SpiritLink

Bodyfurn LearnDesk

For Furnware
Wednesday, 11 June 2014

David Tan
13199434
Arno Cronje
12246129
Yumeng Zhang
12168853
Pamitha Wijesundera
12132581

Semester 1 2014
1
228.211 Engineering

Practice 3: Product Development

Executive Summary
The aim of this project was to develop a new product for Furnware, a school furniture company. The
project started with the Team Spirit Link members visiting a junior high school in order to see what
students and teachers thought about the current state of their furniture. After having discussions
with students and conducting more research, several conclusions were drawn:

School furniture design has not updated in functionality over the past 30 years

Children in New Zealand are using, and will continue to use, more electronics in the
classroom than before

Students are using laptops and tablets on the same desks that had been designed for pen
and paper

There is a lack of consistency between classroom furniture and classroom learning

technology

The project scope was therefore defined as developing a solution that integrated classroom
technology into school furniture. This allowed for a wide range of solutions to be developed that
addressed the underlying problem: bridging the gap between furniture and education technology.
Many concepts were produced and evaluated that fit this project scope.
A final concept, LearnDesk, was selected. It is a desk designed with electronic devices of the
present and future in mind. This concept was then developed further after conducting market and
technical research of existing products, and combining ideas from other group concepts.
The four main features were power sharing, a slot holder, height adjustment and angle adjustment.
Power sharing is the most important feature of the LearnDesk. The large number of electronic
devices being brought to schools created a requirement for charging capabilities. This is addressed
in the LearnDesk as a combined AC and USB power outlet embedded in the surface of the desk. The
power provided from the wall to the desks is shared between adjacent desks to negate the need for
excessive cables or classroom rewiring. Inductive pads and magnetic fasteners are used to ensure
the desks are attached together and to address any safety issues.
A slot holder present in the LearnDesk holds tablets of many sizes. It is adjustable so the tablet can
easily be held at eye level. This reduces neck strain and improves usability of the tablet. There is also
more room on the desk for writing and reading books when the tablet is held vertically rather than
laying flat.
Height and angle adjustment allow for full customization of the LearnDesk. The angle of the tabletop
can be easily adjusted. This allows for more ergonomic typing on laptops and a better viewing angle
for tablets in the slot holder.
The students in Furnwares target market are of many different heights and the furniture they use
should be suited to this. Therefore the height of the table can be adjusted for different purposes
such as writing on paper or typing on a tablet device.
2

A prototype was designed and built in order to demonstrate the desks functionality.
Market feasibility analysis was conducted. The cost to produce the LearnDesk and the cost it could
be sold at were compared. The information gained from the market feasibility analysis found that
the product is very likely to succeed in the market and produce a profit for Furnware.
The LearnDesk therefore should be adopted into Furnwares product line. It fills a niche that
Furnware has yet to cover. It is feasible in the market and very likely to succeed.

