Hola! We’re Susanti, Ho Ping and Adrian here. We’re creating a mobile app to address the issue of lack of discussion in classroom or lecture. After a series of investigation, we’d observed that majority of students were “shy” to raise up their hands or speak up. So, our team decided to create a platform to facilitate students’ interaction amongst peers and the professors. On a broader perspective, we hope that such platform could serve as a way of “active learning”, by stimulating questions and discussions. 

Shy no more! Check out our app! 


Pocket classroom  | PoCa

Your learning will never be the same again

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Introducing the virtual classroom in a mobile app

Your classroom experience will never be the same again. We redesigned your learning experience by shifting conventional classroom discussion into your phone. So you get updated with your lesson. It’s the first ever classroom simulation on mobile device.


What to expect… 

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Interface Design

The interface was designed in such as way that topics of discussions or questions were organized systematically by weekly basis. Our app also has the special question responding interface which works by swiping left or right (pretty much like tinder). It also allows users to save certain questions or threads.

One time login

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Main features

Smart Search

Chat format

To create a stress-free and casual environment so that students will not be intimidated to ask questions.

Encouraging active participation

By incorporating a Tinder-like interface, we hope to make answering questions a more casual, and in a sense, mindless process. We took into consideration everybody’s feedback on what would encourage them to answer their peers’ questions and decided to incorporate a rewards system where every time they answer somebody’s question or others have upvoted their answers, they will earn points which can then be translated into real-life rewards.

Professor involvement

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We received many suggestions of involving professors in this application. One of the feedbacks that we received was to allow for real-time question and answer with the help of the application, especially during mass lectures. Other than the fact that the professors and lecturers will be identified, they essentially share the same features as students. Professors and lecturers also act as a moderator for the application to ensure that students do not simple share answers, but are engaging in active learning.


Our story

We welcome you to a trip down our memory lane

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BRAINSTORM

OPEN IDEO Challenge: “How might we better prepare all learners for the needs of tomorrow by re-imagining higher education?”

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1st Empathy Interview

The reason for conducting this empathy interview is to find out what NTU population had to say about about their ideal higher education. We’re interested to know how NTU undergraduates think about the current education system, what improvements they’re expecting, and if they’re prepared for future, etc. Then we created an empathy map. 

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Online vs Face-to-Face: BRAINSTORMING

We decided to do something of integration between technology and education, particularly on the topic of online learning.

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Online vs Face-to-Face: 2nd INTERVIEW

We asked the interviewees, what are their thoughts on current lecture-based learning, how were the tutorials carried out, how were the online courses look like and differ from school to school, etc.Picture3

ACTIVE LEARNING

In the midst of our discussion, we went side track…

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Initially we were discussing about the two-way exchange of information between students and lecturers. As we progressed, somehow (no idea how), we got carried away by the thought of active learning. We thought it would be feasible to really test it out. We did a thorough research about active learning, we distributed online survey to NTU population, we brainstormed on the idea of how to prototype.

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We are back! : MOBILE APP 

After getting lots of comments and feedback, eventually we decided to switch to mobile application. BUT, we are not creating the app itself (maybe not yet), we are DESIGNING the interface and features. 

Pocket classroom | PoCa

PROBLEM STATEMENT

We revisited our past interviews result and identified common themes amongst students in NTU:

(1) Accept information at face value

(2) Rarely challenged the authority (lecturer/ tutor).

These were the reasons behind “boring”, “sleepy”, “zone out”, classroom learning experience. There is literally few or no discussion. Information flows in one way direction from the lecturer/ tutor to the students.

Then we decided to look deeper and ask WHY?

In general, Asian students are not so willing to ask questions due to reasons such as shyness, fear of looking stupid, no idea of what to ask. We just don’t have the habit of asking question

That’s what our app is created for! 

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How is our app better than conventional way of emailing directly to professor or TA (teaching assistants)? 

  • What is the prof is overseas?
  • What if someone miss the tutorial?
  • If two or more people have the same questions?
  • If just want to find out important things worth note-taking of.
  • Just want to see if anyone has the same question or the same misunderstanding.
  • See how the class is progressing to gauge how much knowledge one has.

IDEATION in-progress

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PROTOTYPE: beta-version 

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AFTERTHOUGHT

After weeks of brainstorming, researching, prototyping, editing. . . Coming up with product was never a smooth, direct journey. Certainly we learnt and earned a lot during the process. Surely this product is not going to be launched to the real world in any time soon. But we hope that some day in the future, someone could develop such idea into a real application, improve the education for the better.

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Hello! We’re Don, Win Zaw, and Christy here. As a team, our project revolves around improving the mentorship experience. But let’s not jump the gun here- let’s go back to the very beginning of our design thinking process.

We were dealing with the OpenIDEO Challenge question,How might we better prepare all learners for the needs of tomorrow by reimagining higher education?’. While we are students of one such institution, and probably already have suggestions, complaints, and assumptions in relation to this question, design thinking calls for a blank slate to start upon. The design thinking approach called for us to empathize.


  1. EMPATHIZE

The empathizing process is designed to let us observe users, engage with users, and immerse ourselves in the user experience. Quantitative and qualitative surveys were conducted as they were necessary for this process.

BRAINSTORMING

Before going out to interview users, we brainstormed about what kind of problems would need to be addressed in the future. In other words, what might be the needs of tomorrow?

We also needed to determine what questions to ask them. Here are the results.

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After brainstorming, we selected the most impartial yet thought-provoking questions, such as where they see themselves in the near future, whether they enjoy school, and what they would change if they can have it their way, whatever they want.

Qualitative Survey #1

Most of the qualitative survey was done by the three of us together. We went out to the Hive in search of students from different disciplines to interview. Each individual was interviewed separately, as this research methodology allows us to converse privately with interviewees without them being affected by peer pressure due to group dynamics, resulting in restrained answers. Below are the separate empathy maps for each interviewee.

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9 different students were interviewed, from diverse backgrounds (NTU Aerospace Engineering, Biomedical Engineering, HSS, NBS, and ADM undergraduates, and an NUS Sociology graduate). After a saturate-and-group activity, we found that surprisingly high proportion of students thought that Singapore education is rather good. Exchange students seemed to appreciate the recorded lecture mechanism very much, although it could have been due to novelty. Teacher’s roles seemed to be very important as students seemed to be especially appreciative of high teaching quality and class engagement. Some also thought soft skills and things beyond technical skills are not explored enough. Most thought that beyond the technical, a university is a place to explore new things and make friendships that last.

Qualitative Survey #2

As our topic, we picked ‘soft skills’ and working experience. As asserted by other groups’ findings as well, students seemed to want something more than just technical skills to be taught in higher education. We then set out to dig deeper into the issue and get a better hold of the underlying issue at hand.

For this second interview, we targeted specifically graduates and final year students, as they would have a better viewpoint as to whether soft skills taught in university is insufficient. We also engaged with one extreme user, a professor. As we are reimagining higher education, it is only logical to not only consider the educated but the educator.

We interviewed 6 students and a professor. The results from this finding were rather surprising as through these people’s eyes, soft skills can often be learned quickly on the job. Although it would be great to have beforehand, it is not 100% necessary when students are just starting out. However, we did receive repeated feedbacks (both from students and the professor) that student-teacher collaborative efforts and interaction seems not to be enough. Taking this survey result, we decided to gear towards this issue that is revealed after digging deeper.

Quantitative Survey

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In our quantitative survey, students reveal that the biggest problem, for them, is that grades discourage exploration, some students are not able to self-learn or self-motivate, and not enough contact time with mentor teachers. Most of them would also like to spend somewhat more time with professors if possible, and they think that the quality of teaching is rather high. They would also like to know more Professors that specialize in their areas of interest.

SurveyMonkey Analyze – Design Thinkers

Above is the full research results.

  1. DEFINE

The defining process helps us synthesize our findings into insights that will guide our direction. We dig even deeper and try to understand the users’ need to come up with an actionable problem statement. This is when we needed to focus our scope and narrow down.

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Mindmapping: As an in-class activity, another group helped mind mapped our big ideas into one coherent mindmap. The main points include lack of self-discovery in university and initiatives. Self-learning culture is also something that is rather lacking. In relation to this, spaces for interaction beyond class time between students and professors are also in want.

Work experience and soft skills, at this point, seemed to matter less as most respondents stated that they are relatively easy to pick up on the job. Although it seems that at this point we sort of deviate from our starting point and we were quite unsure, we decided that it is best to follow through the design thinking process and build on the findings supported by the research surveys.

OUR HOW-MIGHT-WE:

How Might We Improve The Mentorship Experience?


  1. IDEATE

BRAINSTORMING

We brainstormed on the issue of mentorship and were inspired by different projects such as: Kickstarter and IndieGoGo (crowdfunding platforms for creative projects), Steam Greenlight, modDB (community-based game modding).

A few major ideas came up:

  • Having a teacher directory
  • Rewarding teachers for mentoring
  • Providing better experience finding mentors-consultation hour booking app idea
  • Convenient way of contacting: online chat, off-hours availability information
  • A way for students to target specific teachers to pitch ideas

And a few details built up on those ideas:

  • Tracking activity or ‘Last Submitted’ on the project page
  • Sorting by recently added projects
  • User directory

Possible Interface 1.0: MINDMAP

This is a possible interface we considered.

