CLIENT:
Prime Digital Academy
CLIENT:
Prime Digital Academy
CLIENT:
Prime Digital Academy
CLIENT:
Prime Digital Academy
CLIENT: Prime Digital Academy
METHODS:
Heuristic Analysis, Ethnographic Research, Physical Prototyping, User Evaluation
METHODS:
Heuristic Analysis, Ethnographic Research, Physical Prototyping, User Evaluation
METHODS:
Heuristic Analysis, Ethnographic Research, Physical Prototyping, User Evaluation
METHODS: Heuristic Analysis, Ethnographic Research, Physical Prototyping, User Evaluation
TOOLS:
AEIOU Framework, Nielsen's Guidelines, Otter.ai, Keynote
TOOLS:
AEIOU Framework, Nielsen's Guidelines, Keynote
TOOLS:
AEIOU Framework, Nielsen's Guidelines, Keynote
TOOLS: AEIOU Framework, Nielsen's Guidelines, Keynote
SUMMARY:
Prime Digital Academy is a school that provides an immersive, 20-week program to train software development students. They were seeking ideas for a new welcome gift to replace the water bottle they had been using.
After doing a heuristic analysis to identify the shortcomings of the old gift, I performed observations of students in the classroom and around campus in order to gain an understanding of what type of gift students would find more meaningful. After detailing several concepts, one was chosen to move forward for physical prototyping. This prototype was evaluated with students to measure if the concept was resonating with them, as well as to get insights for possible refinements. All findings were then presented to stakeholders at Prime Digital Academy.
SUMMARY:
Prime Digital Academy is a school that provides an immersive, 20-week program to train software development students. They were seeking ideas for a new welcome gift to replace the water bottle they had been using.
After doing a heuristic analysis to identify the shortcomings of the old gift, I performed observations of students in the classroom and around campus in order to gain an understanding of what type of gift students would find more meaningful. After detailing several concepts, one was chosen to move forward for physical prototyping. This prototype was evaluated with students to measure if the concept was resonating with them, as well as to get insights for possible refinements. All findings were then presented to stakeholders at Prime Digital Academy.
SUMMARY:
Prime Digital Academy is a school that provides an immersive, 20-week program to train software development students. They were seeking ideas for a new welcome gift to replace the water bottle they had been using.
After doing a heuristic analysis to identify the shortcomings of the old gift, I performed observations of students in the classroom and around campus in order to gain an understanding of what type of gift students would find more meaningful. After detailing several concepts, one was chosen to move forward for physical prototyping. This prototype was evaluated with students to measure if the concept was resonating with them, as well as to get insights for possible refinements. All findings were then presented to stakeholders at Prime Digital Academy.
SUMMARY:
Prime Digital Academy is a school that provides an immersive, 20-week program to train software development students. They were seeking ideas for a new welcome gift to replace the water bottle they had been using.
After doing a heuristic analysis to identify the shortcomings of the old gift, I performed observations of students in the classroom and around campus in order to gain an understanding of what type of gift students would find more meaningful. After detailing several concepts, one was chosen to move forward for physical prototyping. This prototype was evaluated with students to measure if the concept was resonating with them, as well as to get insights for possible refinements. All findings were then presented to stakeholders at Prime Digital Academy.
RESEARCH
RESEARCH
RESEARCH
LEARNING FROM PAST MISTAKES:
Using applicable guidelines from Nielsen's Heuristics, I analyzed the strengths and weaknesses of the water bottle as a welcome gift. The findings were that the bottle was frustrating to drink from, difficult to carry and easy to break.
In addition to these usability issues, the most significant finding was that the water bottle did not speak to the experience of being a full-stack engineering student.
LEARNING FROM PAST MISTAKES:
Using applicable guidelines from Nielsen's Heuristics, I analyzed the strengths and weaknesses of the water bottle as a welcome gift. The findings were that the bottle was frustrating to drink from, difficult to carry and easy to break.
In addition to these usability issues, the most significant finding was that the water bottle did not speak to the experience of being a full-stack engineering student.
HEURISTIC ANALYSIS REPORT HIGHLIGHTS:
HEURISTIC ANALYSIS REPORT HIGHLIGHTS:
NATURALISTIC OBSERVATION:
In order to inform the decision of what would make a better welcome gift, I spent time observing full-stack engineering students around campus and in the classroom.