Table of Contents
Excecutive Summary

Table of Contents

1. Introduction

2. Company Information

3. Project Focus

10

3.1 Project Background and Scope

10

3.2 Primary Data Collection and Results

10

3.2.1 Preliminary Needs Identification Interviews

10

3.2.2 Concept Screening Interviews

11

3.2.3 Focus Groups and Survey

11

3.2 Secondary Data Collection and Results

11

3.3 Existing Solutions

12

3.3.1 Smart Board

12

3.3.2 Microsoft Pixelsense

13

3.3.3 Conclusions

13

4 Product Development Process

14

4.1 Concept Development Process

14

4.2 Development of Specifications

14

4.2.1 Needs Analysis

14

4.2.2 Design Specifications

15

4.3 Testing and Analysis of Final Design

16

5. Final Concept (and Technical Details)

18

5.1 Tablet Slot

18

5.2 Table Adjustment

18

5.3 Charging Capabilities and Power Sharing

19

5.3.1 Concept

20

5.3.2 Technology

20

5.3.3 Safety

20

5.3.4 Lifetime

21

5.4 Operation and Maintenance

21

5.4.1 Electronics

21

5.4.2 Adjustment features

21

5.5 Prototype
6. Feasibility Analysis

21
23

6.1 Manufacturing and Freight Costs

23

6.2 Market

23

6.3 Consumer Price

23

6.4 Feasibility Analysis

23

7. Commercialisation Plan

25

7.1 Place and Promotion

25

7.1.1 Public Relations

25

7.1.2 Free Trials

25

7.2 Warranty and After Sales Service

26

7.2.1 Warranty

26

7.2.2 After Sales Service

26

7.3 Alternative Business Models

26

8. Conclusions and Recommendations

27

9. References

28

Appendix A: Sample Preliminary Qualitative Research Question Script

30

Appendix B: Sample Question Script for Concept Screening Interviews

30

APPENDIX C: Sample Responses for Concept Screening Interviews

31

APPENDIX D: Initial Concept Screening Matrix

32

APPENDIX E: Albany Junior High School Survey

34

APPENDIX F: Albany Junior High School Survey Responses

35

APPENDIX G: Consumer Pricing Survey

36

APPENDIX H: Consumer Pricing Survey Resposnes

38

Table of Figures
Fig. 1 Sled Chairs

Fig. 2 Gas Lift Chair

Fig.3 Alpha Desk

Fig.4 Technical Drawing Desk

Fig. 5 Needs Analysis Table

15

Fig. 6 Design Specifications

16

Fig. 7 Table Slot CAD Model

18

Fig. 8 Table Slot Prototype

18

Fig. 9 Height and Angle Adjustment CAD Model

18

Fig. 10 Angle Adjustment Prototype

18

Fig. 11 USB and AC Power Sockets CAD Model

19

Fig. 12 Power Sharing CAD Model

19

Fig. 13 USB and AC Power Sockets Prototype

19

Fig. 14 Power Sharing Prototype

19

Fig. 15 Power Sharing Connection Diagram

20

Fig. 16 Tabletop with all the features attached

22

Fig. 17 Our wooden frame.

22

Fig. 18: Height adjustment

22

Fig. 19: The Final Product

22

Fig. 20: Differences is Projections

24

Fig. 21: 5-Year Sales Table

24

Fig. 22: 5-Year Sales Forecast

25

1. Introduction

This report is a result of the Massey University Student Engineering Project Paper 228.211. Our team
name for this project is Spirit Link, which includes the team members Arno Cronje, David Tan,
Pamitha Wijesundera and Yumeng Zhang.
Spirit Link was assigned the task of developing a new product to fit into Furnwares product line.
Furnware is our project company, who produces furniture for schools. Developing an innovative
solution was a challenging task because the advancement of furniture has remained largely static,
even with improving ergonomics and materials.
Unlike the furniture itself, the classroom environment has rapidly changed in recent years.
Affordable computers and laptops have transformed the way students learn. Laptops and tablets
are becoming compulsory in many schools (NZPA, 2011) and are being used more than ever before.
The furniture in the classroom has remained largely identical over the past 20 years with few
adaptations to the new technology.
Spirit Link identified this as an important area for improvement.
To develop a solution for this problem, an objective was written. This was to develop a smart
school furniture concept, reflecting current technology trends and research in effective education, to
bring students to a higher level of learning.
Team Spirit link set out to design a solution that bridges the gap between new technology and the
traditional desk. This report details the specifications and features, the research and development
process and the market feasibility of the designed product.

2. Company Information

About Furnware
Furnware is an innovative company that produces for school furniture for mainly primary,
intermediate and high schools. Their focus on child ergonomics and comfort has allowed them to
produce outstanding furniture which increases the concentration and learning ability of students.
People are limited in their concentration energy, which should be put towards on learning. The focus
should not be on uncomfortable chairs and desks. Furnwares goal is to let students sit and work
comfortable as much as possible (Briasco, 2013).
Products
The Bodyfurn Chair is Furnwares most popular product and makes up 67% of Furnwares annual
turnover (Briasco, 2013). Furnwares signature desk and seating system gives students the best
chance to be comfortable. Furnware also sells a range of other chairs, desks, tables, soft furnishings,
storage systems and other accessories that complement the design and functionality of Furnware
furniture.

Fig. 1 Sled Chairs

Fig. 2 Gas Lift Chair

Fig.3 Alpha Desk

Fig.4 Technical Drawing Desk

Manufacturing and Materials
The three main materials used in Furnware products are high tensile steel, medium density
fibreboard, polypropylene. These materials are all sourced from New Zealand. (Briasco, 2013).
Health and Safety
Furnware have a number of people employed for researching, grasping top of educational trends
and testing how well furniture options work on these trends. Furnware fully involved with students
and teachers at all levels to make sure they understand needs of the school and provide them
suitable furniture option to fit learning environment
Research and Development
Furnware refocused their research and development efforts in 2004. They have number of people
employed for researching, who understand top educational trends and how furniture can reflect
these trends. Furnware often looks to their users - the students for innovative ideas. They are a
customer drive n company. (MBIE, n.d.).
Target Market
8

Furnwares main market includes primary and secondary schools. Tertiary institutions also generate
a smaller proportion of Furnwares revenue
Competitors
The two main competitors of Furnware is VI in Germany and KI in America. Furnwares New Zealand
competitors include Just School Furniture, Distinction Furniture and 3d Products.
Financials and Marketing
Furnware produces an annual turnover of $10 million. $1.3 million a year is spent on finance,
administration, marketing and sales. The estimated payback period for newly developed products
should be two years. Furnware currently captures 60% of the domestic market in New Zealand

3. Project Focus
3.1 Project Background and Scope
Our original project scope was to integrate classroom technology into school furniture. This is an
innovation area still in its infancy in educational furniture market, and is of interest to Furnware.
One of Furnwares ideologies is to support all students and teachers to do their best. They do this
by engaging in consultation with students and teachers. By engaging in the same consulting process,
we narrowed our project scope and concepts, identified customer needs and produced design
specifications.
The project scoped focused on smaller target markets as our concepts developed. As we focused on
providing a desk system for tablets and devices, our scope evolved into integrating classroom
technology into school furniture for middle to high-decile intermediate and high schools and
universities
The product developed in this project needs to fit into Furnwares product line. It should be of a
price similar to existing products and needs to be marketable toward Furnwares existing customer
base. Furnwares existing product line can be looked on for inspiration and judgment on whether or
not solutions would fit into their business.
A product makes it into the Furnware product line if it fits into the Furnware philosophy. Furnwares
philosophy is to continually explore, refine and research the best methods and solutions for each
school community (Furnware, n.d). This means the focus of our project should be put on providing
an innovative solution that meets these needs.

