DesignforNext

12thEADConferenceSapienzaUniversityofRome

12-14April2017

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TheValueofAgileMethodsinDesigningforBehaviouralChange:ACaseStudy

DirkPloosvanAmstela,MartineHeemskerka,ReintJanRenesa,b,SanderHermsena*

aUtrechtUniversityofAppliedSciences,NetherlandsbWageningenUniversity,Netherlands*Correspondingauthore-mail:sander.hermsen@hu.nl

Abstract: Past research on designing for behavioural change mostly concernedlineardesignprocesses,whereasinpractice,Agiledesignmethodsareincreasinglypopular.ThispaperevaluatesthepossibilitiesandlimitationsofusingAgiledesignmethods in theory-driven design for behavioural change.Weperformed a designcase study, consisting of a student design team working on improving waitingexperiencesatSchipholAirportsecurityandcheck-in.Our study showed that Agile design methods are usable when designing forbehavioural change.Moreover, theBehavioural Lenses toolkit used in the designprocessisbeneficialinfacilitatingtheory-drivenAgiledesign.ThecombinationofanAgiledesignprocessandtoolstoevidentiallyinformthedesignenabledthedesignteam to formulate viable and interesting concepts for improving waiting-lineexperiences.However, limitations alsooccurred: amismatchbetween the rate atwhich the Scream method proceeded and the time and momentum needed toconductin-depthresearch.

Keywords: Agile design, theory-driven design, behavioural change, waitinglinebehaviour

1.IntroductionDesigningforbehaviouralchangeiscurrentlyontheriseinthepublicandthecommercialsector,notleastbecauseofthegrowinginsightsintotheeffectofourbehaviouronourhealth(Freeetal.,2013)andourplanet(Griggsetal.,2013).Theriseofphenomenasuchasnudging(Thaler&Sunstein,2008),socialdesign(VanderZwaag,2016),andservicedesign(Stickdorn&Schneider,2012)inprofessionalandeducationalpracticetypifythisdevelopment.Designingforbehaviouralchangeiscomplexand,therefore,needstheoreticalgrounding,increasingthedesign’sefficacy(seeMichieetal.,2009;Noar,Benac&Harris,2007;Taylor,Connor,&Lawton,2011)andthedesigners'decisionalaccountability(VanWoerkum&Aarts,2012).

Inrecentyears,lineardesignprocesses,suchastheDoubleDiamond(DesignCouncil,2015;VanEssen,Hermsen,&Renes,2016),haveinformeddesignresearchprojectsaimedatbehavioural

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change.However,inbusinesspracticeandeducation,Agileprojectsareincreasinglyprevalent.Inshort,Agileisamethodderivedfromsoftwaredevelopment.Itembraceschangeratherthanfollowingapre-determinedplan(Jongerius&Berghuis,2012).Awell-knownexampleofanAgileworkingmethodisScrum.Usedbyagenciesinthecreativesectortodevelopinteractiveproducts(Chicken,2015),Scrumcontraststhelinearapproachesassociatedwithtraditionallinearworkingmethodsbyusinganiterativeprocess;itincorporates‘sprints’insteadofworkingstepbystep.Thesprintscompriseaniterativesequenceofstepstoimprovethedesign(Lee,2012).

Scrum’sbasicprinciples–user-orientedapproach,aself-propelledteam,flexiblescope–arepotentiallyverysuitablefordesigningforbehaviouralchange.Theuser-orientedapproach–prioritisingrelevancetotheenduserandnottheteam,customer,orproduct(Jongerius&Berghuis,2012)–mirrorsasimilaruserorientationindesigningforbehaviouralchange.Astrongemphasisofthisapproachisthetargetaudience(enduser)andtheaccompanyinggoal(changingspecificbehaviour).Theuser-orientedapproachdoesnotcommentonortrytoinfluencethechoiceofinstruments(Hermsen,Renes&Frost,2014,Hermsenetal.,2015).

