The ultimate personalized
student dashboard.

Partnering with City of Bridges High School, our team is dedicated to crafting a solution that embraces contemporary learning ideals, striving to design a student dashboard that embodies the casualty of journaling, all within an intuitive and stress-free user interface.

My Role

01 End to End Design Process

02 High Fidelity Prototype

03 Synthesizing all UX Research Insights

Tools

Figma, User Research, Collaboration

The Team

Ankitha Vasudev, Andrea Chisholm, Christy Zo

The Client

City of Bridges High School

Duration

Fall 2023, 8 weeks of research → 1 week of solo design

The Concept

Mission of Momentum

Momentum is an app that helps students self-regulate PLP progress, and facilitating one-on-one advising with teachers. It addresses PLP challenges for instructors by simplifying documentation and management, enhancing awareness, and streamlining personalized support for a more effective learning experience.

What is a PLP?

At City of Bridges High School, "PLP"s (Personalized Learning Plans) serve as specialized classes where students are allotted dedicated time to delve into their chosen majors, shaping their career paths. These courses demand self-regulation and responsibility from students as they navigate their learning journey and manage their deliverables.

Concept Enactment.

How does Momentum work?

Before PLP Class

Simple Widget Tool.

At the start of each PLP block, students use a widget to notify teachers of their plans, and those choosing a meeting receive an estimated check-in time on their widget.

By enabling color adjustments tailored to individuals with ADHD, we adopt a more flexible approach to educational tools. This encourages increased student engagement and alleviates the stress associated with traditional "turning in".


Clear visual representation of time tracking aids students in comprehending the amount of personal time they have before their scheduled check-in with a teacher.


After PLP Class

How can students track their progress without it feeling like another task?

01 Taking log of daily PLP progress through different media types.

By shifting the app's focus towards journaling, students can track their PLP progress in a more personalized manner.

After the PLP block, students receive a daily prompt to check in on their progress, responding with visual/audio media and a brief text entry.

02 Taking log of daily PLP progress through text entrys.

After uploading their chosen media, students receive a brief journal entry to jot down specific progress completed.

After completing the journal entry, students are returned to the home screen where they can view their daily entry.

03 Feeling proud of your work.

Once all tasks are finished, students can automatically view their day's PLP on their widget tools until the next scheduled check-in.

Simplifying the UI to mimic a digital stationary or journaling space helps students feel less overwhelmed by the concept of submitting assignments for grading.

Why is this neccesary?

01

Students had a high preference for low-commitment technology and generally had an anti-technology stance as “having another app might be tedious”.

02

5 out of 7 interviewed students cited leaving traditional schooling due to its stressful nature, compounded by challenges in keeping pace with the systems and tools in place, particularly concerning their ADHD.

Full Interaction

So how does the entire thing work?

To avoid overcomplication, the user flow remains linear with just two points of interaction: before and after the PLP session.

Color-adjusted to accommodate with focus or feeling overwhelmed.


Easily recognizable click-ables.



Concept Generation.

How did we land on Momentum?

Initial Ideation

Opportunity Statements.

01 How might we encourage students to set and assess their progress towards meeting their goals and completing work in a way that motivates them, avoiding excessive prescription?


Challenge

Students are expected to be accountable for their progress and completion of projects but it can be challenging for them to stay on track.“Students should be able to measure their progress in relation to the goals they set.”

Need

We see an opportunity to explore methods that target the right balance to provide enough guidance and motivate students, while not overwhelming them with workload. 

02 How might we help instructors keep informed about their students’ updates and progress so they can better guide student learning? 


Challenge

The biggest challenge of personalized learning for instructors is documentation and management. The use of a physical notebook is positive due to the 1-1 student-teacher interaction but it is inefficient. “It would be nice to know what they’re doing for their PLP and see what their progress is instead of ask”

Need

We see an opportunity to improve the current system of tracking student progress to make it more uniform and transparent between students and teachers while maintaining the 1-1 interaction that is currently effective and high priority at CoB.

03 How might we inspire students to discover their interests and empower them to explore them further through a PLP? 


Challenge

There is a gap between the curriculum mission of getting students to pursue their interests through PLPs and what’s actually happening (students tend to work on homework during PLP time or give up on personal ideas).“Some students have less of an internal drive (to pursue PLPs). Ways to move those folks along would be great.”

Need

We see an opportunity to further encourage students to discover and explore their interests, especially during PLP time.

Initial Research

Focus Group Data Collection.

We held a focus group with 7 students (4 seniors, 2 juniors, and 1 sophomore) to delve into workload management, goal setting, and PLP experiences, aiming to uncover pain points and sentiments regarding the learning environment at CoBHS.


Additionally, to understand the instructors' perspectives, we decided to conduct an artifact analysis so that we could see examples of student work and a contextual inquiry with Randy, the head of school.


Instructors’ Book for tracking progress

Evaluation form co-created with

Randy and students for his elective

PLP Time Student Feedback

Synthesizing Findings

Diagrams and Models.

Affinity Diagram - Contextual Inquiry

Our contextual interview with Randy and visit to CoB revealed close collaboration between teachers and students in crafting personalized learning plans.


+ Synthesis Model

Randy mentions that his administrative schedule differs from most instructors at CoB, possibly limiting our understanding of teacher-student interactions.


Affinity Diagram - Focus Group

The focus group discussion provided valuable insights from all students, which we organized into interpretation notes and then affinity mapped to identify common themes.


Ideating Solution

Rapid Ideation.

Guided by the insights from our research, we engaged in rapid ideation to brainstorm possible solutions for each of our 4 Opportunity Statements.


To rapidly test our ideas and determine if they’re beneficial additions to the CoBHS learning environment, we conducted storyboard speed dating with 4 small groups of students and teachers.


We chose 7 storyboards that covered various aspects of personalized learning.

We conducted storyboard

speed dating at CoBHS.

Based on the feedback, we chose one storyboard to revise and move forward with

Following the Speed Dating Session feedback, we opted for a blend of a personalized goal-setting platform and a check-in widget.

Finalizing the Solution

How can student's interact with Mometum?

The Journey Map illustrates three PLP stages: beginning, during, and after. Some students complete their PLPs, while others lose motivation, leading to diverging paths in the journey's conclusion.


In the Service Blueprint, we concentrated on daily student-teacher interactions during the PLP block. Emphasizing interpersonal relationships, our tool enhances these interactions instead of substituting them with digital alternatives.


Before diving into the user interface, my team and I simplified the journey map and service blueprint into a single user flow model.


And thats what led us to the final decision of momentum.

We spent most of this project focusing on the designing the ‘right thing’ rather than designing the ‘thing right’. This was important to ensure that we were tackling a real need at CoBHS. A strength of our design concept was our focus on doing one thing really well rather than tackling the entirety of personalized learning, which would have been overwhelming and too broad.