3.2 Primary Data Collection and Results

3.2.1 Preliminary Needs Identification Interviews
In order to understand the role of technology in intermediate and high school classrooms, and the
main problems and inefficiencies faced with technology by teachers, we conducted informal
interviews with eight teachers from Albany Junior High School and Kristin School between the 7th to
the 11th of April. Each interview took place after school hours and was 10 minutes on average.
From these informal interviews we discovered that

Many teachers expressed how time consuming the class role was. Automating the role
would but more time back into learning
Most intermediate and high schools in Albany recently allowed and now encourage students
to bring their own devices to school.
Teachers often didnt know if their students were on task or off task (playing games) in the
classroom when using technological devices
There was often a high learning curve for teachers when new classroom management
technologies were introduced.
10

Other problems concerning technology include flat batteries and devices falling of tables.

3.2.2 Concept Screening Interviews

During the concept screening stage, we needed some form of involvement from end users to help
us develop and critique our four final products. Each group member was given one of four final
products and was asked to gather feedback from at least two end users in their networks through
an informal interview. This took place between the 28th of April and the 2nd of May.
From these informal interviews we discovered that

The Conference Table Concept would be an unnecessary addition to large, project-based

educational institutions. Skype was a better alternative, and most classwork doesnt require
conferencing between students or other people.
The Hydraulic Table Concept was appreciated because students were able to adjust the
table to their own height requirements, but the placement of the handle needed to be
improved upon.
The Retractable Curtain Concept was seen as useful for classroom games and the creating
of new classroom spaces. However, its high cost did not justify its use in the classroom.
The 21st Century Learning Desk Concept was seen as highly functional, but some of its
features, such as an inbuilt screen were too expensive and likely to become outdated quickly

3.2.3 Focus Groups and Survey

We wanted student feedback on what features they thought were most important in our final
concept, and why. On the 15th of May at 12:20pm, we conducted five focus groups of four to six
children with Albany Junior High Schools Year 7 accelerated class. During these focus groups, we
also presented a survey to each student asking them about the types of devices they brought to
school and their use and battery life.
From these focus groups and our survey we discovered that

In a class of 27 students, an average of 2 students a day will have devices that run out of
power, which is quite low compared to what we had hoped for.
Most students dont bring chargers to school because they charge their devices at home.
Generally, most devices have enough battery power to last the school day.
The most important reason for having a slot holder and height and angle adjustment
capabilities would be to prevent neck and back pains
The most important reasons for having charging capabilities would be to charge devices that
were low on power, and to prevent messy cables.
All of our assumptions about why our product would be useful were addressed in some way
by our focus groups.

3.2 Secondary Data Collection and Results

Our secondary research consisted primarily of market research in the form of commercial market
reports and government spreadsheets, and technical and legal research in order to understand the
regulations. The main conclusions from our research for each section are as follows:
11

Consumer Research

There are 1,979 schools in New Zealand. 359 of these schools are middle to high-decile
intermediate and high schools. Each of these schools have 650 students on average
(Education Counts, 2014).
There are currently 131,721 students in tertiary education in New Zealand

Technical Research

According to a 2010 study, 43% of todays teens prefer a digital approach to education and
find it easiest to learn from the Internet. (Kiefer, 2013).
Classroom environments need to change to support these key 21st century skills: problem
solving, critical thinking, collaboration and interconnectedness, informed risk taking,
accountability, shared decision making, working in groups and individually, reflection
Ergonomic chairs should prevent children from fidgeting, (Whyte, n.d.), yet should encourage
movement around the classroom and be flexible enough to allow children to change posture
and position comfortably (Doll, 2012)
Appropriate furniture design and facilities should be adapted to avoid hazard or injuries to
children such as muscular disorder (Adawiyah, n.d.)
There are a few trends in the wider world of technological furniture which include: techcharging furniture, slotted tablet furniture, kid friendly touchscreens, transferable digital
workspaces and pen and touch interfaces (Trendhunter, 2013)

Legal Research

Schools should develop long-term rolling maintenance plans to ensure facilities are in
adequate repair (Ministry of Education, 2006)
All products should have material safety information sheets on storage, safe use and
exposure to chemicals. These should be provided by suppliers of the product (Ministry of
Education, 2006)

3.3 Existing Solutions

Existing solutions were explored as part of our primary research in order to see which products on
the market already integrated technology into the classroom.
3.3.1 Smart Board
The Smart Board is a digital whiteboard technology that uses projection and touchscreen
technology. It is similar to this project aim in that it uses technology as a replacement for a
traditional teaching medium. Smartboards are widely used in classrooms and in some schools every
classroom is equipped with one (Rangitoto College, 2012).
Advantages
Can interact with computer programs
Can save whiteboard notes for later use
Disadvantages
12