AnothersimilaritybetweenScrum’sprinciplesanddesigningforbehaviouralchangeisthe'flexiblescope'principle,whichdoesn’tdeterminetheresultinadetailedwayattheprocess’sbeginning;theproductshouldinsteadfittheclient’svisionandgoals(Jongerius&Berghuis,2012).Designingforbehaviouralchangesimilarlyfocusesonregularevaluationandadjustingconceptsaccordingly.

DifferencesalsoexistbetweenScrum’sprinciplesanddesigningforbehaviouralchange.Scrumhasapoortrackrecordinencouragingcreativityandconductingappliedresearch(VanHout&Gootjes,2015;Lee,2012).Thelattercanadverselyimpactontheapplicationofdesigningforbehaviouralchangebecauseusingevidencetoinformdesignscanbetime-consuming(Hermsen,Renes&Frost,2014,Hermsenetal.,2015).

Inthispaper,weevaluate(1)towhatextentnon-lineardesignmethods,suchasAgileandScrum,applytodesigningforbehaviouralchange,and(2)towhatextenttheorycaninformtheAgiledesignprocess.Todoso,weconductacasestudyinwhichagroupofdesignstudentsworkedonimprovingwaiting-lineexperiencesatSchipholAirport,theNetherlands.ThiscasestudycandemonstratehowtopursuethesegoalsbyapplyingAgiledesignprocessesforbehaviouralchangeinbusiness

2.Method2.1Thecasestudy:improvingairportwaitinglineexperienceOurdesigncasestudywascommissionedbytheAmsterdamAirportSchiphol,andconsistedofastudentdesignteamworkingonadesignquestionaboutimprovingwaitingexperiencesattheairport’ssecuritycheck.AsoneofEurope’sbiggestandmostpopularairports,SchipholAirportattachesgreatimportancetoenhancingtheirservices,implementingcentralisedsecurityintheentireterminalinJune2015.Travellersqueuebeforeenteringthesecuritycheck,whichisconsideredachallengetomakingitamorepositiveexperience.Schiphol’scommissionsoughtsolutionstopositivelyinfluencethewaitingexperienceofpassengerswaitinginthisqueue.Aconsortiumof[LeftBlankforPeerReview]assembledamultidisciplinaryteamofinternationalstudentswithdifferentacademicbackgroundstofulfiltheassignment.TheteamworkedaccordingtoScream,anAgiledesignprocessbasedontheScrummethod(VanHout&Gootjes,2015).TheteamusedtheBehaviouralLensestoolkit(Hermsen,Renes&Frost,2014,Hermsenetal.,2015)foruserexperienceresearchandconceptevaluation,asameansofinformingthedesignprocesswiththeoryfromthebehaviouralsciences.

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2.2.1ScreamMethod

TheScreammethodisaversionofScrumespeciallyadaptedforcreativeprocesses.IthasthreedistinctadditionstothemoregeneralAgileworkflow:(1)implementingIdeationinthesprintplanning,(2)useoftheDesignMethodToolkit(MediaLabAmsterdam,2016),and(3)implementingTranslatesessionshalfwaythrougheverysprinttofilterandtranslateallresults(VanHout&Gootjes,2015).TheSchipholprojectinvolvedseventhree-weeksprints,eachstartingwithanIdeationbrainstormingsessionforidentifyinganddraftingideas.Themostpromisingideasareselectedanddividedintotasks,andtheteamdefinesclearsprintgoals(VanHout&Gootjes,2015).Deliverdesignproducts(prototypes)thatprovideanswerstothemainquestion,definedattheproject’sstart,isthemaingoalofeachScreamsprint.Duringasprint,theindividualdesignproductsareaccomplishedusingtheiterativeprincipleof‘research,create,andtranslate’(VanHout&Gootjes,2015).Creatingadesignproductinvolvesresearchandcreation.Thecreateddesignproductisevaluatedusingstakeholders’theoreticalinput.Ideally,atthisevaluation,thedesignproductisadaptedtoamoreaccurateversionorendproduct.Duringtheoverallprocess,theseinstrumentsadaptandimprovethroughiterativerepetitioninthesprints.

