Research
Creative Thinking · Level 6 · mrkellydt.co.uk
What you're learning in this topic
Learning intention WALT
We are learning about research, specifically to:
understand
- research and say what it means for our ideas
be able to
- use primary and secondary research to explore a problem
- check sources are reliable and note where they came from
Success criteria WILF
- I can use primary and secondary research to explore a problem
- I can check sources are reliable and note where they came from
- I can analyse research and say what it means for my ideas
Why research first?
Good ideas come from understanding the problem. Research stops you designing for a problem that doesn't exist, and gives you facts, people and inspiration to build on.
Start by turning the brief into questions: who is it for? What do they struggle with now? What already exists? What are the limits (budget, size, time, materials)?
Secondary research
Secondary research uses information other people have already gathered:
- websites, articles, reports and statistics
- books, documentaries and podcasts
- existing products, campaigns and buildings (case studies)
- image research and mood boards for visual inspiration
Always note where it came from and ask whether the source is reliable, current and unbiased.
Primary research L6
Primary research is new information you collect yourself:
- Interviews: in-depth answers from users or experts; ask open questions ("Tell me about…").
- Surveys/questionnaires: views from lots of people quickly; mix closed and open questions.
- Observation: watch how people actually behave, which is often different from what they say.
- Photographs and site visits: record the real place or situation.
- Trying it yourself: use the existing product or service and note what's frustrating.
Making research count
- Analyse, don't just collect. After each piece, write what it tells you and what it means for your ideas ("This shows… so I need to…").
- Summarise key findings: a list of insights or a "problem statement".
- Use it to write a "How might we…?" question that guides your ideas.
- Show research visually: annotated images, charts from your survey, quotes from interviews.
Copied pages with no comment show very little thinking.
Key terms
| Secondary research | Information others have already gathered: websites, books, case studies |
|---|---|
| Primary research | New information you collect: interviews, surveys, observation |
| Mood board | A collage of images, colours and textures for visual inspiration |
| Case study (in research) | Looking closely at an existing product, campaign or place |
| Open question | Can't be answered yes or no: "Tell me about…" |
| Analysing research | Writing what it tells you and what it means for your ideas |
| Reliable source | Trustworthy, up to date and not biased |
| Problem statement | A short summary of the real problem your research has found |
Quick check
1. Which is secondary research?
- Interviewing a user
- Running a survey
- Observing people at a bus stop
- Reading a report online
Show answer
2. Which is primary research?
- Interviewing a nurse about hospital waiting rooms
- Watching a documentary about the NHS
- Reading a magazine article about hospitals
- Looking at a hospital's website
Show answer
3. What turns collected research into useful research?
- Printing more pages of research to show
- Analysing what it means for your ideas
- Using larger images on your research pages
- Adding colour and headings to the pages
Show answer
4. Which question is open?
- Do you like visiting the park?
- How often do you visit the park?
- Tell me about your last visit to the park
- Is the park clean and well kept?
Show answer
5. Why use observation as well as surveys?
- Observation is much quicker than running surveys
- Observation gives you more statistics to use
- Observation needs no planning before you start
- People often do something different from what they say
Show answer
Printable worksheet
An I do, we do, you do worksheet for this topic, with a separate answer sheet.