The genesis of this idea came to Win Zaw when he was working on another group project which involved an open-ended point and click adventure game which involved a divergent storyline.  In order to monitor every story deviation and plot connection, they decided to use a website by the name of Mindmup, which was a mind mapping generator in which you were able to make your own nodes and connections. It was simple to use, but the website was useful in understanding where every single piece went in relation to each other. They also arranged the pieces in a hierarchy in accordance with the height.

Possible Interface 2.0: MOBILE APP

This interface drawn by Win Zaw would be more like a mobile app interface. We visualized it as a paper prototype for the skeleton of the digital prototype.

SELECTING & ORGANIZING THE IDEA

Our idea aims to have projects by students and teachers on the same platform. We want to connect interested, motivated parties to explore and learn through self-directed projects or joining projects. It has evolved in that we decided to include the mentors much more closely, allowing students to join in projects by the teachers besides pitching their own ideas. This is also encouraged by the fact that professors (as for NTU)  are encouraged to have research projects and may desire to involve students to assist them in such projects.

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This could manifest in two interfaces.

Possible Interface 1.0: MINDMAP Visualisation

Design Thinking Ideation 5

Concept by the group, design by Christy.

 

This ‘paper mockup’ designed on PowerPoint visualizes a mindmap nonlinear potential interface that could be done.

Note:We eventually chose not to add this design as it was slightly confusing to those who aren’t entirely familiar to node based interface/ scripting system.

Possible Interface 2.0: MOBILE APP Visualisation

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This interactive mockup designed on PowerPoint visualizes a more standard interface on mobile. Most feedbacks were quite favorable towards this interface, and we decided to move forward with this simpler mobile app/web interface.


  1. PROTOTYPE

Pre-Prototype Visualisation

References: CollabFinder and TeamUps

Our visualization is referenced from websites like CollabFinder and TeamUps.

First Prototype

Mobile App Prototype

Our first prototype is made by Christy on the platform InVision and was very simple.

The full, interactive prototype can be seen at https://invis.io/TYB366WUM. It is mobile-optimized.

Feedback from class:

The class gave feedback that there should be a categorization of projects to help users, e.g. student-led or teacher-initiated, as professors often have interesting and exciting ideas that could turn into a full-blown research.

Second Prototype

Functioning, up-and-running website

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http://www.doncharltontan.com/scool/index.php

After the first visual prototype, Don coded the website following the layout of the prototype as closely as possible. Christy and Win Zaw assisted in the database generating.

The website has a mobile-optimised version as well, but as of then, Scool Projects was more web-oriented. This is also because of the limitations of the skill sets required to construct a mobile app. However, this limitation was also eye-opening as we had to then think of the details– how data is organized, which projects appear first, and why those projects appear first/at the top of the website. It helped in pushing the concept towards a more tangible, feasible direction.


  1. TEST

User Testing
User testing allowed us to get feedback on our solutions and refine it. Although we did not have a full working prototype by this point, users could point out a blind spot or flaw early on.

We interviewed a couple of people after showing our prototype, and the feedback they provided was useful in helping us refine the process a little.

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Junyuan (ADM Year 2, Film) pointed out something that was quite interesting. He didn’t like the idea that anyone would be able to add a project on a whim. Instead, he suggested that each group fulfill a set of criteria before being able to add the project on the website. This idea would eliminate the “ideas guy” out of the picture, ensuring that only those genuinely interested would be able to have their projects up on display. The downside would be that a waiting list would start to form. The obvious solution would be to hire an admin to take all incoming requests. However, this solution would begin to scale poorly when other schools are added to the list.

Another system that was suggested was an award or a “backing” system. In this system, users who have completed their projects within the time limit would be given an award, so in the future, all projects started by the user would be given a seal of approval, signaling that he/she would be a reliable team member to work with. The “backing system” would basically be for team members or group projects that are given an approval rating by the lecturer or a third party outsider. This would apply for those who have yet to release or ship their project. The potential problem for this would be that the lecturers would likely be asked by students to rate their project without full understanding for it. Hence, a conflict of interest might occur. The other solution would be to have a third party member selected at random to objectively rate the system.

With regards to the interface, another interviewee (ADM Year 2, VC) disliked CollabFinder’s interface (“ugly“) and wished for something more visually appealing and more user-friendly. She also reminded us of the categorization function that was still missing at this point.

We also discussed in-class how much information should be on the Projects landing page’s cards, as too much information would look too wordy and too little would be uninformative. It is also from here that we considered a future visual direction that may be nonlinear/unconventional, going back to the mindmap visuals early on.

4. PROTOTYPE 2.0

We further develop the platform after receiving the feedback.

Refined category and sorting system by Don

Categorization-14

Note: This feature was present in the demo video because it was filmed after the refinement of categorisation was made.

Regarding trust on the platform:

We decided on a consensus that there would be a moderation system. This would not be quite apparent on the interface of the website, but regulation would take into account matters such as content,  and sufficient planning of projects.

5. PROTOTYPE 3.0

Taking the feedback that wishes for more visual appeal, we also moved forward with the future in mind. In this prototype, we experimented with an interface that is location-based, providing users with a map that shows different departments, professors’ offices, and students alike. Win Zaw came up with the visuals and interactivity on Adobe Muse, a less Flat Design 2.0-inspired approach and more handwritten typography approach.

On this note, we would like to wrap up the Design Thinking project, hoping that perhaps these ideas have a future and a role in improving higher education towards preparing individuals of the 21st century. It’s been a long, interesting journey. Cheers.

Hello! We are group two: Alan, Denise and Isaac. Here’s what our project is about:

+ IDENTIFYING USER NEEDS

  • Are grades an accurate representation of what students learned?
  • What kinds of emotions do grades evoke? How do they affect university experience?
  • Who are the winners and losers? How are they created? What are they like?

 

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Sample notes from a user interview (based on Empathy map)

Initial Findings:

  • Students are unmotivated
    why am I learning this?”
  • To be evaluated on something that do not play a role in their lives:
    Painful and demotivating

The grading system pits students against each other

  • Reluctant to share their notes with others
  • This system creates winners and losers

Grades stifles exploration

  • First year engineering student
    wanted to transfer into a liberal arts program but didn’t have the pre-university grades to do so
  • International student from China
    interested in a psychology but parents said it would not make her very successful
  • Grades act as a barrier for learning new things

 

+ VALIDATING FINDINGS

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Link to survey: http://bit.ly/2oLPWOR

Survey objectives:

  1. Quantitative data based on grades and how they affect their job search
  2. How students perceived the job-seeking process?
  3. What matters most to them?

Findings:

  • Relevant experience
  • Personality
  • Majority thinks: grades strongly affect success of job application
  • Job Application process is tedious but necessary

 

How can our product help students express themselves?

+ THOUGHT PROCESSES

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Initial approach

A solution that reimagines the way industry, school and students approach traditional means of assessment (print CVs, resume, grades) by putting process in the forefront.

Companies get a more dimensional and holistic view of potential candidates for hire on a platform that would allow for a middle ground between casual (personal/personality) and formal (relevant experience) content.

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We realised:

  • Unrealistic
    Companies, spanning over various industries, had their own practices of hiring

 

Concluded: A new approach was needed

Mapping out the Competitive Landscape

We looked at other products in the space to identify which markets are oversaturated and which are underserved.

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#New Aim:

  • Collaborative platform that involved self-directed learning
  • Addresses the lack of motivation in students

(The other spaces were saturated with existing solutions that accomplished their goals, more or less.)

Issues with existing platforms such as Reddit, Quora, and Scratch:

  1. Not catered towards our target market
  2. There is a lack of focus on collaboration
  3. Only offer feedback

Putting Market Research and User Needs Together

As concluded above, the market for a self-directed and collaborative platform is deeply underserved.

This presents an opportunity:

  • Design something that lets people collaborate with one another to solve real-world problems

Decided on a few perimeters:

  1. Motivate people through self-directed discovery.
  2. Encourage innovation by facilitating collaboration with people from different backgrounds.
  3. Let people have access to a wide array of information.
    Someone should be able to take someone else’s idea and add a new spin on it.

 

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/Repht/

  • Cracks/fragments; representative of problems/issues posed and finding solutions
  • It also refers to a space that encourages the sprouting of projects and ideas

 

+ VALUE PROPOSITION

Aim

  • Interactive philanthropic problem solving platform through idea sharing and collaboration
  • Space for students to apply skills and knowledge learnt to real issues in real time

 

Why

  • Active representation as opposed to a static resume of past achievements and experience
  • Shift emphasis from grades to critical thinking capabilities, skills and knowledge, and personal interests

Approach

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+ FEATURES AND TERMINOLOGY

  • Membership – Sign up through existing social media accounts
  • Project – Posted by anyone with a membership account, sought by tags and categories
  • Space – To describe area within a project (comments, collaboration, ideas)
  • Archive map – Visualisation of ideas contributed (what existing ideas inspired a new idea) aka “inspiration chain”
  • Likes
    • Information that showcases what projects have high engagement and how much interests it garners from community
    • Also to track a member’s level of contribution and collaboration

 

+ PROTOTYPING AND TESTING

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Paper prototyping of “spaces” on platform

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Working out the process for idea sharingYjlePtUWpGl9rOs0E5ZcYUQnx8YSYOeEawsYCDiqbHIpTEpdCVC7xaUG3npcPGbgJLrvnoCbm3Ps02Havy3apRG6cUR_Nbti_1IB68EqCDwA5ICaLiCe5iEV8T3Hnoie8.png

Initial digital wireframe of interface

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Prototype #1

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Prototype #2

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Feedback from testing

Testing at this stage was crucial for our development and much of the feedback given to us were implemented:

  • Making the archive system the main point of entry within a project space; users can navigate around pool of ideas through the map and properly see where certain ideas came from
  • Allowing circles to grow organically from engagement
  • Filtering of ideas
  • Progress of a project should not be posted to prevent copyright infringement
  • Curated projects tailored to a individual’s interests and preferences

Overall, we were relieved that all students tested were willing to utilise and explore our platform, whether it was to browse, add their own projects or collaborate with others on a project.