Totranslateresearchinsightsintoconcretedesignrequirements,halfwaythrougheachsprint,atranslatesessioninvolvingalltheproject’sstakeholderstookplace,definingessentialdemandsfortheoptimisedsolution(VanHout&Gootjes,2015).

2.2.2BehaviouralLensestoolkit

Togroundthedesignprocessintheoryfromthebehaviouralsciences,theteamusedtheBehaviouralLensestoolkit(Hermsenetal.,2015;VanEssen,Hermsen&Renes,2016),whichenablesdesignerstoconducttheory-drivenuserresearchandconceptevaluations.ItisbasedonthemainprinciplesofthePersuasivebyDesignModelofBehaviourChange(Hermsen,Renes&Frost,2014),whichhasaproventrackrecord(Hermsen,Renes&Frost,2014;Hermsenetal.,2015,2016;VanEssen,Hermsen&Renes,2016)inusingtheorytoinformdesigns.TheBehaviouralLensestoolkitwasfreelyavailabletothedesignteamthroughouttheproject,aspartofthelargerDesignMethodToolkit(MediaLabAmsterdam,2016;seefigure1).ThedesignteamcouldusetheBehaviouralLensestoolkitastheysawfit.Duringsprintone,weconductedanintroductoryworkshop,informingthedesignteamabouttheBehaviouralLensestoolkit’sbasicprinciplesandapplication.

Thedesignteamcreatedthedesignproductusingtheiterativeprincipleof‘research,create,andtranslate’.Creatingadesignproductinvolvesresearchandcreation.Thecreateddesignproductisevaluatedusingthestakeholders’theoreticalinput.Ideally,atthisevaluation,thedesignproductisadaptedtoamoreaccurateversion.

2.2MeasuresWeconductedovertparticipatoryobservationthroughouttheproject.Inourroleastutors,wehelpedthestudentdesignteamtheoreticallygroundtheirdesignsusingtheBehaviouralLensestoolkit,butonlyifrequested.Weattendedtranslateandreviewsessions,providingtheteamwithcriticalquestionsfortheoreticallygroundingtheirresearchresultsandconcepts.Thestudentdesignteamcouldalsocorrespondwithusbyemailorphone.

Duringthesessions,wetookunstructuredfieldnotes,collectedemailswithquestionsfromthedesignteam,andkeptadiary,notingwhenthedesignteamrequestedsupport.Subsequently,weconductedtri-weekly,semi-structuredinterviews(ateachsprint'send)withtheteam‘experts’onthetopicofdesigningforbehaviouralchange.Theinterviews’mostimportanttopicsandaccompanyingquestionsregardedtheAgileworkflowandapplyingtheBehaviouralLenses.We

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askedthedesignteamwhereandhowtheypractisedthesetools,whattheirexperienceswere,towhatleveltheyappliedandappropriatedthetools,andtowhatextenttheyfelttheywereexpertsofbehaviourchangedesignwithintheteam.Wealsousedavisualanaloguescale(VAS,Funke&Reips,2012)tomeasuretheperceivedvalueoftheusageofTheBehaviouralLensespersprint(regardingresearchonthetargetaudience,thegroundingoftheprototypesandthebehaviourallensesasevaluationtool):ona10cmline,withoneendcorrespondingto'notatall'andtheotherendcorrespondingto'verymuchso',thedesignteammemberscouldindicatetheirpositionregardingtheirexpertiseandtheusabilityoftheBehaviouralLensestoolkit.

Figure1:TheBehaviouralLensesasdescribedintheMediaLabDesignToolkit

3.Results3.1Stages,sprintsanddesignedproductsInfigure2,thearrowfromlefttorightindicatestheproject’soverallprogress.Thefirstthreesprintsaresprintsaimedatanalysis,tozoominonthetargetgroupandtheirbehaviour.Thefourthsprintistransitional;startingwithmakingdefinitivechoicesregardingthespecificchoiceforatargetgroup.Inthiscase,thedesignteamchosetoworkwiththeleisureflyerratherthanabusinessaudience.Inthisfourthsprint,thefinalconcepttosolvethemainquestionwasalsoselected.Thefifthsprintisanintervention-developingphase,translatingtheselectedconceptintopracticalinterventionsforbehaviourchange.Thesixthsprintisevaluative,validatingtheconceptandinterventions.

