CS 147 Assignment 1 Needfinding By Brianna Goldstein

CS 147: Assignment #1, Needfinding By Brianna Goldstein, Benjamin Williams, Christian Valadez

Team Introduction Christian Valadez Brianna Goldstein Benjamin Williams B. S. Computer Science “CS whoooooh” Master’s in Music, Science, and Technology Interested in the Interested in intersection of UX chocolate / using tech Design & feature-rich for good applications Interested in UI/UX design for musicrelated software

Problem Domain: Technology in the Classroom

Needfinding Methodology

Our Interviewees Name Mary. Ann Ashley Lisa Melanie Occupati on 8 th Grade Math Teacher USC Student UCI Student 4 th Grader Software Used For Learning Google Classroom, Math Playground, Powerschool, Khan Academy Remind Canvas, Duolingo Typing education, math games

Interview Results

1 st Interviewee: Ashley Jimenez Pre-med USC Student

1 st Interviewee: Ashley Jimenez Pre-med USC Student She commutes to USC (1. 5 hours in traffic, both ways!)

1 st Interviewee: Ashley Jimenez Pre-med USC Student She commutes to USC (1. 5 hours in traffic, both ways!) Issue: Hard to make Office Hour times Issue: Hard to find network of study buddies

2 nd Interviewee: Mary. Ann Goldstein 8 th Grade Math Teacher Math games, clicker questions, i. Pad apps, Khan Academy “Some games take the traditional problem presentation but add ‘flashy’ game lights”

2 nd Interviewee: Mary. Ann Goldstein Math games, clicker questions, i. Pad apps, Khan Academy Goal: Visual, engaging, interactive learning 8 th Grade Math Teacher “Some games take the traditional problem presentation but add ‘flashy’ game lights” Issue: Not engaging

3 rd Interviewee: Melanie Prefers Pencil/Paper for both Math and Art Issue: Found hands on-screen in typing program confusing When she gets stuck on homework: "I get a piece of paper and try to figure it out, and if it doesn't work, I ask an adult for help"

Analysis

SAY THINK - “It’s hard to go to OH because I commute to school from home. ” - “If it’s boring on paper, it’s boring on an i. Pad. ” - “I like doing it on paper better. ” - “I wish I had USC friends who lived closer to me. ” - “I’m not as smart as everyone else at USC. ” - “My students could be learning more if they were engaged by the material. ” - I can’t visualize math in my head. - The computer won’t let me solve the problem the way I want to. DO FEEL - Sends a million emails to get the answers needed. - Spends time searching for most engaging software online. - Gets out piece of blank paper when stuck on homework; doesn’t solve it on computer. - Frustrated at not being able to get questions answered right away. - Stressed for time about commuting. - Rushed to create great lesson plans. - Upset that the game gave the same problems as paper without re-visualizing. INFERENCES OBSERVATIONS Empathy Map

SAY THINK - “It’s hard to go to OH because I commute to school from home. ” - “If it’s boring on paper, it’s boring on an i. Pad. ” - “I like doing it on paper better. ” - “I wish I had USC friends who lived closer to me. ” - “I’m not as smart as everyone else at USC. ” - “My students could be learning more if they were engaged by the material. ” - I can’t visualize math in my head. - The computer won’t let me solve the problem the way I want to. DO FEEL - Sends a million emails to get the answers needed. - Spends time searching for most engaging software online. - Gets out piece of blank paper when stuck on homework; doesn’t solve it on computer. - Frustrated at not being able to get questions answered right away. - Stressed for time about commuting. - Rushed to create great lesson plans. - Upset that the game gave the same problems as paper without revisualizing. INFERENCES OBSERVATIONS Empathy Map

Insights Ashley can’t get the academic support she needs from office hours or a study group. Needs She needs a way to virtually connect to people who can help her with the concepts she is struggling with.

Insights Needs Ashley can’t get the academic support she needs from office hours or a study group. She needs a way to virtually connect to people who can help her with the concepts she is struggling with. Young middle schoolers don’t pay attention for long unless the content is engaging and interactive. She needs a way to better engage her young students.

Insights Needs Ashley can’t get the academic support she needs from office hours or a study group. She needs a way to virtually connect to people who can help her with the concepts she is struggling with. Young middle schoolers don’t pay attention for long unless the content is engaging and interactive. She needs a way to better engage her young students. Melanie goes straight to an She needs a better way to ask adult when problems get too for help when an adult isn’t difficult. available.

Summary We We Were Amazed To Realize. . . Met. . . It Would Be Game-Changing. . . How much not living on campus If online office hours / study can affect your academic groups could be arranged from performance. the comfort of her (far!) home.

Summary We We Were Amazed To Realize. . . Met. . . It Would Be Game-Changing. . . How much not living on campus If online office hours / study can affect your academic groups could be arranged from performance. the comfort of her (far!) home. Middle-schoolers consider i. Pads & Khan Academy to be boring if the content is not engaging enough. If a teacher rating system for educational software existed, so teachers could see which lessons worked best.

Summary We We Were Amazed To Realize. . . Met. . . It Would Be Game-Changing. . . How much not living on campus If she could simulate an incan affect your academic person group study session performance. from home. Middle-schoolers consider i. Pads & Khan Academy to be boring if the content is not engaging enough. If it was easier to find great, interactive software. She preferred pen and paper to If technology offered the same solve problems instead of using a experience as writing on pen technological device. and paper.

Have a good weekend!