 

+ POTENTIAL DEVELOPMENT

  • This could expand to schools to encourage real world applications through team-based learning
  • Employees can also set up corporate accounts and pose problems to interested individuals as part of a recruitment process
  • Leveraging on social media analytics: online behaviours, ad space, etc.
  • For profit or no profit
  • Allow for more niche industries/applications for content creation

 

+ RISKS AND CONSIDERATION

Intellectual Property

An issue with the open source model is its turn away from traditional views of copyright and licensing, making it difficult to establish proper ownership. While it can be argued that ideas cannot be copyrighted, our proposed archive system is suppose to address this issue. Through the visualisation of the “inspiration chain”, owners of ideas are attributed and the full ancestry of an idea is shown.

 

Detrimental Ideas

What would happen if selfish people harnessed our website for powers of evil? A valid concern that the current open source model allows for. While we advocate the right for freedom of ideas and speech, perhaps we could implement a flag keywords system to moderate and limit such instances from happening frequently. In the long run, forming an online community on Rift that would be able to self-regulate its content would be ideal.

 

+ FINAL PROTOTYPE

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Link to prototype: https://xd.adobe.com/view/d7f033cc-45a2-43d1-baf4-a30cd6eae2de/

In all, we believe that this product will succeed if given time for maturity. This will be a free for all site but may turn into a for-profit one should there be more users coming on board. This allows for the improvement of content, security and usability of Rift. The main aim is for as many people to be involved in problem solving for our future while learning and more importantly, answer how our potential employers can scout for a suitable person to hire. 

 

Thanks to Nanci and our peers for your guidance, feedback and critique!

 

Product by:
Andrew Wong
Sheyitan Oke
Wong Hui En

We’re Team Passionfruit, and we’ve come up with an online platform to help users turn their interests into passions. This is to encourage more action to further the passions that one has, for greater fulfilment in what one does. Our website is mainly targetted at young adults aged 18 to 27 years old, who have to decide on what they want to further in university and embark on their careers, as well as any other people who want a consolidated platform to further their passions.

Final Collaterals:

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Passionfruit’s overarching idea

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Passionfruit’s features

Passionfruit consists of 3 main features:

  1. Quiz – Users will be asked a series of questions in chatbot form to determine their profile, to incite self-reflection, and to find out more about their other interests
  2. Visualize – Users will be shown a map after the personal survey, that is a visual representation of their interests. Users can take action and participate in activities related to their interests on the map, and their interaction with the section causes it to grow.
  3. Pursue – Users can the branch out into other fields related to their stated interests through suggestions by the tool. They can also connect with like-minded people with the same interests, and they can also explore activities related to their interests from a consolidated list of actionable avenues that Passionfruit provides.
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Homepage

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Sign Up Page

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Short Personal Survey

new homepage for shey-03

Pursue: Branch

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Pursue: Connect

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Pursue: Explore

Process

Team Passionfruit was formed in Week 3, where we started defining the idea of passion to direct our project, after being given this Open IDEO Challenge:

“How might we better prepare all learners for the needs of tomorrow by re-imagining higher education?”

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Following which in Week 4, we ventured out of class to conduct in-depth interviews around North Spine @ NTU. NS is a central venue where students from a vibrant mix of faculties congregate for lunch and work, and our ravenous stomachs were also a reason that compelled us to head there! We interviewed a total of 7 people from courses like Material Science to ADM, and we even chanced upon a professor of University College London, Andrew Brown, who was going to be in NTU NIE as a consultant for 2 months.

The feedback that we gained were vast and insightful, and after coming up with an empathy map for the interviews (the below is a general one), we noticed trends from our survey answers and tried to draw parallels with our pre-survey hypothesis, which was:

“We speculate that students are not all studying in areas of their passion. We think that this survey will reveal a mismatch with what students like the most and are the most committed to compared to what they study.”

aiyo-10

Empathy Map

However, the actual survey results gained were not congruent with what we had predicted, and this led us to question our survey technique and the very tools that we were using- the questions themselves. We realised that our interview questions were very much geared towards the area of hobbies which were deviating from our intended direction.

As such, in Week 5, Team Passionfruit met up in a quaint corner of Rochester Park hopefully to invigorate our creative juices with a fresh environment, to redesign our question and narrow down on our definition of the problem with higher education and passion. We came up with a list of possible questions to find solutions to:

  1. How can we encourage students to discover their passions in life?
  2. Passion can become very instrumental for education in the future. Can schools play a role in helping students to find their passion?
  3. How can we revalue passion in society?
  4. Can we restore a more pragmatic thinking of passion, and show students the differences between interest, passion, hobbies?
  5. How can we help students balance their passions/hobbies etc in life?

Out of these questions, we chose 1. as it was the best for our area of expertise, and we were very interested in pursuing that area. Due to the incongruency in previous week’s interview results, we decided to survey more people around the area.

In Week 6, we put out a Passion in Education online survey on passions/interests and circulated the link among our friends and their friends. In the survey, we wanted to find out how people rate their interest, level of commitment, and long term prospects of their hobbies/interests, as well as their area of study. We received a total of 121 responses, where the general trends of hobbies/interests were towards high interest, high commitment level, but very varied view of long term prospects.

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Graph 1: Level of Interest for Hobbies/Interests

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Graph 2: Level of Commitment for Hobbies/Interests

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Graph 3: View of Long Term Prospects for Hobbies/Interests

For their respective areas of study, participants expressed high levels of interest, high levels of commitment and a positive view of long term prospects.

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Graph 4: Level of Interest for Area of Study

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Graph 5: Level of Commitment for Area of Study

Screen Shot 2017-04-20 at 2.31.34 AM

Graph 6: View of Long Term Prospects for Area of Study

The results of this survey were also against our original hypothesis where we speculated that a great deal of people in higher education were not studying what they were interested in. However, if reality was as our results have shown and people were happy with what they were studying, it begets the question-

Why do we need to design something to solve a problem that is not one? … What is the actual problem then?

After a heated debate, we came up with a conclusion- we were too deep into the idea that most people are not studying what they want, which might not be the case. The percentage of people not pursuing their passions might be smaller than expected, but we wanted to come up with a solution that minimizes the number of people who are studying what they are not very passionate about.

Before our ideation presentations on Week 7, Team Passionfruit came together to come up with a rough solution for our problem. One of the problems that struck us most was the lack of tools for self-reflection.

One of the most widely employed tools in the area of discovering a suitable career for an individual is the career aptitude test. We found that current vocational tests are:

  • Expensive at a psychologist
  • Free tests like Sokanu
  • Categories
    • Personality tests, interest-based tests, value tests, aptitude tests and work style tests.
  • Intent is missed

Thus, our tool is aimed towards Self- Reflection and Self-Survey, to get users to think about themselves, to think about what they want through visualising their interests. The tool that we ambitioned to create was a website named Passionfruit with interactive and lively, bold graphics to capture the user’s attention, and the general flow of events on the site was planned as follows:

aiyo-06

In week 7, Team Passionfruit delved more into the self-exploration area and we came up with a simple graphical representation of a person’s interests. On the x axis, we have the level of commitment to the interest and on the y axis we have the level of interest, in the area. We wanted our tool to reflect the users’ thoughts instead of prescribing advice.

IMG_0667

aiyo-08

In week 8, we worked with paper prototypes for the visualisation part of our project, which was meant to be the highlight of our tool. 

aiyo-05

We also worked our questions scheme into categories to establish the motive behind each question, and to ensure that every one of them contributed to the usefulness of the tool in some way.

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Initial Questions Scheme

passion chart

Questions Scheme Development Stage

Screen Shot 2017-04-20 at 12.38.39 PM

Chatbot Flow 

Artboard 6

In week 9, we started to think more about the UI and visuals. Team Passionfruit came up with a flowchart for our questions where we want the users to experience the questions most naturally (like texting a friend), to induce thought. There were a few questions that incited our curiosity and thought when the class gave each other feedback about our prototypes:

  1. What do the users want?
  2. Design thinking should be something intuitive in designing? How can we introduce this intuitiveness back in designers?
  3. How can we focus on what the users want- how can we be more user centric instead of designer centric?

Thus, we aimed to use these questions as a thinking point when we test our prototypes.