Sprintsonetosixresultedinseveraldesignedproducts.Sincethefirstsprintisintroductory,therewerenotmanyproducts.Duringsprinttwo,aculturalprobeandauserprofileweredeveloped,gaininginsightsintothetargetgroup.Aculturalprobe(Stickdorn&Schneider,2012)isamethodforgaininguserinsightsfromauserperspective,withoutthepresenceofthedesigner,whereasauserprofileisadesignproductcomprisingacollectionofalluserinsights.Theculturalprobe’sanduserprofile'smaingoalistotranslateinsightsintoacustomerjourneymap,inthiscasearichoverviewoftheprocessatravellergoesthroughwhenpassingthroughsecurity,inspiringthenextsprint.

Insprintthreethedesignteammadeobservationsatthewaitingline,tomaptheleisureflyer’scurrentbehaviourandanalysefrictionsbetweenmeaningfulandunfilledtime.Insprintfour,thedesignteamorganisedabrainstormsession.OnestudentdevelopedaHarrisProfile(Harris,1982)usinginsightsfromtheBehaviouralLenses.Thegoalofthisdesignproductistotesttowhatextentthedifferentconceptscorrespondwiththerequirementsofsuccessfulconceptsingeneral.Atthe

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endofsprintfour,thedesignteamdeliveredthreeconceptualprototypesasananswertothemainquestion,validatedbytheHarrisProfile.Theconceptualprototypetheychoseforfurtherdevelopmentwas‘LeaveYourWorriesBehind’Usingamobileapplicationandseveralscreens,theleisureflyercan(1)receiveinformationaboutthesecurityprocessand(2)beentertainedwhilewaiting.

Figure2:Stagesandsprintsduringtheproject,designproductspersprint,anddirectandindirectapplicationoftheBehaviouralLensesduringseveralsprints

Insprintfive,thedesignteamdeveloped'preparatoryscreens'–screensplacedinthearealeadingtothesecuritycheckgates,withtheintentofhelpingtravellersduringthesecurityprocess.Insprintsix,evaluatingtheuser’swillingnesstoparticipateinthefinalconceptatthewaitinglinewasthemaingoal.Thedesignteamconstructedatestplanandupdatedadiarylogontheresponsestotheconcept.Thisfinalevaluationdidnotleadtofurtheriterations.

3.2Designingforbehaviouralchange,theAgilewayTheteamstartedwithmanypreconceivedideasaboutthebehaviouroftheirtargetaudience.Theyfeltobligedtoprovetheseassumptionsandusethemasastartingpointfortheirresearch.Intheinitialsprints,theteamusedthefirsthalfofthesprint(thefirst1.5weeksfromstarttotranslatesession)toconductresearch,mainlytryingtofillinformationgapsthathadbecomeapparentintheprevioussprint.Inthemid-sprinttranslatesession,thedesignteamsoughttofilterandcategorisetheirresearchresults,turningthemintoideasforthesprint’ssecondhalf,wheretheycreatedorimprovedaprototype.

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Figure3:initial(left)andadapted(right)versionoftheculturalprobe

ThisAgiledesignmethodhelpedthedesignteamfocusonapracticalapproach,translatingresearchintoanactualprototype.Byinvolvingtheclientinthedesignprocess,theAgileapproachalsopreventedapossibleexpectationgapbetweenthedesignerandtheclient.Attheendoftheproject,theclientstatedtheirsatisfactionwiththeendresultofthedesignprocess.