Higher cost than a whiteboard

Requires training and computer

Despite the seemingly low advantage and the high cost, smartboards are still a success and used in
many schools. This is because the cost is justified by the added functionality. For Spirit Link, this
seems to indicate that high-value products are a good idea to use as long as their functionality is
strong enough.
3.3.2 Microsoft Pixelsense
Microsoft PixelSense is a table with an interactive digital surface, similar to a large tablet. It is used
for collaboration but has not yet been widely adopted due to the cost of the technology.
Advantages
Allows for collaboration between many people
Disadvantages
High cost
Little software and developer support
Spirit Link was tempted to develop a desk that had an inbuilt screen. After investigation it was
discovered that this solution already existed, but the prohibitive cost has stopped it from being wellknown. It is also not within Furnwares expertise or production capabilities. Looking at this product,
it clearly has functionality but not enough to justify its high cost.
Moreover, schools purchase furniture intending it to last many years - the technology in tablets and
touchscreen technology is moving very quickly making these tables outdated in just a few years. This
is likely another reason why Microsofts product hasnt caught on - the cost is still too high, making it
more of an investment than a disposable product as most electronics are, and consumers know that
it will be outdated in a few years.
3.3.3 Conclusions
Looking at the successes and failures of existing technological solutions, these conclusions have
been made:
If cost is high, functionality must be accordingly high for a solution to be used
Technology is moving very rapidly and is therefore a consumable product and not a longterm investment
Any solution that integrates complex electronic technology is likely to become outdated in its
life as school furniture
Complex electronic technology should not be used in school furniture

13

4 Product Development Process

4.1 Concept Development Process
After our initial research, we stage-gated the concept development process into three stages with
two gates. The three stages were concept generation, concept development and prototyping. We
planned to use screening matrices as two gates between these three stages. In the interest of time
however, the we reached a unanimous decision on our final concept before the prototyping stage
instead of going through a planned screening matrix. This happened in part due to feedback from
our users and a realisation two of our concepts were simply too expensive and out of Furnwares
scope.
During concept generation, we came up with 16 concepts in total individually with identified main
features in a brainstorming session. We were careful not to mix any screening with concept
generation at this stage.
We narrowed down our sixteen concepts into four concepts using a screening matrix. The criteria of
this screening matrix was (see Appendix XX)

Ease of use
Ease of manufacture
Durability
Innovativeness
Manufacturing cost
Consumer Price
Number of customers with problem/Important of problem to customer

After we finalised our final four concepts each member of the group conducted informal interviews
with the end users of one concept. From these interviews, we discovered two concepts would be
inappropriate for this concept, because of their dependency We were able to combine the
remaining two concepts.
The tablet slot, height and angle adjustment, and power charging capabilities were selected as the
main features of final concept during combination. During prototyping, power sharing was added as
an additional feature. Our concepts were supported by consumer surveys and focus groups in
Albany Junior High School.

4.2 Development of Specifications

4.2.1 Needs Analysis
In order to develop specifications for our table, we first needed to identify the needs of our end
users. We did this by conducting focus at Albany Junior High School (See Section 3.1.2). From our
focus groups, we produced the needs analysis table below.

14

Concept

No

Need

Importance

Concept 1: The
Slot Holder

Doesnt cause back or neck aches

4.5

Holds tablets so it is not tiring to hold them

2.5

Holds tablets at a reachable distance

Can hold books

Can hold a pencil case

2.5

Holds tablets at an angle for viewing

Holds tablets at an angle for drawing

1.5

Doesnt cause back or neck aches

Makes it easier to write

4.5

10

Doesn't allow stationary to slide off

11

Can be adjusted to any angle

12

Can be adjusted to set angles

13

Is fun

1.5

14

Charges a range of different devices

15

Prevents messy cables

16

Allows devices to reach a power source

4.5

17

Still charges devices when not connected to power source

(battery)

18

The table has different colours

19

The table stores things

2.5

Concept 2: The
Height and
Angle
Adjustment
Feature

Concept 3: The
Charging
Capabilities

Other Concepts

Fig. 5 Needs Analysis Table

4.2.2 Design Specifications
We translated needs from the needs analysis into a table of design specifications including metrics
which addressed the needs that were most important. Some needs identified in the needs table
have not been carried over into our design specifications.

15

No

Metric

Need(s) Met

Units

Value

Minimum height of table

mm

525

Maximum height of table

mm

720

Slot holder holds tablet

mm

300

Distance from front of table to slot holder

3, 1

mm

120

Power sharing compatibility with various

group combinations

16, 15

list

pass

Number of power sockets

16

number

Number of USB Plugs

16

number

Number of cables needed between desks

which touch physically

15

number

Depth of slot holder

4, 5

mm

20

10

Viewing angle of slot holder

6, 1

deg

90, 105 and 120

11

Maximum angle of table

8, 9, 10, 1

deg

10

12

Miniumum angle of table

8, 9, 10, 1

deg

13

Number of colours

18

list

Furnware Colours

14

Charges a range of devices

14

list

Majority

Fig. 6 Design Specifications

4.3 Testing and Analysis of Final Design

The final design was compared to the project outcome. The same criteria that were used to screen
concepts were then applied to the final concept.
Ease of Use
The desk meets this criterion because it uses familiar technologies. The surface USB and AC ports
are identical to the ones users charge devices with. The table adjusts height with a simple lever,
similar to those used in chairs. The angle adjustment is of little complexity and can be understood
by simply watching its use. Therefore our product meets this criterion.
Ease of manufacture
Our product is more likely to be accepted if it fits into Furnwares manufacturing process. The
features unique to the desk, such as the hydraulic components, are already used in other Furnware
products such as chairs. The parts presenting most difficulty are the electronics in the desk. There
are no other Furnware products that use electronics, so this would need to be outsourced or added
16

