Now that I have had more time to reflect on my initial project ideas and think more carefully about how to teach others, particularly upper-level undergraduate students and members of the general public, about the past, I am seeing the digital possibilities of this project more clearly. My focus remains on pet ownership in Victorian Britain, a topic deeply tied to my dissertation research. However, my understanding of how digital tools can shape historical learning and interpretation has evolved.

Originally, I was torn between creating a digital exhibit using Omeka or designing a role-playing game that would allow users to inhabit the perspective of a historical actor trying to purchase and care for a pet. What I have since realized is that the most effective digital tools are those that help users actively engage with historical thinking. This means prioritizing interactivity, source interpretation, and ease of access. Even if I do not move forward with a fully developed game, I now see that incorporating game-like components into the structure of an exhibit will allow me to meet my goals while keeping the project manageable and user-friendly.

Regarding my target audiences, the best way to help them engage with digital media is through the integration of visual primary sources such as paintings, advertisements, and historical photographs. When the general public can see what they are reading about, it not only brings the past to life but also supports deeper comprehension. In a project about pet ownership, seeing historical animals and their human companions helps establish emotional and contextual connections. For students, these images can become points of entry for more analytical activities, like asking why certain breeds were popular or how pets were used to reflect class identity.

I also plan to use a timeline to orient users chronologically, which is especially helpful for those unfamiliar with the period. In addition, I am now thinking more intentionally about including question-based interactive elements. These might involve source comparison activities, classification challenges based on class or species, or reflective questions tied to specific items in the exhibit. The goal is to help students and public users alike move beyond simply consuming content to actively engaging with historical evidence and interpretation.

The biggest influence on my design choices moving forward will be usability. If I want the general public to explore this work meaningfully, the project must be intuitive and easy to navigate. This realization has shifted my project away from a complex digital game and toward a structured exhibit that incorporates the openness and critical thinking of a game within a more accessible format. In other words, I am not abandoning the idea of interaction but adapting it to work within a platform that will be more widely usable.

This shift has helped clarify my final project goals. I now envision an Omeka-based digital exhibit built around thematic sections such as“Pets and Class”  and various other themes. Ultimately, I want users to leave the site having not only learned about Victorian pets, but also having practiced historical thinking in a way that is visual, interactive, and inclusive.