AnexampleoftheiterativenatureoftheAgiledesignprocessisthecreationoftheculturalprobeinsprintthree.Figure3demonstrateshowtheculturalprobeevolvedfromitsinitialformtoitsfinalversion.Atfirst,thedesignteamconductedresearchonthepsychologyofwaitinglines(Norman,2008).Basedonprinciplesfromthisresearch,thedesignteamcreatedaninitialculturalprobe,retrievingexpectationsandmemoriesofwaitinglineexperiencesandfrictionsbetweenexpectationsandreality.Theinitialversionoftheculturalprobewasevaluatedbypresentingittoourteamofresearchers.Duringtheevaluation,itbecameapparentthattheinitialculturalprobewasoverlybiasedbyhowthedesignteamperceivedthewaitinglineexperience,ratherthanactualbehaviourdisplayedbythetargetgroup.ThedesignteamappliedtheBehaviouralLensesasanevaluativetool,translatingtheinitialversiontoonemorebasedonactualbehaviour.

Unfortunately,theAgileworkingmethodhadatendencytoleadtoareducedfocusonresearch.Becauseofthepracticalgoalsetatthebeginningofeachsprint,theteamfeltpressuredtocreateadesignedartefactineverysprint.Thesprintsonlyhadathree-weekduration,sothedesignteamperceivedtimepressureasalimitingfactor.Theresultingpressurereducedtheirwillingnesstoconductresearchandincreasedthetendencytocreateconceptsbasedonpremises,evenwhenconfrontedwiththepossiblenegativeeffectsofminimalresearch.Attheproject'send,theteamfeltthatanincreasedfocusoncreationandalesserfocusonresearchcouldverywellhavehadconsequencestotheconcept'spotentialefficacy,becausetheylackedcrucialinformationabouttheirtargetaudience.

TheplacementoftheTranslatesessions(inthemiddleofeachsprint)furtheraugmentedthedetrimentaleffectoftimepressure.Althoughthesesessionsaffordedthedesignteamnewinsights,

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thesessionswerelesseffectivethanexpected.Theteamhadalreadyfinishedtheirresearchwhenthesesessionsoccurred,andtherewasnotmuchadditionaltimeforresearchinthesecondhalfofthesprint,afterthetranslatesession.Moreover,intheTranslatesessionsexpertsfromoutsidetheteamwereinvitedtoprovidefeedback.Becauseofthetimingofthisfeedback,itwasnotalwaysfollowedup.

3.3AgiledesignusingtheBehaviouralLensesDuringthesprints,TheBehaviouralLensestoolkitwasusedtogroundthedesignoftheprototypesintheoryfromthebehaviouralsciences.Figure2showswhereandhowthedesignprocessusestheBehaviouralLensestoolkit.

Insprinttwo,thedesignteamattemptedtogaininsightintothetargetaudienceusingaculturalprobeandbycreatingauserprofile.Beforemakingtheobservationsrequiredforcreatingthesedesignresearchproducts,thedesignteamusedtheBehaviouralLensesforgeneratinghypothesesandresearchdesign.TheymadeanobservationlistandsurveypartlybasedonthreeBehaviouralLenses:‘WantingandBeingAbleTo’,‘KnowingandBelieving’and‘HabitsandImpulses’.ThedesignteamparticipatedinasessionaboutobservationusingtheBehaviouralLensesanddecidedtofocusontheleisureflyerasthespecifictargetaudience.

ThedesignteamchosetousetheBehaviouralLensesasamethodinsprintthreetoconductactionresearchbycreatingandtestingonefriction-relievingconcept,particularlybetweencurrentbehaviourandtargetbehaviour.Duringthetranslatesessiontheirresultswerediscussedfromabehaviouralchangeperspective;however,unliketheinitialplan,categorisingresearchresultsusingtheBehaviouralLenseswascancelledduetotimeconstraints.