to their manufacturing capabilities. Overall however, Furnware is within reach of manufacturing the
LearnDesk.
Durability
The desk is extremely durable. The wooden prototype was carried up several flights of stairs and
sustained several accidental drops and came out without taking damage.
Our moving parts (angle and height adjustment) are the most important considerations when it
comes to durability. Both use hydraulic pistons, like those used in lift chairs. There are few friction
forces that would cause eventual wear on the table.
The electronic components are also designed to last a long time. As discussed in section 5.3, the USB
power board is designed to be durable. The rest of the electronics are very simple and has the
lifetime of an ordinary wall socket.
Innovativeness
This criterion was included because Furnware has an innovative culture and innovative products are
more likely to succeed in the market.
The innovation of the Learndesk is shown by a new combination of existing features. (No desks
discovered in research combine slot holding, height and angle adjustment and power charging
capabilities). The power sharing feature is a completely innovative solution, which we have not come
across in research.
Manufacturing Cost and Consumer Price
The cost to manufacture the prototype on the small scale was $150. The cost quoted by a small
workshop for 100 units was $56 per unit. At a large production scale, the price is very likely to lower.
Furnware sells desks to schools on a per-contract basis. In our research (Appendix H) we found that
schools are willing to pay about $150 for a desk with the features provided by Learndesk. The cost of
manufacture is therefore relatively low compared to the cost of selling.
Number of customers with problem/Important of problem to customer
As found in our discussions with students and teachers, charging is a problem addressed by this
desk that affects nearly all students bringing electronics to school. And the number of students
bringing these devices is increasing. The LearnDesk addresses this issue effectively.
The table adjustment features of the LearnDesk address issues of ergonomics many customers face
without even knowing it. Dangers such as strain to the wrist are mitigated by the tabletop adjusting
its angle. Hazards such as strain to the neck are resolved by the tablet adjusting height and angle.

17

5. Final Concept (and Technical Details)

5.1 Tablet Slot
The table slot is one of the main features in our product. Tablets can be placed horizontally or
vertically. Students can also adjust the angle for proper viewing.
Core Benefits
Students are given more space on the table
Students dont have to look down to view the tablet, they have direct visualisation
Neck and back problems are avoided

Fig. 7 Table Slot CAD Model

Fig. 8 Table Slot Prototype

5.2 Table Adjustment

The table adjustment is another main feature in our product. It allows students to adjust the height
of the table as well as the angle of the tabletop. The angle adjustment allows students to tilt the
table to a predefined 10. The slot angle can be adjusted correspondingly with an increase in table
top angle. The height of the table is increased using a lever beneath the tabletop

Fig. 9 Height and Angle Adjustment CAD Model

Fig. 10 Angle Adjustment Prototype

Core Benefits
Students made more comfortable
Allows easier writing and drawing on desks
18

Ergonomically fits according to the users height

Less back and neck problems

5.3 Charging Capabilities and Power Sharing

Charging and power sharing was decided as one of the most important features. This section
describes the technical aspects behind power sharing.

Fig. 11 USB and AC Power Sockets CAD Model

Fig. 12 Power Sharing CAD Model

Fig. 13 USB and AC Power Sockets Prototype

Fig. 14 Power Sharing Prototype

19


5.3.1 Concept
Each desk is equipped with an AC outlet and a USB charging hub. This enables students to charge
various devices without having to use a wall outlet directly. The desks connect to each other using
inductive pads in order to transmit power. This means only one desk in each row of desks needs to
be connected to the wall.

Fig. 15 Power Sharing Connection Diagram

5.3.2 Technology
The desks are connected to each other at the base of their legs. This is because the base is fixed and
does not move, unlike the tabletop. The power connectors are magnetically attached, similar to
Magsafe technology used in Apple laptops. Rather than standard magnets being used, powerful
electromagnets are used. This makes the desks inseparable when current is running through them.
The dual USB connectors provide a 5V 1A output. This is enough to power many mobile devices. Two
USB ports are provided because after research, the cost for an adapter with two ports is marginally
greater than a single port. The addition of a second port makes sense not only economically, but
also in a future-proofing sense where people are more likely to use devices such as e-readers, smart
watches, and optical electronics.
5.3.3 Safety
The power being shared through the desk means there are fewer cables in the classroom. This
reduces the hazard of cables being tripped over.
The electro-magnetic locking of the desk ensures that whenever power is running through the
desks, they are fully attached together. This means there is no risk of electrocution through the
charging pads at the base of the desk. Moreover, the inductive pads being used do not transmit
electricity through a direct connection but rather through inductive coils, meaning there is little
chance of electrocution even if a foreign object such as a metal ruler is stuck between the desks.
Spillage on the surface of the desk is a non-issue due to the fuse present in each charging device.
Furthermore, the hub is raised off the desk so that spillages on the surface of the desk are less likely
to reach either the AC outlet or the USB ports. Spillage across the charging pads is also of minimal
danger because induction rather than direct power transmission is used.