IMG_0674

In week 10 and 11, after thinking through the feedback we received from our peers again, we added on to the list of our guiding questions when we tested our prototype. We wanted to find out:

  1. Is our product valid? Is the problem really a problem
  2. Usability, would people want to use the app?
  3. What content would they use?
  4. Would they share it with other people?
  5. Would they use it to represent themselves..?
  6. Flow
  7. How often would they use it?
  8. Do they think it’s something that works?

We tested on 5 random people around North Spine. Our testing came in 2 stages:

  1. Questions Stage
  2. Web Flow Testing

We decided on the split because other than the tool itself, we are also designing the language used and the questions asked and not just the interface. Thus we wanted to test both stages separately, and also to test them together to see if the users had any problem with it.

One problem our users encountered during testing was the lack of pay off they felt using our tool.  We realised that our questions were very vague and abstract, which might cause the users to expect a certain kind of more concrete pay off and expectation from the website. However, since we do not have the necessary expertise in the interpretation of answers and just pasting the answers on the users’ page would seem futile, we have decided to make the questions more direct, yet reflective at the same time. We also decided to cut down the reflective questions to 3, so that the users can think more in-depth, with more quality rather than rush through the questions because there are too many.

After we tested our web flow, some feedback received were towards re-thinking about the widget sizes and visualising the passions only by size. Others suggested that our tool should not be about what’s at the top, but about how you can explore, and how we can encourage users to pursue what they might not have avenues/opportunities for.

Thus, our design for the solution was tweaked again after feedback 🙂 To the chat bot, we also added a progress bar that fills up with each question completed, to allow users to see how far they’ve gotten into the questionnaire.

Design

The design style was chosen for its simplicity and to cater to a younger target audience. For the passion map, we wanted a simple interface that first time users can get used to, and to be able to zoom in and out to get a wider view. We also wanted the website to look friendly, thus the use of curved edges for both designs and fonts, and the color scheme was derived from both passion-fruits and other website references. The passion map, with the various circles and its orbiting icons, helps a user to easily scan what are his/her passions and the available avenues to explore. Bigger circles represent the interests/passions that the user seems to be more interested in, which is calculated through the number of clicks on either Explore/Connect/Branch.

Project direction: Reimagine higher education

Project focus area: Better quality of teaching


Hi everyone, we are the team that focus on problem solving through gamified education.

The team consists of:

KB Tan, ADM Visual Communication Year 3

Mikhael Wijaya, Visual Communication Year 4 (UTS)

Zhou Yang, ADM Interactive Media Year 2


Overall Project Overview

It aims to provide better quality of teaching through the implementation of gamification in the education system. Our team hope to better prepare the students for the needs of tomorrow through reimagining higher education by using gamification ideas.


The documentation process will be shown as following:

  1. University Education  
  2. Research  
  3. Interview and survey
  4. Brainstorming
  5. Proposed directions

  6. Selected idea: Problem solving through gamified education.
  7. Prototyping and development  
  8. Finalized prototype

University Education

Initial idea

It is a place for the students to figure out what really matters in life.

  1. It prompts the students to think of the big questions in life.
    – Who are they?
    – What they can do in their life to make it more meaningful and fulfilling?
    – How can they make changes to the society?
  2. The place where people get access to valuable knowledge and information that cannot be found else where.
    – People attend university to obtain those knowledge and information.

Therefore, with the pursuit for better interpretation of meaning in life. It is not coincidentally that many great universities were founded in the 19th century.

  1. A period of time when belief in religion was undergoing a severe decline.
  2. People looking for alternative route in finding meaning, consolation, wisdom and a sense of community.
    – These are things they once found in a church.
  3. Replacing church as the institution of knowledge and discovery.
  4. Transition from religion to non-religion.
    – Culture replacing scripture.

University is the symbol of wisdom and a platform to provide people with resources so they have the capability to search for answers to sophisticated problems.

Current situation and problems

The current university education system is under threat and slowly losing its relevance in the current society.

  1. The advance in technology allows us to gain access to a vast amount of information with ease.
    – Internet allows the distribution of information to reach out to much more people around the world.
    – Subjects that are taught in university can now be learn on the internet.
  2. Outdated educated system.
    – Emphasis on grades.
    – Creates negative emotions among students.
    – Emphasis on obediency in students.
    – Discourage originality.
    – Discourage questioning on information given.
    – Suggest that most of the important things are already known.
    – Valuable traits such as Human ingenuity, energy, goodwill and talent are lost among students.
    – Poor teaching methods.
    – Controlled learning.
    – Lack of communication with the students.
  3. Inflation of education.
    – Increased in tuition fee makes education unaffordable for many.
    – Wrong impression that more school and teachers will leads to better education.
  4. There should also be more emphasis on arts and humanities.
    – People do not know how they can benefit the society.
  5. Soft skills are not covered.
    – Forming and sustaining good relationships with people.
    – Dealing with problems occurring in adults such as anxiety, death and fear.
  6. Little collaborations with industrial institutions.
    – Students lack industrial skills and knowledge.
    – No exposure to the industrial world.

Research 

Through understanding the purpose of university education and the problem it is experiencing, we looked into ideas and directions that will aid in providing the students with better quality of teaching. With the improvement in teaching quality, a better educational experience is given to the students.

We identified the following factors are necessary in providing a better quality of teaching for the students:

  1. Providing a 21st century classroom experience.
  2. Providing students with skills and knowledge for the future work environment.

21st century classroom experience

An educator of the 21st century should be:

  1. Guiding the social process of learning.
    – Not merely delivering information to the students.
  2. Incorporate play into learning.
    – Students will actively engage with the environment.
    – Look at things from different perspective.
    – Making connection between things.
  3. Making students feel important and accountable for doing the work of learning.
  4. Providing freedom for them to undertake their struggle and work things out for themselves.
  5. Nurture creativity within them.
    – Encourage them to do things differently.
  6. Encourage them to take risk.
    – Teach them to trust themselves.
    – Stepping out of their comfort zone.
    – Learn and experience new things.

An educational system of the 21st century should be:

  1. Engaging students in diverse and creative ways.
    – Identifying students’ interests.
    – Learning should be anywhere and anytime.
    – Promotes more creative problem solvers, better communicators and live long learners.
  2. Education should be personalized and Incorporates with technology.
    – Adapting to a changing world.
    – Student centered education.
    – Provide experience and opportunities to apply knowledge.
    – Can be access 24/7.
  3. Nurture creativity within them.
    – Encourage them to do things differently.
  4. Encourage them to take risk.
    – Teaching them to trust themselves.
    – Stepping out of their comfort zone.
    – Learn and experience new things.

Skills for the future work environment

We are living in a increasingly globalized world with an ever growing consumption in information. Through improvement made in infrastructure, we are far more connected than ever with one and another in this hyper connected world.

As a result, companies and organisations able to gain access to larger pool of talents. It creates a more competitive work environment filled with uncertainties. Therefore, universities should be emphasizing on skills and knowledge that will better prepare their students for the future work environment.

Future work environment:

  1. Globalization.
    – Taping into resources anywhere.
    – Competition of jobs not limited to where you live.
    – Work can be outsourced online.
    – Work can be done anywhere.
    – Flat workplace and organisation.
  2. Mobility.
    – Information is everywhere.
    – Crowd sourcing leading to innovation (eg. Threadless and Kickstarter).
  3. Changing of social demographics.
    – The increase in the number of millennials.
  4. New behaviors.
    – Comfortable sharing personal information through social medias and other online platforms.
    – Using multitudes of technologies to:
    – Access content.
    – Demonstrate mastery.
    – Create portfolio.
    – Interact with the online communities.
    – Publish works.
  5. Technology focused.
    – More engagement and productive in work.
    – Work productivity will be transparent.
  6. Robots will be replacing many white collar jobs.
    – Creating new jobs in the process.
    – Creating more quality time for people.

Necessary skills for future work environment:

  1. Media literacy.
  2. Communication skills.
  3. Critical thinking.
  4. Collaboration.
  5. Information literacy.
  6. Creativity.

Interview and survey

Besides conducting research on the university education, we also carried out interviews and surveys to gather personal feedback from the student body.

In total, we conducted 5 interviews on students and stuff from Nanyang Technological University of Singapore.

The following are the sample questions for the interviews:

Questions on family, friends and self.

  1. How the education system impacted their life.
  2. Their life outside school.
  3. How much portion of your time is spent with your family and friends?
  4. What do you do during the weekend?
  5. Do you feel you have a work life balance?

Questions on academic and non-academic aspects of school.

  1. Their daily school routine.
  2. Their expectation of the school system.
  3. Their relationship with people in school.
  4. What do you expect to gain from your education?
  5. What are the areas of knowledge you are interested in?
  6. Does the school provide you with the adequate platform to succeed?
  7. How do you feel are your relationships with people in the school?
  8. Do they feel pressured to succeed academically?

Questions on post school life.

  1. How the education system shaped their hopes and dreams.
  2. What are their actual hopes and dreams.
  3. Their real motivation in life.
  4. What do they want to do? VS What the education system want them to do?
  5. Dreams VS Social Pressure (eg. grades, peer pressure).
  6. What do you want to do after graduation?
  7. If university was optional, what do you want to do instead?

Questions on teaching quality.