Insprintfour,thedesignteamusedtheBehaviouralLensestocategorisetheirearlierresearchresultsandevaluateconceptsdevelopedinprevioussprints.Thissessionprovidedaclearoverviewofchallengesandopportunities,andthedesignteamusedthesetoimprovetheirconcept.Itledtoasignificantchangeintheconcept,forcingthedesignteamtochoosebetweentwokindsoftargetbehaviour,andselectingamorespecifictargetgroup.Lateroninthesprint,abrainstormsessionusingtheBehaviouralLensestookplace.Timeconstraintsmeantthedesignteamcouldnotprocessallfindingsintotheconceptsinsprintfour;however,theydidmanagetomakeaHarrisprofile,incorporatingsomeoftheopportunitiesandchallenges.

Insprintfive,preparatoryscreenswerecreatedasoneofthefinalconcept’sdeliverables:aconsequenceofachallenge(thefriction)foundinsprintfour.TheBehaviouralLenseswereindirectlyapplied:thedesignteamstudiedandappliedtheunderlyingtheoryoftheBehaviouralLenses.

Duringthesixthandfinalsprint,thedesignteamtestedthehigh-fidelityprototype.Theydecidednottotestthecreativeconcept,butthewillingnessofleisureflyersinthewaitingareaforsecuritytoparticipateintheconcept.ThedesignteamdidnotusetheBehaviouralLensesfortheirtestdesign,butwhileobserving,theyfoundtheBehaviouralLens‘WantingandBeingAbleTo’verysuitableforinterpretingtheresults.Mosttestpersonsdidnothavethetimetoparticipateintheconcept,andtheycouldnotscantherequiredQRcode.Thesetestresultsarenotprocessedinthefinalconceptbutareincludedfordiscussionintheresearchpaperasafinaldeliverable.

Atthebeginningoftheproject,thedesignteamdidnotusetheBehaviouralLensestoolkittoitsfullpotentialforresearchingthetargetaudience.ThedesignteamfeltthiswasduetotheirlackofknowledgeoneffectivelyusingtheBehaviouralLensesfortheirresearch.ThedesignteamalsostatedtheyfounditdifficulttocombinetheBehaviouralLenseswithotherdesignmethodsfromtheDesignMethodToolkit.However,oncethedesignteamlearnedmoreabouttheBehaviouralLenses,

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theynotedthattheirperceivedvalueofthemincreased.Additionally,interviewswithtwostudentsfromtheteamconfirmedincreasedappreciationoftheBehaviouralLensesaftermappingoutchallengesandopportunitiesconcerningtheirprototype.

4.DiscussionThecurrentpaperevaluateswhether(1)Agileisapplicableasamethodtodesigningforbehaviouralchangeand(2)toolssuchastheBehaviouralLensesarevaluableforinformingtheAgiledesignprocess.Todoso,weanalysedtheuseoftheBehaviouralLensesduringaprojectwithSchipholAirport.Inthisproject,adesignteamofstudentsfromdifferentbackgroundsresearchedanddevelopedadiversityofconceptstocreateamorepositiveexperienceatwaitinglinesofaspecifictargetgroup:LeisureFlyers.TheconceptsweredeliveredtoSchipholstakeholdersaftertesting.Duringthesixdesignsprints,weconductedobservatoryresearchandinterviewsabouttheAgileworkflowandtheuseoftheBehaviouralLensestoolkit.

OurresearchdemonstratedthattheBehaviouralLensesweresometimesappliedinadirectwayatfirst(e.g.intheuserprofile,culturalprobe,whichwerecreatedusingtheBehaviouralLenses),andthen,lateron,inamoreindirectway(e.g.thecustomerjourneymap,whichwascreatedwithoutdirectapplicationoftheBehaviouralLenses,butwiththeLensesinmind).TheapplicationoftheBehaviouralLensesinthefirstphaseof‘targetgroupanalysis’wereappliedinadirectway,whereasatlaterstages‘conceptualizing’,‘development’and‘evaluation’theirapplicationwasmoreindirect,notbyusingtheLensesbutbykeepingtheLensesinmind.Duringtheproject,theBehaviouralLensesdemonstratedtheirimportanceinthetheoreticalvalidationofthepresenteddesignproducts.However,theprojectshowedsomeshortcomingswhenresearchingthetargetgroup.Thespecifictargetgroupandtargetbehaviourweredefinedrelativelylateandindirectlybecauseoftheproduct-orientedapproachandthehighspeedofthesprints.Subsequently,theactualdesigningwaslessfocusedthandesired.

