*The product name Dory is inspired by the Dory, a royal blue tang fish who is always adventurous and optimistic, always willing to help others, and always manages to fearlessly navigate difficulties from Disney's Finding Nemo.
Formative Research, Ideation, UX & UI Design, Interaction Design, User testing, Digital Prototyping
Feb 2021 - Aug 2021
Michael Eisen, Yimeng Hou, Alice Li
Miro, Figma, Adobe Illustrator & Photoshop
Dory is a digital platform that empowers middle school students to recognize and safely communicate their feelings. It helps teachers better assess and encourage students' engagement in remote and blended learning environments.
In this 6-month collaborative capstone project, I led a team of designers with diverse expertise through robust primary research and an iterative design process.
“Every single class period every single day, ask a question and get crickets... One day, in my second period, 23 students turned their cameras on and I literally cried in front of them. It brought so much joy, just to see their faces but that's rare like that happened once.” — P9 (Cynthia, 8th Grade Science and Biology)
Student Engagement is Low
Missing Visual and Auditory Feedback
Re-thinking the Education System
Remote learning environments have magnified the problem of students' disengagement for a variety of reasons including students feeling more self-consciousness, lack of structure, and growth mindset.
Many teachers have reported that they are facing great challenges to engage and evaluate students effectively in remote and blended learning environments because of missing multi-sensory levels of communication beyond a webcam.
Though many problems have risen after the switch to online instruction, remote learning has turned out to be a good option for students with diverse and special needs and offers more adaptability and flexibility.
Dory helps middle school teachers...
Evaluate students' engagement
Teachers can quickly evaluate students' engagement by understanding how students are feeling (through emoji reactions) at the moment. This visual feedback gives teachers information that they can adapt on the fly.
Facilitate conversation or class activities
regarding the feeling of the class by viewing the shared mood space where students' moods are displayed in a circular layout.
Guide students build a growth mindset
by asking students to think retrospectively and deeply about their learning journey through a self-reflection activity
Have a holistic view of
how students are doing and identify any pattern in a list format
Have a deeper understanding of students and build stronger relationships over time
by clicking into an individual student's page to view more detailed reflection and leave notes
Stepped into ambiguity, we gained a deeper and holistic understanding of the problem space through a robust research process.
We believe in the power of education and even more so with technology. But with all the struggles/problems with educational technology and remote format reported due to the sudden COVID-19 pandemic outbreak, we perceived it as a wake-up call that it might be time to re-think the complex nexus of technology and education.
7 SME Interviews
2 Rounds of Field Observation
5 Participants Interviews
# Rounds of Data Synthesis
Drawing inspirations from the enlightening research findings and our 6 important insights, we realized that our design should...
Most students kept their webcams off because of a lack of structure outside of the classroom environment, school policies making the use of webcams optional, concerns about privacy, and adolescent self-consciousness.
Teachers had to use different criteria to evaluate student engagement due to the limitations imposed by online education such as missing multi-sensory levels of communication beyond a webcam.
Teachers struggled to identify and understand students’ unique interests and needs in this environment, impeding their ability to establish and grow unique student bonds, bonds that could encourage engagement.
Teachers can harness educational technology to create a more adaptive learning environment for individual students who previously struggled in in-person.
Creating a well-thought curriculum is a refining process that requires teachers to take into consideration the context where learning takes place, and with whom. In this process, technology serves as an empowering tool to allow teachers to have more configuration of curriculum design.
We formed the 3 design principles to serve as a guardrail that helped us achieve desired design outcomes.
Encourage Student Engagement
Our design should provide ways for teachers to evaluate student engagement that are suitable for remote and blended learning environments. (Driven by insight 1)
Our design should be adaptable to any environment, for students who are attending in person or virtually, synchronously or asynchronous, individually or as a group. (Driven by insight 3)
Enable relationship and Unique Bonds
Our design should enable the growth of personal relationships between students and teachers. (Driven by insight 4)
Initial Design Idea
Initial Quest Idea
We made the pivot!
“How can the solution support the entire classroom experience and individual learning journey?”
“Not just about fixing assignments, how can we managing relationships between students and teachers beyond using traditional assessments?”
Final Design Idea - Dory
We believe that asking students to do self-reflection would allow them to think retrospectively and have a better understanding of themselves and allowing teachers to get access to their reflection provides a more contextual understanding of what is going on in students’ life.
We also leverage the RULER method, which is a systematic approach to help people better unpack and express their emotions.
Dory Key Function 1: Create a Reflection Prompt
Dory has the flexibility allowing teachers to determine the period of time that students need to do self-reflection based on their teaching plan or pedagogy, such as weekly, biweekly, or after each unit.
Each self-reflection contains one or more reflection prompts for students to answer, and teachers can decide the number of prompts they would like to include in one reflection. While teachers create a prompt, the system will also provide suggested prompts for them as a recommendation or inspiration. Teachers are also allowed to create customized prompts. Besides, teachers can view previous prompts if they want to reuse a question.
Dory Key Function 2: Self-Reflection Activities
Teachers like to use different self-reflection methods under different scenarios and purposes. Therefore, we designed two reflection activities which 1) In-Class Activity and 2) Take-Home Written Reflection. For each reflection activity, students will be prompted to choose an emoji based on their mood. There are four different types of emojis. Each emoji represents a category of moods:
Dory Key Function 3: Mood Space
Mood Space is a shared common space where both teachers and students can get access. It shows the overall classroom moods in a circular layout. The circular visualization divides into four quadrants and each quadrant has its own emoji representing a category of moods.
Whenever a student completes a self-reflection, a color dot will appear in the mood space in the corresponding quadrant according to the emoji selected by the student, and at the same time, the selected feeling word will be displayed in the white round square next to the emoji. The number next to the feeling word shows how many students have chosen it.
Dory Key Function 4: Student Reflection
Student Reflection page gives teachers a cleaner list of what each student submitted with the emotional label. This page presents a more organized and holistic reflection chart and therefore, easy for teachers to notice any pattern. Based on teachers’ own preferences, they can sort the chart by emojis (emotions) or by time. Also, teachers can export the reflection and the chart into an excel report to keep as a record, make it printable, and easy to share with parents and the school admin.
After having a holistic view of how students are doing, teachers can go to an individual student’s page to view more detailed reflections and leave a note for the student. Based on a student’s reflection, teachers can give guidance, such as words of wisdom or encouragement to the student. In this way, we hope that students and teachers can better understand each other and build stronger relationships over time.