Week 13
Evaluative Research & Synthesis
This week we spent a lot of time working through, and coding, the many responses we received from our Google form. Overall we received 58 responses, with the majority being from students between 15–18-years-old.
The largest share of our feedback came from 17-year-olds (38.6%) followed by 16-year-olds (26.3%) and 18-year-olds (14.0%). Our oldest respondent was 64.
The majority of the respondents were male (57.9%), which makes sense based on the demographics of the school we surveyed in Santa Clara. We were glad to be able to capture this perspective since the majority of our persona and storyboard interviews were with female participants.
It was hard to define “immigrant families” and “first-generation” which was the target of our intervention since the term “immigrant” and “first-generation” means different things to different people. From our research, there are two possible meanings of the adjective first-generation. First-generation can refer to a person born in the U.S. to immigrant parents or a naturalized American citizen (Merriam-Webster dictionary). With this in mind, we decided to simply ask the participants “were your parents born in the USA?” Out of 58 respondents, 42.1% said their parents were not born in the United States.
Lastly, it was important for us to capture feedback from students that accurately repressed the diversity of Santa Clara Unified School District. According to Niche, the school district student body is 36.2% Asian, 34.5% Hispanic, and 19.8% White, and 5.8% multiracial. We found that our survey respondent demographics matched closely to that of the entire school district.
It was a privilege to hear from all of these students. They were candid about their frustrations, anxieties, and aspirations. In this case, the freedom of anonymity allowed them to share what they were really feeling. As we read through the responses we organized the responses into common themes.
Some common themes were:
- Like the anonymous feedback option
- Like checkpoints and goal tracking
- Like the idea of self-reflection
- Like the idea of merging the digital and physical worlds
- Most think that being aware of your emotions and feelings is a necessary part of your future
- Sharing information so the whole class can see
- Like the idea that the teacher gets information and can adjust the course if needed
- Learning more about careers, skills, and possible futures
We’ve taken this feedback with us to incorporate in the final design.
Lastly, we started to further develop our storyboard and build out more specific interactions. We will continue to work on this prototype and plan to test it with a small set of students.