20

5.3.4 Lifetime
Longevity is very important for school furniture applications, because schools typically only replace
furniture every 20 years, as learned in an interview with Class Furniture. The parts used must
therefore have long life both in durability and reliability (they must still be used in 20 years).
The electronics used must be chosen very carefully, as they are the most likely part to fail in this
time. The main concern is the USB power board, as it contains capacitors which fail over time. It is
important that long-life capacitors are chosen for the design. The recommendation is to use
polymer capacitors which have the longest lifespan (Capacitor Lab, 2007).
The reliability of USB in 20 years is another issue. USB has been around since 1994, where its first
widely used revision was released (Garfinkel, 1999). It is currently in revision 3.0. Recent USB devices
are still able to charge using the USB 1.1 protocol, because the majority of the standard updates
have been in terms of data transfer, not current draw. Therefore the USB specification is very likely
to still be used to charge devices in 20 years.
The inductive charging pads use relatively simple technology of coils and therefore are very unlikely
to fail over this time span.

5.4 Operation and Maintenance

The LearnDesk is more complex than the ordinary desk and thus requires special maintenance.
5.4.1 Electronics
The electronics used in the LearnDesk must be regularly checked for the safety of the children.
Currently, schools use independent organisations to test all electronics used in the school, as is
required by law (Ministry of Education, 2014). The electronics aboard the LearnDesk are no
exception and must be tested as per law to ensure they are safe to use. This includes both the AC
outlet and the inductive charging pads.
5.4.2 Adjustment features
The height and angle adjustments used in the desk utilize hydraulic technology that does not
require a lubricant or regular maintenance. The hydraulics will be of the same type already used by
Furnware in chairs, which are durable and long-lasting.

5.5 Prototype
Our prototype is an almost fully functional product built to scale. Furnware uses aluminium for its
table frame, but unfortunately we had to use wood since aluminium was over our budget. We
managed to salvage the hydraulic lifting system from a broken lift chair at no cost to our budget.
The tablet slot is a rotating wooden rod attached to an aluminium box. This configuration helped to
produce friction for our prototype so the tablet would stand.

21

Fig. 16 Tabletop with all the features attached (tablet

slot, angle adjustment and AC power socket. Furnware
colours were used in the making of this product.

Fig. 17 Our wooden frame. Painted to look like

aluminium, which is what the frame of the actual
product will be made from

Figure 18: Height adjustment. For this we used the

hydraulics from a broken lift chair

Figure 19: The Final Product

22

6. Feasibility Analysis
6.1 Manufacturing and Freight Costs
We estimate the manufacturing cost of the Bodyfurn LearnDesk to be $45 per unit, for volumes of
10,000 units and over. This estimate was formed by a quote given to us from Mikes Workshop in
Whangarei, who originally quoted us $56 (including GST) per unit, for volumes of 100 units. This $56
quote was split into parts and labour, which costs $20 and $29 respectively.
Freight is a 10% percentage on top of manufacturing costs, as given by Massey Universitys Furnware
Company Profile. (Briasco, 2013).
In total, the cost of manufacturing and freight per desk is $49.50.

6.2 Market
We have identified two target markets for the Bodyfurn LearnDesk.
1. Middle to High-Decile Intermediate and High Schools
2. Tertiary Institutions
The reason for our focus on Middle to High-Decile Schools is because they have a higher percentage
of students who use devices in the classroom. The reason we have chosen Intermediate and High
Schools is because they lead the way in bringing devices into class (Knott, 2014).
As for tertiary institutions, most students already bring a device to these schools. Furnware also
hopes to expand their customer base to universities in the future.
There are 359 middle to high decile intermediate and high schools in New Zealand, with an average
of 650 students per class (Education Counts, 2014). For tertiary institutions, the number of students
currently studying at university is 132,000.

6.3 Consumer Price

We asked five teachers and school property managers what price they considered our product to be
of good value through a combination of interviews and online surveys. The average good value
price of from our respondents was $130. We also asked what price school property managers and
teachers considered our product to be too expensive. The average too expensive price was $225.
From these two prices, we have decided to set the value of the LearnDesk at $150.

6.4 Feasibility Analysis

The following assumptions have been made to create this feasibility analysis.

School who decide to purchase LearnDesks, will purchase them for 10% of their student
population at a time.
23

Assuming each school has 650 students, this means 65 desks will be purchased at a time.
This translates to approximately two to three classrooms.
Tertiary institutions will purchase desks for 1% of their student population per year.
These purchase rates will be constant for the following five years.
A 30% addition to sales has been added for each year, to account for Furnwares foreign
market.

The following is a five year forecast for the number of sales created by the LearnDesk. Three
projections have been included in this forecast: an expected projection, a high-margin projection
and a low-margin projection.