NATURALISTIC OBSERVATION:
In order to inform the decision of what would make a better welcome gift, I spent time observing full-stack engineering students around campus and in the classroom.
NATURALISTIC OBSERVATION:
In order to inform the decision of what would make a better welcome gift, I spent time observing full-stack engineering students around campus and in the classroom.
NATURALISTIC OBSERVATION:
In order to inform the decision of what would make a better welcome gift, I spent time observing full-stack engineering students around campus and in the classroom.
NATURALISTIC OBSERVATION:
In order to inform the decision of what would make a better welcome gift, I spent time observing full-stack engineering students around campus and in the classroom.
Full-stack classroom
Full-stack classroom
KEY AREAS OF OBSERVATION:
What is the atmosphere like?
What objects and devices do people have in this environment?
What is the nature of interactions between people and objects?
What tasks are the students trying to accomplish?
KEY AREAS OF OBSERVATION:
What is the atmosphere like?
What objects and devices do people have in this environment?
What is the nature of interactions between people and objects?
What tasks are the students trying to accomplish?
KEY AREAS OF OBSERVATION:
What is the atmosphere like?
What objects and devices do people have in this environment?
What is the nature of interactions between people and objects?
What tasks are the students trying to accomplish?
KEY AREAS OF OBSERVATION:
What is the atmosphere like?
What objects and devices do people have in this environment?
What is the nature of interactions between people and objects?
What tasks are the students trying to accomplish?
KEY AREAS OF OBSERVATION:
What is the atmosphere like?
What objects and devices do people have in this environment?
What is the nature of interactions between people and objects?
What tasks are the students trying to accomplish?
Once findings were collected, they were organized into an AEIOU framework.
Once findings were collected, they were organized into an AEIOU framework.
Once findings were collected, they were organized into an AEIOU framework.
Once findings were collected, they were organized into an AEIOU framework.
Once findings were collected, they were organized into an AEIOU framework.
A THEME EMERGES:
A THEME EMERGES:
A THEME EMERGES:
Based upon behaviors and objects observed, a common theme came to light; students struggling to get and keep, their code doing what it was intended to do. Multiple students were overheard asking questions of their instructor, and each other, regarding problems they were having with their exercises. Some students were referred to online resources, while others were directed to a stack of programming books.
Followup interviews with students indicated that troubleshooting their code was a common, frustrating, occurrence.
Based upon behaviors and objects observed, a common theme came to light; students struggling to get and keep, their code doing what it was intended to do. Multiple students were overheard asking questions of their instructor, and each other, regarding problems they were having with their projects. Some students were referred to online resources, while others were directed to a stack of programming books.
Interviews with students indicated that troubleshooting their code was a common, frustrating, occurrence.
Based upon behaviors and objects observed, a common theme came to light; students struggling to get, and keep, their code doing what it was intended to do. Multiple students were overheard asking questions of their instructor, and each other, regarding problems they were having with their projects. Some students were referred to online resources, while others were directed to a stack of programming books.
Interviews with students indicated that troubleshooting their code was a common, frustrating, occurence.
Based upon behaviors and objects observed, a common theme came to light; students struggling to get, and keep, their code doing what it was intended to do. Multiple students were overheard asking questions of their instructor, and each other, regarding problems they were having with their projects. Some students were referred to online resources, while others were directed to a stack of programming books.
Interviews with students indicated that troubleshooting their code was a common, frustrating, occurence.
Based upon behaviors and objects observed, a common theme came to light; students struggling to get, and keep, their code doing what it was intended to do. Multiple students were overheard asking questions of their instructor, and each other, regarding problems they were having with their projects. Some students were referred to online resources, while others were directed to a stack of programming books.
Interviews with students indicated that troubleshooting their code was a common, frustrating, occurence.
"Sometimes you don't even know where to start." - full-stack engineering student
"Sometimes you don't even know where to start." - full-stack engineering student
"Sometimes you don't even know where to start." - full stack engineering student
"Sometimes you don't even know where to start." - full stack engineering student
PROBLEM STATEMENT:
The old water bottle welcome gift was not relevant for Prime Digital Academy full-stack engineering students. A new welcome gift was needed that would better address the needs and experiences of new students.