TheBehaviouralLenseswereappliedmoreeffectivelyrelativelylateinthedesignprocess:insprintthreeandfurtheron.Ourresearchshowedthatthiswasaconsequenceofaknowledgeandexperiencegapinhowandwherethetoolsareapplied.Duringtheinterviewattheendofthesecondsprint,thedesignteaminformedustheyconsideredtheBehaviouralLensestobeasubstituteforothertoolsintheMediaLabToolkit.Furthermore,thedesignteamfeltitwashardtotranslateinsightsfromtheBehaviouralLensesintootherresearchmethods,suchastheculturalprobe.ThelearningcurveoftheBehaviouralLensestoolkitseemstoosteepforinexperiencedusers,resultinginthembeingunabletostarttheirresearchwithouthelpfromexpertsinthefieldofbehaviouralchangeorpeoplewhousetheBehaviouralLensesonaregularbasis.

4.1.ConclusionsandrecommendationsforfurtherresearchFirstly,thisresearchcombinestwoelements:designresearchpractice–especiallywithinthefieldofdesigningforbehaviouralchange–inwhichdevelopingmethodswheretheoryinformsthedesignprocesshasseenmuchprogress;andindustrypracticeinwhichnewandAgiledesignmethodsaregainingtraction.Secondly,thisresearchdemonstratesthecomplexitiesofusingAgiledesignforbehaviouralchange,showstherearelimitstoaviablespeedofworking,andstressestheimportanceofevaluation.Thirdly,ourresearchprovidessomestartingpointstodevelopmoreadaptivetoolstomakeiteasiertousetheBehaviouralLensesinAgiledesignprocesses.

TosignificantlyimproveAgiledesignprocessesforbehaviouralchange,werecommend:(1)implementanexplanatorypre-sprinttofosterthinkingaboutwaysofusingtheorytoinformthe

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designprocess–itwouldmakesensetoinviteexpertsduringthisphase.(2)Includeresearchers(preferablywithabackgroundinthebehaviouralsciences)asparticipantsoftheScrumteam.(3)Adaptorrewriteuserstories(analreadyexistingprocedureatthestartofasprint),makingthetargetbehaviouranexplicitgoalofthesprint.And(4)beforesprintone,informusersoftheBehaviouralLensesandtheircomplementaryandconstructiveapplicationsforotherdesignproducts,suchasuserprofiles,culturalprobes,customerexperiencemaps,andcustomerjourneys.

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AbouttheAuthors:

DirkPloosvanAmstelisresearcherattheResearchGroupCrossmedialCommunicationinthePublicDomain(Publab)attheUtrechtUniversityofAppliedSciences;hisworkfocusesonevaluatingthepracticalapplicationofmodelsandtoolsindesignsforbehaviouralchangebyreflectivepractitioners(studentsandprofessionals)intheirdailypractice.

MartineHeemskerkisresearcherinthefieldofdesignforbehaviouralchange,campaignstrategies,humanengagementandsocialmediaatUtrechtUniversityofAppliedSciences(Publab&CrossmediaBusinessResearchGroup).

ReintJanRenesisprofessor(lector)ofcross-mediacommunicationinthepublicdomainatPublab.Hespecializesinresearchinto(health)communicationandbehaviouralchange.

SanderHermsenisseniorresearcheratPublab;hisworkfocusesonevaluatingdesignsforbehaviouralchangeandincreasingtheirefficacy,andondevelopingmodelsandtoolkitsthatmakeinsightsfromthebehaviouralsciencesavailablefordesigners.

Acknowledgements:Wewouldliketothankthecommissioner,SchipholAirport,themembersofthestudentDesignTeams,especiallyLizzaKempeandMyrtheKoops,andourcolleaguesfromtheMedialabattheAmsterdamUniversityofAppliedSciences