Expected Projection
5% of schools purchase
LearnDesks each year

Low-Margin

High-Margin

2.5% of schools purchase

LearnDesks each year

10% of schools purchase

LearnDesks each year

Figure 20: Differences is Projections

Year 1

Year 2

Year 3

Year 4

Year 5

(Expected)

1167

2334

3500

4667

5834

(Low Margin)

583

1167

1750

2334

2917

(High Margin)

2334

4667

7001

9334

11668

Tertiary Desk Purchases

1317

2634

3952

5269

6586

School Sales

(Expected)

$105,591

$211,182

$316,773

$422,364

$527,954

(Low Margin)

$52,795

$105,591

$158,386

$211,182

$263,977

(High Margin)

$211,182

$422,364

$633,545

$844,727

$1,055,909

Tertiary Sales

$119,208

$238,415

$357,623

$476,830

$596,038

Export Market

$96,342

$96,342

$96,342

$96,342

$96,342

(Expected)

$321,141

$642,281

$963,422

$1,284,562

$1,605,703

(Low Margin)

$268,345

$536,690

$805,035

$1,073,380

$1,341,726

(High Margin)

$426,731

$853,463

$1,280,194

$1,706,926

$2,133,657

School Desk
Purchases

Total Sales

Figure 21: 5-Year Sales Table

24


Figure 22: 5-Year Sales Forecast

7. Commercialisation Plan
7.1 Place and Promotion
This product will be well marketed using Furnwares existing channels, which include catalogues,
expos and Furnwares website and sales representatives. (Briasco, 2013).
7.1.1 Public Relations
Furnware may also try starting a public relations campaign about the LearnDesk to gain widespread
interest in their product and company. Devices and technology in schools is a topic which has gained
sustained attention in the news in recent years(Knott, 2014). Furnware can add to the discussion by
exploring the systems supporting technology in the classroom in newspapers and education
reviews.
7.1.2 Free Trials
The LearnDesk is an unfamiliar product in the educational market. Schools are less likely to
purchase our product due of this. This is especially so in the case of furniture products, which is a
heavy investment for schools. Furnware should therefore provide a free one-month trial where
schools can ascertain if the LearnDesk will suit their educational requirements. During this trial,
Furnware may provide analytics on the effectiveness of the LearnDesk in the classroom to help
schools in the decision making process.
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7.2 Warranty and After Sales Service

7.2.1 Warranty
Since the LearnDesk contains electrical componentry, we expect it to have a shorter 5 year warranty.
Furnware may sell an extended warranty to cover the LearnDesk for 10 years, which is the length of
warranty for most of Furnwares products.
7.2.2 After Sales Service
Furnware may find extra revenue in providing free after sales product checkups to schools.
Checkups conducted by Furnware experts will identify problems in LearnDesk systems more quickly
than electricians hired by schools. This means Furnware will gain greater profit annually by servicing.
This also allows Furnware to keep strong relationships with their customers.

7.3 Alternative Business Models

Some features in the LearnDesk can be put into existing Furnware desks in the form of an upgrade.
These features include the slot holder, power sharing and charging capabilities. Since furniture is a
heavy investment for schools, upgrading makes more economic sense than replacing and buying
new desks which is costly and produces more waste. Upgrading may also be applied to some nonFurnware tables in schools which dont yet buy Furnware products. This allows Furnware to gain
more market share, and start earning revenue through servicing earlier. We highly recommend
Furnware does additional research on how existing desks may be retrofitted with slot holders and
power capabilities for an upgrade service.

26

8. Conclusions and Recommendations

There new dynamic in the classroom environment electronic devices

Furnware yet to adapt its product line to this new dynamic

The LearnDesk is designed with electronic devices in mind

The LearnDesk addresses issues students are currently facing and very likely to keep facing
in the future

The LearnDesk fits the requirements of schools and is compatible with Furnwares product
line and philosophy

Furnware needs to stay ahead of the competition by providing this product to schools before
other companies start establishing a customer base with similar products.

We highly recommend that Furnware consider creating a LearnDesk upgrade, as well as a

new table product because schools do not want to restock their entire class with these new
desks.

Furnware should contact SpiritLink in regards to producing the LearnDesk

27

9. References
Adawiyah, N.(n.d.). Assessment on space and furnitures ergonomics for children in kindergarten.
Retrieved from
http://www.academia.edu/975699/ASSESSMENT_ON_SPACE_AND_FURNITURES_ERGONOMICS_FOR_
CHILDREN_IN_KINDERGARTEN
Briasco, C. (2013). Furnware Company Profile. Massey University School of Engineering and Advanced
Technology
Capacitor Lab. (2007, July 17). Capacitor Lab - Types of Capacitors - Polymer Capacitors.Capacitor Lab
- Types of Capacitors - Polymer Capacitors. Retrieved June 9, 2014, from
http://www.capacitorlab.com/capacitor-types-polymer/
DeBono, R. (2012). A new voice for improved learning outcomes. Retrieved from
http://www.bfx.com.au/school-furniture/learning-spaces/new-voice
Doll, J. (2012). The right ergonomic classroom furniture can make a major difference. Retrieved from
http://www.novadesk.com/blog/bid/56010/The-Right-Ergonomic-Classroom-Furniture-Can-Make-AMajor-Difference
Education Counts. (2014). New Zealand schools. Retrieved from
http://www.educationcounts.govt.nz/directories/list-of-nz-schools
Educational Technology. (2014). Testing Digital Tools to Improve Formative Assessments. Retrieved from
http://www.edweek.org/ew/articles/2014/03/13/25personalized.h33.html
Garfinkel, S. L. (1999, May 20). USB deserves more support. The Boston Globe, p. C4.
Herold, B. (2014). Digital reading poses learning challenges for students. Retrieved from
http://www.edweek.org/topics/technology/index.html?intc=intst
Ingvihrannar. (2014). 14 things that are obsolete in 21st century schools. Retrieved from
http://ingvihrannar.com/14-things-that-are-obsolete-in-21st-century-schools/
Kiefer, A. (2013). The Learning Environment Sweet Spot: Elevating
the Education Paradigm. Retrieved from http://www.ki.com/uploadedFiles/Docs/literaturesamples/white-papers/Learning-Sweet-Spot-White-Paper.pdf
Knott, S. (2014). Many pupils told they can 'bring-your-own-device'. Retrieved from
http://www.stuff.co.nz/national/education/9649921/Many-pupils-told-they-can-bring-your-owndevice
Ministry of Business,Innovation & Employment. (n.d.). Furnware case study 6. Retrieved from
28

http://www.dol.govt.nz/er/bestpractice/productivity/casestudies/furnware-full.asp
Ministry of Education. (2006). Guidelines: to the education (hostels) regulations 2005. Retrieved from
http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/SchoolOpsH
ostels/HostelGuidelines.pdf
Ministry of Education. (2014, June 5). Electrical equipment testing on school sites. . Retrieved June 9,
2014, from
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/PropertyToolBox/StateSchools/
DayToDayManagement/ElectricalEquipmentTesting.aspx
NZPA. (2011, February 3). More schools expect students to have laptops. The New Zealand Herald.
Retrieved June 3, 2014, from
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10703905
Furnware. (n.d.). Overview. Home. Retrieved June 10, 2014, from
http://www.furnware.co.nz/overview
Rangitoto College (2012, January 13). Going Digital. Rangitoto College Publication.
Whyte, H. (n.d.). Bodyfurn: How it works. Retrieved from http://www.furnware.co.nz/how-it-works
Trendhunter. (2013). 36 Examples of High-Tech Furniture. Retrieved April 5, 2014, from
http://www.trendhunter.com/trends/philippe-starck-my-world

29

Appendix A: Sample Preliminary Qualitative Research Question Script

David and Yumengs Question Script

How do you use technology in the classroom How do students use technology in the classroom
What are they key problems with technology in the classroom
What things could you automate in the classroom
What learning habits would you like to know about your students which you make you a better
teacher?
What do you do in the classroom to create a more engaging learning environment

Appendix B: Sample Question Script for Concept Screening Interviews

Davids Question Script
Are we correct? Would this product encourage project based learning or multidisciplinary
learning?
Skype is the main alternative to this product. Does this product offer enough so that people would
start using this rather than Skype?
Do you think this product would be useful in your classroom? What situations do you think this
product will be useful?
What extra features would you like to add to this product, so it becomes more functional?

30

APPENDIX C: Sample Responses for Concept Screening Interviews

Idea combination:
Arnos Feedback
Curtain compartments coupled with projector
Concept:
When the classroom is separated, smaller compartmentalized rooms can be used for showing video
data, teleconferencing etc. The projector can be integrated into the curtain hand
Solution:
Rather than having to move to another space to do traditionally distracting work such as multimedia
viewing or teleconfering, this technology can be integrated into the moving curtain.
Idea combination:
Curtain compartments coupled with white noise generator
Concept:
The separate compartments become even more like a totally different room via noise-cancelling
technology. The inhabitants of the curtain compartment cannot hear the outside world and vice versa.
This allows for completely independent classroom environments without having to move to an actual
different room.
Solution:
For group activities and more collaborative work, which may sometimes even involve group secrets and
information the participants do not want shared, the noise-cancelling curtain compartments will allow
for totally independent environments within one physical classroom.
Idea feedback
I dont know how this would be implemented.
One idea was why not simply use an Asian room divider since the curtain has no point of
difference
Yes its great because then we dont have to move to other classes, however it would feel
awkward
This would be good for classroom games such as hide and seek (??? Maybe younger kids)
Concerns were raised about the costs of implementing this in every classroom (modifying
the roof) to which I responded the system could use suction cups or similar. Concerns
were then raised over the strength of the suction vs. the weight of the curtains.
A common reaction was not understanding why this is a good idea. I tried to explain it but this is likely
due to a lack of understanding on my part. In the future I think it would be best for the concept design
artist to conduct this type of research, because they may have more information of the concept in their
head as opposed to just what has been written on paper

31

APPENDIX D: Initial Concept Screening Matrix

32

33

APPENDIX E: Albany Junior High School Survey

34

APPENDIX F: Albany Junior High School Survey Responses

35

APPENDIX G: Consumer Pricing Survey

36

37

APPENDIX H: Consumer Pricing Survey Resposnes

38