Interaction Design Studio I — Project 1
Tabs, Pads, and Boards
Week 2–9.9.15
The Personas:
Kasey — age 5
Stewart — age 27
Maggie — age 55
My Thought Process on Product Need
- All users have varied interests and needs
- All users have an interest in staying active, whether through play, individualized hobbies and creativity, or through social interaction and giving back to community in some way.
- All users have a need for something more meaningful than a random mindless app. — they need more than a game or pictures or a way to connect.
*What do they need? — A record of learning — progress in life no matter what stage of it they are in — Humanity needs to improve.*
- what do you learn, how do you learn, what you like, suggested new things to learn, suggested games, articles, puzzles, activities tailored to your learning abilities and interests, what do you want to learn, why are you interested in it, what is related to it, are you a visual thinker or an analytical thinker, is the user right brained or left brained, how else do you want to apply your knowledge, what is the end purpose and goal?
*Cognitive Learning Tool*
A Product that….
- Users can input their own information into
- Can collect data on user patterns and history
- Users can tailor by personal preferences and likes
- Constantly evolves and grows with the user
- Has multiple user Profiles
- Suggests both the digital and physical learning possibilities
- Filters out poor unsupported content
- Can interact with the user through voice recognition for navigation and in content where necessary.
- connects with existing content ie. library systems
Can this create Revenue?
- Yes— this is applicable to any person any age as long as they can interact with the tabs pads and boards technology. It is not only a source of revenue through the product purchase, but also through the learning tool and life suggestions embedded within the product.
Thought Process notes:
Looking at things from Maggie’s perspective…
(while remembering that this system can be just as easily applicable to both Kasey and Stewart as well)
A Few Wireframe Sketches:
Thoughts on potential names for this service — thinking of something that means learning, knowledge or enlightenment…
CLD — (cognitive learning device)
Light- (coming from enlightenment)
Keen — (having or showing great acumen, eager, interested, enthusiastic)
Bodhi — (supreme knowledge or enlightenment)
Storyboards:
week 3–9.14.15
“My design is a visual thinking application for learning and sharing knowledge that leverages various types of screens and devices that are all interconnected”
Studies of similar systems that connect people and share information
Google Hangouts:
Skype:
Tyler Dewitt — MIT Educational Research Field:
Notes on similar interfaces:
- being able to view the other person as well as what they are writing/doing
- a section of the screen to help you interface with the other person, you can write on their screen through yours to better facilitate communication about a topic
- menu on the left side of the page with multiple options to take you to other features of the program
- Simplicity of interface
- Personal user icon on right hand side of screen, or center, depending on the task that is being performed and preferably at the top
- speaking and viewing interface
- ability to share files videos and supporting documentation
What is the organization of my system?
This learning system will have a series of levels and options for users as follows:
You can:
- Contribute content (teachers)
- Consume content (students)
- Both contribute and consume content in a system of trading services
The program will learn the more that you use it and suggest other relevant and credible learning resources for the users that are of related content based on the user interest inputs and cognitive abilities.
Learning sections:
- Knowledge/skill development games within the program (Connect to Inner Knowledge)
- Local level resources (Connect to Local Community)
- Global resources and distance learning (Connect to Global Community)
- Be connected to existing resources and books outside of the community (Connect to outer knowledge)
Within learning sections:
- People who input content into the system or who are in a “teaching role” are rated by other users
- You have your own profile and the system takes account of how you have rated people and learns your personal preferences as well as taking into account the ratings of others, to give you the options and experiences that are most well tailored to your specific learning style.
Low-Fi Conceptual Wireframing:
one possible concpet learning scenario: language learning
Week 3–9.16.15
Developing the product further:
More developed wireframes to test out graphics and the flow of the pages of the piece.
Some takeaways and feedback from this round:
- Make sure this is geared toward the learning community — google and Skype type of platforms are not the only things to look at — do some more background research on this.
- Scale down the corners. No one likes rounded corners and they make the graphics hard to read.
- Reconsider the font, especially for the smaller buttons. Slab serif isn’t working.
- Show more steps in the flow so you know where you are in the program.
- Pick a new color scheme
- Color code teachers vs. students
- What is the touch target?
- How do you show something outside of the screen?
Week 4–9.21.15
Further research and revisions from last week, as well as continued prototyping:
After the feedback from last weeks class I did a bit more background research into other web based learning platforms, that didn’t have the same function as mine but were highly ranked:
- blended learning or fully online
- designed to empower teachers
- real time learning statistics of students
- interactive and adaptive content through game like tutorials etc.
- academic courses
- CMU designed evidence based learning platform
- course specific
- instructors and students, but seems more geared toward instructor control
- has academic content only, not user created and driven
- no one to one real time learning
- similar in that it keeps adapting and learning to improve based on student needs, as well as giving statistics on students
- resource geared towards teachers and institutions bettering their teaching skills
- no one to one real time learning
- has academic content, but not user created and driven
- more of an academic tutoring source
- not run by the members with adaptable content
- no one to one real time learning
- website wasn’t overly stimulating
After taking all the pieces into consideration I decided that I went too far with my rendered pieces last week and that I need to take a step back and look at all of the functions of my design again.
Updated process design:
Final Project:
Post Project Research:
I reviewed the project with several people after it was complete and some of the feedback that I received was this:
- show more of the interfaces with the board, include the writing collaboration aspect, not just the multi user function.
- how will this work for a particularly young child (kasey), are there ways to allow them to video conference or play with/watch learning videos, but also lock the screen so that they can’t hang up and change settings?
- like the collaborative writing space, could you select regions to save?
- show adaptability of the conferencing to a phone application for easier movement.