  1. What define (to them) as education?
  2. And how much (structural education) is enough to you?
  3. Is there an instance, you had engage with a good educator/lesson?
  4. What knowledge would you want to learn from education?
  5. Which scenario/Where would they find themselves actively learning?
  6. How would you define remarkable qualities in teaching?
  7. What do you think is lacking in class?
  8. How would you define the boundaries of teaching controversial topics?
  9. Was there a time when you thought class was fun?
  10. Do you think it’s important to get quality education?
  11. Do you think you received quality education?
  12. How do we create a holistic vision for an inclusive industrialized system?

We collated and analysis the interview results. An empathy map study is performed for each of the interviewees.

The following are the analysis from the interview results:

Interview 01
Male Student

24

Missing components in Education System:

  1. Inform what to expect in the industry.
  2. Knowledge taught in school is not enough for the industry.
  3. Do not mind another year for his university education.
  4. Translate more specialize skills.
  5. People interaction (bouncing off of ideas).
  6. Soft skills (networking, problem solving) taught at the side line.
  7. Self-taught vs Spoon-feeding Information.
  8. Continuous learning.

Overview:

  1. Education should be a guaranteed path of knowledge.
  2. Low Risk Factor.
  3. Conservative.
  4. School should provides a more ideal condition/environment for learning.
  5. Qualities of Education should be safe to explore and secure when something isn’t right.

EMPATHY MAP 01

SAY DO
  • Workforce Train
  • Foundation is important
  • More time to enhance skill set
  • What school provided is not enough for the industry
  • Time is against him
  • Thinks before making comments
  • Looks tired
  • Greet people that he saw
  • Doing work in the school lounge
  • Carrying out work student duty
FEEL THINK
  • Prioritise Industrial experience
  • Uncertain/worried about his future
  • Urge to learn and to improve himself
  • Should should be providing more assistance
  • Worried about the lack of time to learn
  • How to improve himself
  • How can he compete in the industry
  • Believe in constant learning and improving

Interview 02

Male Staff

  1. Too focused on ranking, faculty’s research (for brand sake and money).
  2. If the school was focus on the student instead.
  3. Facilities and space for learning space.
  4. Faculty could focus on student more.
  5. More space for the learning experience to enhance.
  6. Student education is self learning, thus the space experience brings out that factor.
  7. Collaboration instead of competition.
  8. Resource sharing within the local universities.
  9. Everyone can benefit and improve faster.

Getting quality educators:

  1. High education bring higher quality educators.
  2. Important because they students they teach might be future professors of the institution.
  3. How educators are selected isn’t based on their teaching expertise.
  4. Prioritizes research over teaching and work experience in related fields.

Overview:

  1. School is turning into corporate institution.
  2. Education is becoming a becoming a commercial service for their students.

EMPATHY MAP 02

SAY DO
  • Educators, select with a broader qualification criteria, and not just industrial/academia achievements    
  • Adequate facilities space, the classroom environment,
  • Reputation over Student
  • Plenty of restrictions
  • Comfortable in expressing his views
FEEL THINK
  • Resignated to the state of the school system
  • More can be done for the students
  • The management system is too rigid
  • Inadequate learning environment

Interview 03

NIE Male Student (Student Teacher)

  1. Had working experience before coming to NIE
  2. Choosing educators based on expertise, the right people for the job
  3. Micro-teaching
  4. Teaching his fellow classmates
  5. Soft skills
  6. Longer course duration
  7. Experience and practical practices is more important than theoretical knowledge

Overview:

  1. Having educators that are verse in their area of expertise is essential.
  2. It is important to have opportunities to apply knowledge learned into practice.

EMPATHY MAP 03

SAY DO
  • Micro-teaching
  • Experience of educator is crucial
  • Peer teaching
  • More time to learn
  • Sociable
  • Able to reply instantly
FEEL THINK
  • Comfortable with his learning environment though there are room for improvement
  • Peer teaching is useless (same age)
  • Practical skills are essential
  • NIE is a good platform to enhance his career
  • Practical person

Interview 04

X2 NIE Male Students (Student Teacher)

  1. Soft skills not covered
  2. Writing and research are not relevant to course of student
  3. Do not have a choice since it is part of the syllabus
  4. Spoon feed teaching method (secondary school system)
  5. Very competitive (
  6. Limited by ownself
  7. A variation in teaching methods by the professors

Conflicting points

  1. Collaboration/group work is better than individual work
  2. Prefers to work individually

Overview:

  1. It is important to have opportunities to apply knowledge learned into practice.
  2. The education system is still spoon feeding based.

EMPATHY MAP 04

SAY DO
  • Lack of teaching in soft skills
  • Spoon feeding
  • Very competitive
  • Asking each other for opinions
FEEL THINK
  • Stressed
  • Urge for collective effort
  • The system emphasises on theoretical knowledge
  • Soft skills are essential


Interview 05

X2 Female Student (NBS)

  1. High level of satisfaction
  2. Longer internship (Workforce experience), easier to get job
  3. Relevant to workforce standard
  4. Higher Education (less practical, more management (white collar)

The information gathered was vague

  1. Lacking in:
  2. Critical thinking skills
  3. Self expression

Overview:

  1. The education system is churning out individuals without personality and the urge for self expression.

EMPATHY MAP 05

SAY DO
  • Satisfied with the education system
  • More work relevant skills and knowledge
  • Not really interested in the interview
  • Sharing was vague
FEEL THINK
  • Lost and uncertain (Choosing the safest path)
  • Unmotivated
  • Conservative ( choose their current education path because it was relative secure for the future)

In total, we engaged 36 people in completing the surveys. These people are students and stuff from Nanyang Technological University of Singapore. The survey was distributed through online platform using Typeform, a online survey platform.

The following are the sample questions for the survey:

General empathy questions

  • Age group
    18-26, 27-35,36-45,46-55
  • Gender
    M/F
  • If they have taken/been through university’s education
    *Questions is to verify again if it done by a current/alumni university student
    Yes/No

  • What is their own objectives for enrolling into university?  
    Networking/ Career Prospect/ Leadership/ Technical / Interpersonal Skill/ Independency/ Others:

(Can select more than one choice.)

  • How much did the school than satisfied your objectives?
    Rating Scale from 0-10

(Do you think university had fulfilled its role in helping you to achieve your objectives?)

Value of communication to foster other skills

  • How frequent do you engage your tutors/professors in study/work related conversations, especially after class timing?  
    Never/ Hardly/ Once a while/ Occasionally/ Frequently/ All the time
  • How frequent do you engage your tutors/professors in casual conversations, especially after class timing?  
    Never/ Hardly/ Once a while/ Occasionally/ Frequently/ All the time
  • Do you find it hard to convince/convey teammates or professors, ideas for your schoolwork?
    Yes/No with reason if they want to state why
  • Do you find it difficult to convey your ideas during presentation?

          Yes/No with reason if they want to state why

  • Do you think having substantiate communication ability is the platform to learning any other relevant skill in university?
    Yes/No with reason if they want to state why

Personal Opinion on class space they have

  • Is learning effective in a classroom setting?

          Rating scale from 0-10

  • Do you think lessons should always be conducted in a classroom setting?

          Yes/No with reason if they want to state why

  • Have you taken classes where the professor made the lesson engaging and interactive instead of the traditional teaching style of listening and observing?
    Yes/No
  • Which is more effective toward your own learning capacity?
    Opinion Scale between Traditional teaching and Engaging teaching

(How satisfied are you with the lesson experience provided by the professors?)

Rating Scale from 0-10

Personal Opinion on educator they have

  • How satisfied are you about the competence of your professors?
    Opinion Scale 0-10

For opinion scale 0-5

  • Are they, in any chances, lacking certain aspects of teaching that you will be wished they will be better in

For opinion scale 6-10

  • Could you name an instance of something relevance/interesting in their aspects of teaching

Concluding statement

  • Does the university education system provide toward of your needs for the future?
    Opinion Scale 0-10

(Does the university education system prepares you for the future?)

  • Is there a need to improve the quality of teaching in higher education right now?
    Opinion Scale 0-10

What do you think will the future of education be liked?

(Open-ended reply.)

From the interviews collated, our group felt that:

  1. It is not about training the students to have work relevant skills and mentality.
  2. It is about equipping students with life relevant skills.
    – They will be able to deal with the challenges faced by adults. (eg. stress management)
    – They will be able to deal with real world problem. (eg. racial discrimination)

The following is the data collected from the surveys:

1.jpg

The full data collated from the survey can be downloaded here:

Quality of Teaching-report

We collated the data and presented the following information during the survey result analysis sharing session.

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Through survey, we felt that there are definitely improvements to be made by the universities in providing better quality of teaching for the students. The students’ main focus is on gaining knowledge in aiding their future career path. However, the lack of engagement with their educators affects their quality of learning. Without a healthy connection with their students, the educators will be unable to provide the best possible education solution customized for their students to achieve their full potential. There is a strong urge for changes in the education system by the students as they feel communication skill is vital and serves as an importance supplement to their academic achievements. A strong communication skill will definitely bridge their relationship with the educators for better quality of teaching.


Brainstorming

Through the research, our team felt that university students lacked life relevant skills which unable them to critically engage problems and perform meaningful communications. Therefore, we angled our ideas towards resolving such problems during our brainstorming session.

