03/08 Stage 3: Generative Research

Presentation & Feedback

After the several generative design workshops, we synthesized our key findings and talked through what we’ve found so far and showed our 3 major concepts and rough envisions to Microsoft people.

Recap of Design Implications

Last time we used our research findings and journey maps to narrow down to a target context and pinpoint some opportunity spaces. First, we chose to focus on intermediate to advanced learners who plan to go abroad or already are there. We also found that social interactions are where the language and cultural learning becomes rewarding. It’s also through conversation that grammar and expression becomes natural. Finally, supporting everyday conversations in real-time can create a safe space for providing feedback and can help build confidence in order to lower the emotional barrier to engaging in a new culture.

Journey Map of Immersive Learners

We described the language learning journey map of students in immersive environment as above. Motivation stays pretty constant because of their need to use the language in context. However, because this situation is more closely tied to their everyday lives, there’s a lot more emotional weight. Oftentimes, when learners first enter immersive environments, fear or shyness can keep them from engaging with people right away.

We set our goal as to help smooth the students motivation curve and empower their confidence in speaking out what they’ve learned.

Generative Research Overview

For the past couple of weeks, we had 3 workshops which had 2 activities with 12 participants who were language professors and learners at CMU. We also visited designers working at Duolingo.

Before we jumped on to the future envisioning, we wanted to see the overall language learning process of each participant. For this activity, we created the two different prompt for learners and teachers. To learners, we asked them to create a map or timeline of their own learning experience and add their feelings on each step, and to teachers, we asked them to visualize their teach experience and briefly describe huddles they confronted. The purpose of this activity is to find happy moments and pain points of each activities they did in the past.

During the second activity, we asked everyone to envision the magic technology for an ideal learning experience by sketching scenes or using props. From these workshops, we were able to glean information that will take us forward into our concept directions and next stages of research.

Key Takeaways

The first exercise gave us a glimpse into the pain points that current language learners struggle with.

First, traditional classroom learning doesn’t always sustain interest and motivation. It can quickly become a chore rather than a desire. Second, many learners are afraid of being judged and are embarrassed when they make mistakes. Especially in certain familial or cultural contexts, fear of failing to reach expectations for language proficiency can prevent people from feeling comfortable enough to try. Lastly, there often is a lack of “real” practice space outside the classroom. As we heard in our exploratory research, practicing the language in context is key to learning and retaining language skills but that context can be hard to come by.

We also had our participants pick out some happy moments. Some common ones were 1. when they became more integrated into the new environment, 2. when relationships were created with locals, and 3. when they were able to be successful in the new language.

In the second exercise, we introduced “magic technologies” to seed participants’ ideation. Their ideas circled around themes like sharing cultural experiences, getting instant feedback, practicing, prompts, and coaches for non-verbal behaviors. Some fun ideas included a karaoke mic that can translate songs and capture pronunciation, a virtual assistant for practicing conversations, a projector that can simulate a new environment, and magic goggles that can alter the world around us.

Synthesis

We used affinity diagramming to begin synthesizing the ideas from our workshops and found a few general topics that our participants were interested in.

We took these ten themes and mapped them to two learning experience models that we’ve found to be useful. The circular form on the right is an overarching view of a learning cycle. We then mapped the learning cycle onto the hilly journey on the left based on the idea that throughout the learning cycle, learners need both to be challenged and feel confident. We thought about which components might provide more of a challenge, like practicing vocabulary and dialogues in immersive spaces, and which might be more of a confidence-booster like passively listening or observing. We see our solution being situated after more formal learning and taking the role of a bridge for contextualizing and practicing.

We hope to bring these models back in to help us dig into the intricacies of the learning experience.

Concept Refinement

While mapping the ideas to the learning experience models, three main concept ideas began to emerge: one, providing passive exposure to the language and culture in everyday life; two, an immersive virtual environment for contextual practice; and three, a companion of sorts that would help learners apply what they’ve learned to a real-world context. Our concepts intervene 3 steps of language immersion; learning basic knowledge of a language, preparing for getting into a new language spoken country and getting integrated to a immersive environment.

The first concept is passive language exposure in everyday life — We found that to start conversation with a new language, learners need to learn and memorize basic vocabulary. We envisioned that our mixed reality solution might provide basic knowledge by converting all the signs, texts and visuals in surrounding environment to the target language.

The second concept is layering immersive virtual environment. Using the notion of the real space, the system might simulate the abroad environment and local people in current space. For example, learners might create a virtual town in their house and experience difference commercial places as they walk into a different room, just like they visit shops and public offices in their everyday lives. And they might have a chat with augmented actors. With this simulation, learners can get into the shoes before living abroad.

Finally, we found that many learners felt frustrated and fear when they landed in the new environment. So, we came up with the idea of suggesting right expression and manners in context. By doing so, learners might feel more comfortable and convenient in trying conversation with local people and also feel less stressed from being impolite or inappropriately behaved.