Design thinking applied to a practice amplifier for early-stage learners : a human-centered design process for supporting guitar practice in children aged 5–10

Abstract

Guitar amplifiers are typically designed for adult users and children aged 5 to 10, despite representing a significant share of audio educational market, have not been considered in the ideation or design of these devices. This thesis applies a Design Thinking methodology to develop a practice amplifier designed for this age group across physical, cognitive, and motivational dimensions.

The research adopts a triangulation method, across three sources of evidence: a literature review on child development and ergonomics; semi-structured interviews with ten children using age-appropriate evaluation tools; and semi-structured interviews with twelve adult stakeholders, including parents, music educators, and health professionals. The findings were synthesized into twenty measurable design requirements and developed into a functional 3D-printed prototype.

Usability testing confirmed positive responses in terms of control ergonomics, sound quality, and ease of independent use. The study demonstrates that Design Thinking, when grounded in triangulated evidence and supported by explicit traceability from research findings to design decisions, is a rigorous and appropriate methodology for child-centered product development.