Week 11
Concept Generation & Evaluative Research
Generative Workshop Synthesis
In order to translate research insights into design concepts, we first used the “what we heard/what we learned/what this means” framework to summarize insights from different workshops. Then we created an affinity map of the “what this means” column and identified multiple themes:
Four Initial Concepts
Concept 1— Responsive feedback loop for better classroom communication
This concept allows students to share their feelings privately with their teachers and request help if needed. They can also share their emotions anonymously on a public digital board. This artifact helps students to understand their peers and teachers to better understand their students.
Concept 2 — A platform for making connections and building interpersonal agency
The second concept focuses on facilitating peer-to-peer mentoring. It provides a platform to connect students who need help with their peers who have the knowledge and resources to provide help.
Concept 3 — A goal setting platform for better planning and communication
The third concept aims to build self-agency by helping students create plans and set up checkpoints to keep track of their progress. Having long-term plans with short-term checkpoints can let students be clear about their goals and stay on track of their progress while staying motivated.
Concept 4 — A conversational agent that promotes reflection and metacognition
Similar to concept 3, the fourth concept also help with goal setting and progress monitoring. Moreover, it includes a conversational agent that promotes reflection and metacognition by encouraging students to contemplate their progress and feelings along their way. The information is shared with teachers to help them better understand how their classes are doing.
Evaluative Research Planning
To evaluate our design concepts, we decided to use the speed dating method to show interviewees our four storyboards to get their feedback and suggestions. We organized the workshop materials in Miro as it allows non-account holders to make edits to the board.
We listed a set of open-ended questions for all the storyboards as a way to avoid bias while providing some reference for participants to leave comments. The reference questions for all the storyboards include:
- What do you feel about this storyboard?
- Which part(s) do you like?
- Which part(s) make you feel uncomfortable?
- How do you see this being implemented at your school?
- Is there anything else you want from this idea?
- What part(s) do you think is necessary, or not?
We have been in contact with several potential participants for the speed dating workshop and are in the process of scheduling zoom appointments. All of us look forward to hearing what our participants have to say about those concepts.
