach, the project combined literature review, expert interviews, and observations to formulate 14 initial design guidelines. These guidelines were organised across the three experiential phases: before, during, and after the workshop. They included initial actionable points and instructional support. It also incorporates the on literature- based designed ‘experience layers model’, which guides goal setting and evaluation.

A case study was performed, which included the development and testing of the ‘Experiementing with Art’ workshop. Through this case study, the guidelines and supportive elements were refined. This process led to the design of ‘The STEAMingful Design Tool’, a detailed, practical booklet for workshop design. Evaluation of the test workshop with the ‘experience layers model’ indicated that participants gained meaningful insights on both the topic and the use of the materials of the workshop. However, the longer-term impact on sustained interest remains uncertain.

Expert reviews on the tool suggest that the tool effectively supports novice designers but recommend adapting the tool for more experienced users.

Ultimately, this project delivers both a tested STEAM- based workshop and a research-informed design tool that holds promise for fostering meaningful STEAM-based out-of-school learning experiences. Future research by independent workshop developers is recommended to examine the long-term effects of using the tool on children’s level of experience. This will also further validate the applicability of the tool outside the Science Centre.