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Proposed directions

The following are the directions our team proposed after our brainstorming session:

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Choosen idea: Problem solving through gamified education.

It refers to an educational syllabus that engages the users, changing their behavior using the structure and mechanics of a game in a learning environment.

The following are the reasons for choosing gamified curriculum as the idea for further development:

  1. Gaming environment provides motivation.
    – Constant sense of achievement.
    – Human desire for efficiency is a stronger motivator than the fear of falling further from one’s goal.
  2. Promote the element of play.
    – Making learning a voluntary action.
    – Natural way of learning.
    – What humans are hardwired to do.
    – Making people feel bigger than they are.
    – Opportunity to pursue goals from different angles.
    – Freedom to choose.
    – Fail without risk.
    – Promote enthusiasm and optimism.
    – Cross disciplinary problems.
    – Prompts collaborations between different parties.
    – Idea sharing and communications.
    – Collective knowledge.
    – Personal desire for knowledge will outweighs the fear of failure.
    – Improve problem solving skills.
  3. Trust the design and learning of the game structure.
  4. Revolves around having fun with friends.
    – Generate engagement.
    – Drive attention.
    – Making people engage with a problem.
  5. Re-contextual grading.
    – Earning experience in game context instead of grading through marks.
    – Corresponding letter grades to “levels”
    – More fun to gain than to lose.
    – Promoting healthy competition and collaboration among students.
    – Progress promotes progress.
    – Achievement leads to pleasure.
  6. Control over learning.
    – The result of a gaming action is shown in a shorter time as compared to grading.
    – Able to immediately respond to the result.

Inspirations and case studies

https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning

https://www.nesta.org.uk/sites/default/files/the_challenge-driven_university.pdf


Prototyping and development 

After understanding the benefits of gamified curriculum, our team discussed and devised a prototype representation of how the gamified curriculum will be carried out in an actual education system.

The following is the version 1.0 of the prototype representation of the gamified curriculum.

The gamified curriculum version 1.0

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.

Things needed:

  • A school network platform.
  1. Compatible across different platform. (eg. desktop, mobile and tablet)
  • Various problems.
  • The registration process:
  1. Number of problems a student can apply at one time.
  2. Time frame for each problem.
  3. Attached educators and their details for the problem.
  • Educators that are experts in their field.
  1. One of the educators will be the observer.

2. INTRODUCTION & PROFILING

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.
  1. Things they want to learn from the problem they registered.
  2. Open ended answers.
  3. Providing curriculum vita related information. (About themselves.)
  4. Personal details
  5. Personal statement
  6. Work experience
  7. Education
  8. Skills and achievements
  9. Hobbies and interests
  10. Reference
  • Through the profiling information, the educators will be able to identify and suggest the skills the students can learn.
  1. They will inform the students through school network platform.

OR

  • The students can choose time slot to talk with the educators.
  1. The educators can find out more about the students.
  2. Building personal connection.
  3. Providing personalized advises for the students.

During the introductory lesson:

  • The educators will give an introduction of the problem.
  1. Face to face interactions allow personal connection to be built between both sides.
  2. Sharing session.
  • Self-introduction session.
  1. Educators able to access the students.
  2. How the students present themselves to others.
  3. It allows the peers to understand each other more.
  • The educators will allow interaction among the students.
  1. For students to find people that have similar interest in a certain research field.
  2. It can be in individual or group.
  • Individuals or groups will approach the educators and provide information on the research area being worked on.
  1. The educators will keep track of the information through the school network platform.

*Both methods will be considered and tested out during the prototyping phrase.

3. RESEARCH

  • The students will carry out their research either as individuals or groups.
  1. They will update the educators through the school network platform.
  2. They can book time slots with the educators if the issue arises is too complicated to be discussed on the school network platform.

4. TUTORIAL

  • Through the research, the students will realised the potential possibilities.
  1. They will understand the skills that they are lacking in.
  • The second round of grouping will commence.
  1. The students that are lacking in particular skill will learn from other students that have that skill.
  2. The teaching and learning process will benefit both parties.
  • If none of the students processes the relevant skill needed, they can:
  1. Approached the educators for advice.
  2. The students will be provided with relevant resources to kick start their learning process.
  3. They can look for relevant resources by themselves.
  4. They can do it as individuals or groups.
  • The students will carry out their learning either as individuals or groups.
  1. They will update the educators about their learning through the school network platform.
  2. They can book time slots with the educators if they face problems that are too complicated to be discussed on the school network platform.

5. PROTOTYPE

  • The students will gather back to the classroom after going through the research and tutorial processes.
  1. They will share their findings.
  2. They will pitch their ideas individually to everyone.
  • The students will work on ideas they are interested in as individuals or groups.
  1. This will be the third round of grouping for the students.
  2. They will update the educators about their work progress through the school network platform.
  3. They can book time slots with the educators if they face problems that are too complicated to be discussed on the school network platform.

6. FINAL BUILD

  • The students will present their final presentation at places that their projects are related to.
  1. If they project is about human traffic flow during rush hours, they will conduct their final presentation at a MRT station.
  2. The students will be informed of the dateline for them to carry our their final presentations.
  • The students will return to the class after their final presentations at various locations.
  • Sharing sessions by the students on their final presentations.
  • Debrief by the educators.
  1. The students can move on from here and choose the next problem they want to solve.
  2. The end of the “problem”.
  • The processes that the students went through will be recorded in their respective account in the school network platform.

The prototype of the app

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Photo documentation 

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Prototyping test 1

Problem and improvement

  1. The profiling process was tedious and failed to produce an accurate profiling of the user.
  2. The information generated from the profiling process was a little too overwhelming for the educators.
    – Reconsider the ratio between the educators and the students.
  3. The members that previously had experiences working together are more incline to work with each other again.
    – It goes against the principal of working with new people.
  4. Everyone want to work together as one whole group.
    – A “bug” in the gamified curriculum.
    – Everyone working for one project.
  5. Difficult for educators to maintain a constant personal connection with each individual students.
  6. What can be done to help the students with slower learning pace to catch up?
    – No measure set up to help them to keep up with the rest of the cohort.
  7. The implementation of incentive in the form of virtual coins backfired.
    – The virtual coins can be used for school related services such as printing.
    – It initially was an incentive to promote the idea of helping other students.
    – The students might help just for the sake of earning the virtual coins.

Photo documentation 

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Video editing in progress

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App development in progress

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The gamified curriculum version 2.0

The structure of the gamified curriculum.

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.
  • The class size will be 10 students and below.
  • Each class will be assigned one educator.
  • In the case of overwhelming response for a certain problem, more educators will be assigned depending on the situation.

2. INTRODUCTION & PROFILING

Untitled-1-01A prototype of a problem solving module available for the students to choose from.

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.

Untitled-2-02

A prototype of the profiling process.

Skills related to the particular topic will be available for the students to choose from. Each student will choose 3 topics that they are interested in to begin their education journey. The educator will then be able to provide objectives that are relevant to the skills.Untitled-3-03

A prototype of the objectives page.

Experience points will be awarded to each objective completed. The amount of experience points awarded will be based on the difficulty of the objective. The harder the objective, the amount of experience points awarded will be higher. There will be a mixture of easy and difficult objectives to provide the student with a balanced experience of the education process. When sufficient amount of experience points is gained for a certain skill, the player will have an increase in level for that certain skill.

Untitled-4-04

A prototype of the objectives – experience page.

3. RESEARCH AND LEARNING 

In class time:

  • Students will be working on their projects.
  • This is the opportunity for them to consult their educator for problems in their research and learning.
  • This is also the opportunity for them to interact with their peers.
  1. To form connection with them.
  2. To initial collaboration among themselves.
  3. To learn and share information with each other.

After class time:

  • Students will be communicating with their peer and educator through the school network platform.
  • Any problems that are too difficult to resolve over the platform, the students can discuss with their peer or/and educator during class time.

4. PROTOTYPE

  • Before the commencement of the prototyping phrase, each students will be given the chance to pitch their idea to the class.
  • The students can choose to work in groups or as individuals to pursue the idea they are interested in.
  • Prototypes are adequate as the final submission.
  1. The lack of pressure in completing the final finished product will encourage students to pursue solutions that are more creative and idealistic.
  2. Emphasis on the importance of process of idea development rather than the ability of completing a final product.

5. Archive

  • Record of experience gained for selected skills and problem solving modules completed will be stored in the school network platform.
  1. This information of the students will serve as importance reference for their future educators and peers.
  2. It allows students to keep track of their own process.

Discussion on the facilitating the prototyping test

Prototyping test 2

Problem and improvement

  1. The objective given should be focused on the learning process instead of the end product.
  2. The educator is cluttered with information.
    – Progressive map progression.
    – The system will provide only a few objectives at the beginning
    – New objectives will only be provided by the educator once the old objectives              are completed.
  3. Incentives to help struggling students.
    – Additional experience points will be awarded to students that help out their peers.
    – Promotes collaborations within students.
  4. Students tend to approach the educators for help immediately when faced with problems.
    – The educators should have the ability to gauge the amount of guidance they will provide the students.
    – Improves problem solving skills in students.
    – Promotes collaborations within students to solve problems.

With the information collated through the two prototyping processes, we analysis discuss and begin to work on the final gamified curriculum and the app used for the curriculum.

Photo documentation 

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Finalized prototype

The gamified curriculum version 3.0

The structure of the gamified curriculum.

It will be a three to four years program aims to provide the students with an all-round education experience through gamified means.

Year one

Foundation phase

  1. Skill based learning.
    – Handling the foundation requirements towards the elective program.
    – The system will provide only a few objectives at the beginning

Year two/three

Problem specializing phase

  1. Problem solving learning.
    – Modules circulating around problem driven thinking.

Year three/four

Projects realization phase

  1. Attachment program.
  2. Final year paper/projects.

1. REGISTRATION

  • Students will each have an account for the school network platform upon entering the school.
  • The school network platform will be in the form of an app that the students can download through their smartphones.
  • Mobility and flexibility in learning and communication with the educators.
  • Various problems will be available on the school network platform for the students to choose from.
  • Students will register for problems that they are interested in.
  • The class size will be 10 students and below.
  • Each class will be assigned one educator.
  • In the case of overwhelming response for a certain problem, more educators will be assigned depending on the situation.

1

2. INTRODUCTION & PROFILING

A prototype of a problem solving module available for the students to choose from.

Before the introductory lesson:

  • Relevant information on the particular topic sent beforehand to registered students.
  • Allowed students to have an adequate understanding of the topic before the introduction session held in school.
  • The students will go through an online profiling procedure.

Skills related to the particular topic will be available for the students to choose from. Each student will choose 3 topics that they are interested in to begin their education journey. The educator will then be able to provide objectives that are relevant to the skills.

Design Thinking UI_1904_TEST_Announcement copy.png

Experience points will be awarded to each objective completed. The amount of experience points awarded will be based on the difficulty of the objective. The harder the objective, the amount of experience points awarded will be higher. There will be a mixture of easy and difficult objectives to provide the student with a balanced experience of the education process. When sufficient amount of experience points is gained for a certain skill, the player will have an increase in level for that certain skill.

Design Thinking UI_1904_TEST_Objectives.png

3. RESEARCH AND LEARNING 

In class time:

  • Students will be working on their projects.
  • This is the opportunity for them to consult their educator for problems in their research and learning.
  • This is also the opportunity for them to interact with their peers.
  1. To form connection with them.
  2. To initial collaboration among themselves.
  3. To learn and share information with each other.

After class time:

  • Students will be communicating with their peer and educator through the school network platform.
  • Any problems that are too difficult to resolve over the platform, the students can discuss with their peer or/and educator during class time.

Design Thinking UI_1904_TEST_ChatDesign Thinking UI_1904_TEST_Discussion

4. PROTOTYPE

  • Before the commencement of the prototyping phrase, each students will be given the chance to pitch their idea to the class.
  • The students can choose to work in groups or as individuals to pursue the idea they are interested in.
  • Prototypes are adequate as the final submission.
  1. The lack of pressure in completing the final finished product will encourage students to pursue solutions that are more creative and idealistic.
  2. Emphasis on the importance of process of idea development rather than the ability of completing a final product.

5. Archive

  • Record of experience gained for selected skills and problem solving modules completed will be stored in the school network platform.
  • The students will be awarded badges upon the completion of problem solving modules.
  1. This information of the students will serve as importance reference for their future educators and peers.
  2. It allows students to keep track of their own process.

Design Thinking UI_1904_TEST_Badges.png


The design thinking pitch

Team Sleep is made up of

Simon /Denmark – product engineering/
Amanda /Singapore – year 4 visual communication/
Yu Hui /Singapore – year 3 visual communication/
Rachel /Malaysia – year 2 product design/

Hello!

Before sleep (Week 4 – Week 5)

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Our journey began as an open exploration of the various problems faced by the NTU community. We wanted to find a topic that speaks to us and speaks to our peers, a topic that majority would be able to relate to.

Our process of doing this was simple.

Step 1: Go around the campus
Step 2: Talk to people

We divided ourselves into 2 teams and went around the campus, striking up conversations with friends and random strangers whom we did not know until we spoke to them. (The process of making strangers more open to talking to you can be made easier by buying them snacks!) Following which, we came back together as a group to share and discuss what insights we might have gotten from those conversations. What were the thoughts and emotions of the people whom we spoke to? How did they look like they were feeling when they shared their personal experiences and opinions regarding certain topics?

Here are some of the topics we were initially inclined to:

Issue of food

Many of the people whom we spoke to expressed that they would like to see a greater variety of food in NTU, especially local dishes such as Char Kuey Teow. A large portion of these people also mentioned that they would not mind paying more for better food. There is also the issue of food not catering to all demographics, which results in our Muslim and vegetarian friends having very limited choices when it comes to food.

Vibrant community

In NTU, studies and results are at the top of the priority list for many. This competitive culture is hostile and unfriendly and there could be more campus events that allows people to network and bond.

Issue of Sleep (Week 6)

Initially, our group wanted to focus on the vibrancy of the NTU community. However, upon further research, we found out that NTU actually does host a wide array of activities for the students to get together and make friends. However, not many attend such activities as they are ‘too busy’ or ‘too tired’. Thus, we switched our focus to solving the issue as to why students are so tired and busy all the time. Are we really being productive when we are awake? Do we really get much work done when we pull all-nighters?

We did some research to find out about the importance of sleep. The average adult should be getting 7 to 9 hours of sleep, depending on individual. Sleep is a time for biological maintenance and skimping on it could lead to dire mental and physical health consequences in the long term, for example, an increased risk of developing depression and heart disease. Short term consequences such as feeling irritable and lack of the ability to focus may also arise from being sleep deprived. The lack of ability to focus and feeling groggy increases the risk of injuries and accidents, and can negatively impact the people around.

Adequate good quality sleep on the other hand, improves the general mood and focus, and it is no secret that well-rested individuals are much more efficient compared to their sleep-deprived counterparts. Sleeping well regularly reduces the chances of getting health complications such as heart disease, diabetes and obesity. The immune system is also much stronger when we are well rested.

Over the next couple of weeks, we carried out 2 surveys, asking students of NTU various aspects about their lifestyles such as how many hours they spend sleeping on average, how many hours do they spend on schoolwork daily, do they think what they are doing is enough, do they feel they are getting sufficient sleep, what emotions do they feel when they sleep well compared to when they are not.

Profile of Target Audience (NTU Undergraduates)

A large portion of our target audience feels overwhelmed with the amount of work that they are expected to do in order to keep up in school even though they have already devoted quite a large portion of their time to doing schoolwork. Sleep is definitely last on their priority list, when they are faced with a large amount of work, sleep is usually the first to go (compared to social life).

The students are aware that not sleeping enough negatively impacts their lives and they feel very frustrated when they do not get enough sleep. However, they also think that it is normal to feel this way, that it is a part and parcel of university life.

After the survey, we felt that there was a need to change the mind set that sleep is not so important. Sleep should be a priority. We wanted to show our target audience how to improve the quality of their sleep, that improving their quality of sleep will also improve their quality of life. We hope that our project will be able to educate people on the importance of getting good quality sleep and reduce the stigma associated with sleep, that sleeping equates to laziness. Sleeping could potentially lead to even better results as the individual will have much better mood and focus.

Sleep Hygiene (Week 7)

Our research brought us to the topic of sleep hygiene.

” The term “hygiene” is often misunderstood as strictly being synonymous with “cleanliness.” The true meaning of hygiene has to do with sets of practices, habits, and environmental influences that impact one’s health.” – Alaska sleep clinic

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We also found some case studies of existing attempts to address the issue of lack of sleep in Singapore.

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While some of this case studies may not be specifically targeting the quality of sleep, we feel that there is much we can learn in terms to how to engage the audience and present our solution.

At this point, some of the raw ideas in our head were campaign and app design. We also received a 102 class contributed solutions (thank you!) which included napping pods, product design and reward systems.

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Proposed Ideas (Week 8 – Week 9)

Napping Pods around NTU

Besides being a space for tired students to rest and catch some shut-eye, the display of napping pods around the campus could also bring up the issue of how tired and sleep-deprived everyone is and generate discussion around this issue.

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Social Campaign

We could also hold a campaign, especially targeted at hall residents, to build a culture where students are more considerate of their own as well as their roommate’s sleeping needs. Participants of the campaign will also learn about the short and long term consequences of being deprived of good quality sleep. Through this campaign we hope to get more people to understand the benefits that quality sleep brings, and thus, prioritize sleep more.

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Game app design

An idea we were quite keen on was to create a game that educates as well as lets people keep track of their quality of sleep. The app would come with tangible real-life rewards and also a buddy system so that students can enjoy the app with their friends.

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Interactive Survey

We could have an interactive survey installation that surveys people walking past and enable them to immediately see the results of the survey. This aims to create awareness of students sleeping patterns, sleeping schedule and habits. We would like to create a comparison between quality and quantity of sleep and showcase how important good quality sleep is.

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Sticker

We were also thinking of handing out stickers which promotes sleep hygiene (as opposed to flyers usually handed out during campaigns). Stickers are more attractive to students and the sticker can also serve as a daily reminder if the students chose to adhere it to their laptop or notebooks. This would mean the message stays with the target audience for a longer time than the traditional flyer does. The down side to this would be that flyers are much more informative. However, information can be shared at our campaign booth.

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Final Solution & Prototyping (Week 10 – Week 12)

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WHY

As justified by our past research and surveys, quality sleep deprivation is a big problem among students in NTU. It is a problem which team sleep faces as well. This leads to many dire health consequences which can be easily prevented. Having quality sleep also brings about benefits which are in line with the goal of students – focus and academic results.

WHO

Our target audience is NTU undergraduates who are experiencing quality sleep deprivation. We hope that we will be able to improve the quality of sleep that they are getting and by doing so, positively impact other aspects of their lives, such as concentration and mood, as well.

WHERE

We plan to carry out our campaign at the North Spine Plaza as many students are likely to pass by and experience our campaign. The students here are also less likely to be in a rush as it is a meal area. They could participate in our campaign while waiting for their orders to be ready.

WHAT

We carried out a social campaign to raise awareness about good sleep hygiene and get people to implement it in their everyday lives. Our campaign takes a 3 step approach, attention, awareness, and action.

Attention – Freeze Flash Mob

We carried out a freeze flash mob at North Spine Plaza to attract the attention of students towards our campaign booth. This free flash mob acts as an opening introduction to make them interested in the rest of our campaign. The mob worked well in attracting attention. People were interested and we were able to explain our cause afterwards.

Some improvements that could be made to the flash mob would be to greater publicize our facebook page on the signages that the flash mobbers were holding. There is also the possibility of carrying out the flash mob to more locations around the campus.

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One of our flash mobber shared that she felt more tired afterwards. The flash mob could also be altered to become a monthly power nap activity, where people lie down and take a power nap together. Power naps, besides improving focus, can also be a good complement to sleeping at night if done correctly. A monthly activity would work well in spreading awareness.

Awareness – Interactive Poll & Campaign Booth

Our interactive poll and campaign booth served to raise awareness that when it comes to sleep, quantity does not equate to quality. Campaign booth held the sleep hygiene signage used in the flash mob as well as stickers illustrating sleep hygiene habits.

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Many people were happy to participate in our interactive poll and also understood that orange represented bad quality and blue represented good quality. However, people voted out of their opinion of what good and bad sleep is, and this leads to inconsistency in the results on what good and bad quality sleep is. We could have a graphic to explain this.

We felt that our campaign booth could be much more informative and also better publicize our facebook page. This is to ensure that a wider audience can learn about sleep hygiene as it is slower for us to approach people and explain it to them. Some people might prefer to read up about it in a poster or another format.

Action – Facebook Page

We have created a facebook page which shares articles and videos about sleep hygiene. The livestream of our flash mob and booth was also shared there.

Initially we planned on doing a 7-day social media challenge where we get people to practice good sleep hygiene for 7 days and document their experience on our facebook page. However, we have decided to only carry it out on ourselves as it is nearing the end of the semester and it would probably be difficult to get people to commit to the challenge. In addition to that we found out (through prototyping the challenge on ourselves), that 7 days is  not enough to experience the benefits of practising good sleep hygiene. In fact, the first week actually made us feel much worse compared to before we started because our bodies were not used to it.

Something that could be improved about our facebook page would be to create a community. Our campaign was great at getting attention and raising awareness. However, the action which we hoped for did not happen. This could be because people are busy during this period. We also did not publicize our facebook page well enough.

Improved Campaign (Week 13)

This is how our improved booth could look like.

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Explanation of what we mean by good sleep and bad sleep will be printed on the same graphic as the question and placed above our interactive poll. This will make it clearer for the people participating in our poll.

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Sleep hygiene poster to be near our booth so people understand the purpose of our campaign immediately when they see our booth. facebook page promotion added.

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Roll up banner to showcase the various sleep hygiene habits, the name of our facebook page has been added to the bottom of it. We propose to have this beside our booth.

Facebook page name added to our sticker freebie to better promote our facebook page.

That’s all thank you!

Check out our group blog at aplussleep.wordpress.com!

HourbyIcons-01.png

Esmond
Si Min
Jane
Himesh

How we started:

Procrastination – the action of delaying or postponing something

Survey – Everyone procrastinates! AND people mostly tend to procrastinate on tasks which are less urgent irrespective of its importance.

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How can we help people to procrastinate less? Can procrastination be good??

 

Research: Active procrastination vs Passive procrastination & the Panic Monster

Some people actively procrastinate; they know that they are procrastinating because they prefer to do work under pressure. Passive procrastinators don’t know that they’re procrastinating and eventually cannot cope with the work or stress.

Do you control the panic monster, or does the panic monster control you?

 

Then we progressed after feedback:

Class feedback: Time is the biggest issue. We don’t have a lot of time; do we use the time we have wisely? How do we reflect on it at the end of the day?

 

And the concept of Hourby was born.

We don’t have unlimited time!

Let’s track how we use our time, and how satisfied we are with how we use it.

Spend your hours doing what you want, whether it be work or play. You know yourself the best; you know what you should be doing, when you should be doing it.

So what is HourBy?

  • Hourby is an app for people who realize that time is precious, and that every day we have less time left.
  • It’s a constant reminder that we choose how we want to use our time.
  • It is for anyone who wants to be more disciplined in how they use their time.
  • Regular reminders prompt you to rate your time; Good, neutral or bad. You can leave notes to yourself to remind yourself why you were happy or not happy, to motivate yourself to use your future time better.
  • Data visualizations help you to see whether there is any progress and also serve as motivation for improvement.
  • HourBy aims to instill a habit in you; one which will stay with you for life.

How does it work?

  • Every hour (adjustable), a timer beeps and a popup opens, asking you to rate the past hour.
  • This acts as an hourly reflection of how ‘good’ or ‘bad’ the past hour was. Did you rest enough or work enough? Or did you end up resting too much or working too much? Rate it yourself. (ergo, active/passive procrastination)

Pretotyped with the Drink Water Reminder app

Self-test feedback

  1. Very long process to finish the rating. Got annoyed of the process. Bad visualization. But I really liked thinking about my hours. I started to plan my days. I changed the time interval to every 3 hours and that fitted me
  2. Used for 2 weeks. Got too frequent after the first week, but started to be more conscious about every hour passing. Ended up only keying in data when I felt like it. Eventually started to think about what I want to do during the day and plan my hours better
  3. Every notification provokes a self-reflection of how I use my time. Get stopped in the middle of your bad hours – for example watching youtube videos. Better planning of time – start to unconsciously plan our time. 10 seconds to open app – too slow – maybe should have a binary object – for example necklace or ring. Many good hours due to pressure from deadlines and from the app

Feedback from other people

  1. Used daily, every waking hour, for one week. User found that it helped to reflect on how the time was spent, as well as to remind to use the next hour well.
  2. Sometimes missed an hour or two, but because the icon stayed at the notification bar on top of the screen, it reminded the user to key in the data.
  3. Found it annoyingly frequent and deleted the app after a day. No benefits felt.
    Did not find it very useful and stopped using the app
  4. Found it too annoying and deleted the app after 3 days. But it made the user think more about how time is being used
  5. Was very productive during the testing time but liked the application, felt more satisfied with the time spent. Never entered the app just used the notification. Really liked that it only was one notification, not one new every hour. Want to change the time intervals on your own, maybe premade ones you can choose.
  6. The water app was too tedious for such a basic result. The usage in the real app has to be much easier.

Reflections from feedback

  • Info page
    • people must understand what we are doing and the purpose of the app if not they can easily get frustrated
  • The people must know if it’s suitable for them
  • No new notifications every hour
  • Ten seconds is too long
  • What the app is going to feedback to the user – many bad hours reflect something to the user and many good hours reflect something (AI and algorithms)
  • Some binary product which would be a clip / necklace – easier to click and some people might already wear watches so a series of accessories instead of one would be better.
  • Missed notification – some hours too busy – manual typing or pop up when you open up the app. 
  • Add setting – can change to two hours one notification or three

 

And finally, our result.

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First clickable prototype: Tested it and got good feedback, so we could do some changes.
– See which hours was bad/good
– See the time you rated
– See the notes you’ve added

The final prototype

first-page

 https://marvelapp.com/8fa7cj6

The long but fun process behind the application.

ska%cc%88rmavbild-2016-11-16-kl-10-10-02

 

With accompanying (optional) accessories: 3D Accessory Renderings

  • Easy to use
  • Two buttons only
  • Green to input that you had a good hour
  • Red to input that you had a bad hour
  • Able to connect the info of what you press through bluetooth or nfc

Bracelet

  • Side buttons
  • The middle will glow red or green according to the stats in the app
  • Before, it was two buttons in the middle without the colour changing feedback to the user

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Clip

  • Able to clip on to  watch / belt /  clothing / bag
  • More flexible in terms of placing
  • Easily removeable

Skärmavbild 2016-11-16 kl. 09.43.13.png

Necklace

  • For people who prefer jewellery and wearing the device around their necks
  • Easy to reach
  • Easy to feel the vibration from the device

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Reflections

– Fun project and process!

– What we could have done different?

  • More specific interview question. Something tangible..
  • Start prototyping earlier
  • Tested and change the final prototype more

and yes, we can’t lie, we have procrastinated a bit 😉

Thanks for us!