PROBLEM STATEMENT:
The old water bottle welcome gift was not relevant for Prime Digital Academy's full-stack engineering students. A new welcome gift was needed that would better address the needs and experiences of new students.
PROBLEM STATEMENT:
The old water bottle welcome gift was not relevant for Prime Digital Academy full-stack engineering students. A new welcome gift was needed that would better address the needs and experiences of new students.
PROBLEM STATEMENT:
The old water bottle welcome gift was not relevant for Prime Digital Academy full stack engineering students. A new welcome gift was needed that would better address the needs and experiences of new students.
NEW WELCOME GIFT GOAL:
To provide a branded gift that welcomes full-stack engineering students to the school and proves meaningful and useful during their time at Prime Digital Academy.
NEW WELCOME GIFT GOAL:
To provide a branded gift that welcomes full-stack engineering students to the school and proves meaningful and useful during their time at Prime Digital Academy.
NEW WELCOME GIFT GOAL:
To provide a branded gift that welcomes full-stack engineering students to the school and proves both meaningful and useful during their time at Prime Digital Academy.
NEW WELCOME GIFT GOAL:
To provide a branded gift that welcomes full-stack engineering students to the school and proves both meaningful useful during their time at Prime Digital Academy.
GIFT OPTIONS:
Keeping this goal in mind, I produced three separate product design concepts to illustrate different approaches to accomplish it. Stakeholders were brought in and a vote was conducted to choose a design to move forward with.
GIFT OPTIONS:
Keeping this goal in mind three separate product design concepts were produced to illustrate different approaches to accomplish it. Stakeholders were brought in and a vote was conducted to choose a design to move forward with.
GIFT OPTIONS:
Keeping this goal in mind, three separate product design concepts were produced to illustrate different approaches to accomplish it. Stakeholders were brought in and a vote was conducted to choose a design to move forward with.
GIFT OPTIONS:
Keeping this goal in mind three separate product design concepts were produced to illustrate different approaches to accomplish it. Stakeholders were brought in and a dot vote was conducted to choose a design to move forward with.
GIFT OPTIONS:
Keeping this goal in mind three separate product design concepts were produced to illustrate different approaches to accomplish it. Stakeholders were brought in and a dot vote was conducted to choose a design to move forward with.
New welcome gift design concepts
The Oblique Strategies Card Deck For Developers was the winner of the vote.
The Oblique Strategies Card Deck For Developers was the winner of the vote.
The Oblique Strategies Card Deck For Developers was the winner of the vote.
The Oblique Strategies Card Deck For Developers was the winner of the vote.
The Oblique Strategies Card Deck For Developers was the winner of the vote.
ADDITIONAL OBLIQUE STRATEGIES GOALS:
ADDITIONAL OBLIQUE STRATEGIES GOALS:
ADDITIONAL OBLIQUE STRATEGIES GOALS:
ADDITIONAL OBLIQUE STRATEGIES GOALS:
Gamify the process of troubleshooting code
Gamify the process of troubleshooting code
Gamify the process of troubleshooting code
Gamify the process of troubleshooting code
Provide a tactile, hands-on, counterpoint to work that is entirely digital
Provide a tactile, hands-on, counterpoint to work that is entirely digital
Provide a tactile, hands-on, counterpoint to work that is entirely digital
Provide a tactile, hands-on, counterpoint to work that is entirely digital
Inject a bit of humor and levity into the process of learning to code
Inject a bit of humor and levity into the process of learning to code
Inject a bit of humor and levity into the process of learning to code
Inject a bit of humor and levity into the process of learning to code
Inject a bit of humor and levity into the process of learning to code
SECONDARY RESEARCH:
I analyzed websites featuring forums where developers help one another looking for commonalities among types of advice.
The majority of general, non-situation specific, advice was determined mostly fall into four basic categories: Clarify the problem, use a diagnostic tool, seek assistance or take a break.
SECONDARY RESEARCH:
I analyzed websites featuring forums where developers help one another looking for commonalities among types of advice.
The majority of general, non-situation specific, advice was determined mostly fall into four basic categories: Clarify the problem, use a diagnostic tool, seek assistance or take a break.
SECONDARY RESEARCH:
I analyzed websites featuring forums where developers help one another looking for commonalities among types of advice.
The majority of general, non-situation specific, advice was determined mostly fall into four basic categories: Clarify the problem, use a diagnostic tool, seek assistance or take a break.
SECONDARY RESEARCH:
I analyzed websites featuring forums where developers help one another looking for commonalities among types of advice.
The majority of general, non-situation specific, advice was determined mostly fall into four basic categories: Clarify the problem, use a diagnostic tool, seek assistance or take a break.
SECONDARY RESEARCH:
I analyzed websites featuring forums where developers help one another looking for commonalities among types of advice.
The majority of general, non-situation specific, advice was determined mostly fall into four basic categories: Clarify the problem, use a diagnostic tool, seek assistance or take a break.
Card themes
These four themes were iterated upon until there were enough questions and suggestions to fill an adequate number of cards to create a working protoype.
These four themes were iterated upon until there were enough questions and suggestions to fill an adequate number of cards to create a working protoype.
These four themes were iterated upon until there were enough questions and suggestions to fill an adequate number of cards to create a working protoype.
These four themes were iterated upon until there were enough questions and suggestions to fill an adequate number of cards to create a working protoype.
These four themes were iterated upon until there were enough questions and suggestions to fill an adequate number of cards to create a working protoype.
Digital card samples
DESIGN
DESIGN
DESIGN
MAKING THE DECK A REALITY:
A prototype was created with 40 cards, which was enough variety for the product to be used as intended, and evaluated properly, without seeing the same cards repeatedly.
PHYSICAL PROTOTYPE:
A prototype was created with 40 cards, which was enough variety for the product to be used as intended, and evaluated properly, without seeing the same cards repeatedly.
PHYSICAL PROTOTYPE:
A prototype was created with 40 cards, which was enough variety for the product to be used as intended, and evaluated properly, without seeing the same cards repeatedly.
PHYSICAL PROTOTYPE:
A prototype was created with 40 cards, which was enough variety for the product to be used as intended, and evaluated properly, without seeing the same cards repeatedly.
PHYSICAL PROTOTYPE:
A prototype was created with 40 cards, which was enough variety for the product to be used as intended, and evaluated properly, without seeing the same cards repeatedly.
physical prototype
TESTING
TESTING
TESTING
EVALUATION PLAN:
The next step was to test the prototype with the intended audience. An evaluation plan was drafted to be used as the basis for testing. It detailed the methodology and goals for evaluation. There were three goals of the research:
EVALUATION PLAN:
The next step was to test the prototype with the intended audience. An evaluation plan was drafted to be used as the basis for testing. It detailed the methodology and goals for evaluation. There were three goals of the research:
EVALUATION PLAN:
The next step was to test the prototype with it's intended audience. An evaluation plan was drafted to be used as the basis for testing. It detailed the methodology and goals for evaluation. There were three goals of the reasearch:
EVALUATION PLAN:
The next step was to test the prototype with it's intended audience. An evaluation plan was drafted to be used as the basis for testing. It detailed the methodology and goals for evaluation. There were three goals of the reasearch:
EVALUATION PLAN:
The next step was to test the prototype with it's intended audience. An evaluation plan was drafted to be used as the basis for testing. It detailed the methodology and goals for evaluation. There were three goals of the reasearch:
Discover if Prime full stack students find the deck useful
Discover if Prime full-stack students find the deck useful
Discover if Prime full stack students find the deck useful
Discover if Prime full-stack students find the deck useful
Discover if Prime full-stack students find the deck useful
Evaluate which cards are helpful, which cards are not, and which do not make sense for students at Prime
Evaluate which cards are helpful, which cards are not, and which do not make sense for students at Prime
Evaluate which cards are helpful, which cards are not, and which do not make sense for students at Prime
Evaluate which cards are helpful, which cards are not, and which do not make sense for students at Prime
Evaluate which cards are helpful, which cards are not, and which do not make sense for students at Prime
Get suggestions about cards that are not in the deck, but should be
Get suggestions about cards that are not in the deck, but should be
Get suggestions about cards that are not in the deck, but should be
Get suggestions about cards that are not in the deck, but should be
USER EVALUATION:
The prototype was evaluated with four current full stack students. They were asked to:
USER EVALUATION:
The prototype was evaluated with four current full-stack students. They were asked to:
USER EVALUATION:
The prototype was evaluated with four current full stack students. They were asked to:
USER EVALUATION:
The prototype was evaluated with four current full-stack students. They were asked to:
USER EVALUATION:
The prototype was evaluated with four current full-stack students. They were asked to:
Describe a time, or times, that they became ‘stuck’ trying to figure out how to get their code to work
Describe a time, or times, that they became ‘stuck’ trying to figure out how to get their code to work
Describe a time, or times, that they became ‘stuck’ trying to figure out how to get their code to work
Describe a time, or times, that they became ‘stuck’ trying to figure out how to get their code to work
Perform a closed card sorting to evaluate the utility of each card
Perform a closed card sorting to evaluate the utility of each card
Perform a closed card sorting to evaluate the utility of each card
Perform a closed card sorting to evaluate the utility of each card
Perform a closed card sorting to evaluate the utility of each card
Suggest cards that were not in the deck, but should be
Suggest cards that were not in the deck, but should be
Suggest cards that were not in the deck, but should be
Suggest cards that were not in the deck, but should be
Answer a number of questions about their general impressions of the deck
Answer a number of questions about their general impressions of the deck
Answer a number of questions about their general impressions of the deck
Answer a number of questions about their general impressions of the deck
Answer a number of questions about their general impressions of the deck
FINDINGS:
FINDINGS:
FINDINGS:
FINDINGS:
On average the full stack students found 88% of the cards to be useful
On average the full-stack students found 88% of the cards to be useful
On average the full stack students found 88% of the cards to be useful
On average the full-stack students found 88% of the cards to be useful
On average the full-stack students found 88% of the cards to be useful
100% of full stack students said the product was something they could see themselves using
100% of full-stack students said the product was something they could see themselves using
100% of full stack students said the product was something they could see themselves using
100% of full-stack students said the product was something they could see themselves using
100% of full stack students said the product was something they could see themselves using
"This is a cool idea and I can totally see myself using it." - full-stack engineering student
"This is a cool idea and I can totally see myself using it." - full-stack engineering student
"This is a cool idea and I can totally see myself using it." - full-stack engineering student
"This is a cool idea and I can totally see myself using it." - full-stack engineering student
CLIENT PITCH:
The findings were presented to stakeholders at Prime Digital Academy.
CLIENT PITCH:
The findings were presented to stakeholders at Prime Digital Academy.
CLIENT PITCH:
The findings were presented to stakeholders at Prime Digital Academy.
CLIENT PITCH:
The findings were presented to stakeholders at Prime Digital Academy.
SELECTED SLIDES FROM DECK:
SELECTED SLIDES FROM DECK:
SELECTED SLIDES FROM DECK:
NEXT STEPS
NEXT STEPS
NEXT STEPS
MOVING FORWARD:
During user evaluations, it was determined that most cards were helpful. Problem cards should be adapted where possible, or otherwise eliminated from the deck. Additional cards should be added to the deck to bring the total near 80.
Future testing methodology should involve placing five decks in the full-stack engineering classroom for students to have access to while they work. After two weeks, surveys should be distributed to measure what the students experience using the cards.
NEXT STEPS:
During user evaluations it was determined that most cards were helpful. Not helpful cards should be adapted where possible, or otherwise eliminated from the deck. Additional cards should be added to the deck to bring the total near 80.
Future testing methodology should involve placing five decks in the full stack engineering classroom for students to have access to while they work. After two weeks, surveys should be distributed to measure what the students experience using the cards.
NEXT STEPS:
During user evaluations it was determined that most cards were helpful. Not helpful cards should be adapted where possible, or otherwise eliminated from the deck. Additional cards should be added to the deck to bring the total near 80.
Future testing methodology should involve placing five decks in the full stack engineering classroom for students to have access to while they work. After two weeks, surveys should be distributed to measure what the students experience using the cards.
NEXT STEPS:
During user evaluations it was determined that most cards were helpful. Not helpful cards should be adapted where possible, or otherwise eliminated from the deck. Additional cards should be added to the deck to bring the total near 80.
Future testing methodology should involve placing five decks in the full stack engineering classroom for students to have access to while they work. After two weeks, surveys should be distributed to measure what the students experience using the cards.
OTHER WORK:
