“That’s what games are, in the end. Teachers.
Fun is just another word for learning.”
- Raph Koster
CEO: Elin Quist.
Project Manager / AD: David Daniels.
Graphic design: Julie Fuiimoto.
UX Design: Vicky Bergman.
Gamify Matteappens app.
Understand the way forward.
I worked as the bridge between the client and the design team. My work was based on moving the team forward in a direction the client agreed upon. This meant facilitating the processes, conceptualizing, planning and supporting the design processes.
The role gave me an understanding of what it takes to lead a team but also an understanding of what will be expected of me when someone else leads.
Gamification isn't about creating a game.
How do we make math engaging and fun? What we learned was that when it comes to making processes engaging and fun we have a lot to learn from the gaming industry. We knew that we would have to gamify the app, but the real challenge was to use the elements that are used in classic game design and still keeping it as a working tool and not a classic app store game.
The purpose of this project is to research different gamification functionality to implement in to Matteappen. This project will be based on human-computer interaction concepts with the goal of enhancing the user’s value
During our process, we found a research piece that showed the 8 core drives of gamification. We fell in love with it and based the creation of gamification on these.
We have with our solutions solely focused on solving pain points and making the journey through the app more smooth and playful. We used the information and insights we have gathered on gamification to shape our solutions. We have focused on pain points and problems which can be solved with the least amount of effort and the biggest impacts.
Identify the problem.
Because there are many interactions happening with their app we started with identifying where we should focus our work. This meant interviews, surveys, and focus groups. We found that if it helps the students, it helps the teacher. Therefor we focused on that interaction.
Handle the problem.
We found that a big pain in the classroom is engagement. So that is what we wanted to focus on. We focused on gamifying the experience without making the app to a game.
We have tweaked and worked with the timeline of the work presented by the
teacher, and done by the students. The timeline that we have created is more playful in design but also has some functions that the previous one did not have.
Prologs have been added to show and update the student on how certain areas are calculated and solved. These Prologs become unlocked after that the students have finished the tasks in front of it and the Mini-Diagnostic which holds the key.
The pyramid is designed to represent a larger diagnostics test broken down into smaller pieces. The idea with the mini-diagnostics are that they are to be built on the original diagnostics from the diamond but that they only contain a small piece. This diagnostic is based on Skolverkets LG1.
The students are then only able to unlock and work on one piece of the diagnostic before they go back to work on normal exercises - therefor creating the “mini”-diagnostics.
Are created to give the teacher and students updates on where the skill level is at.
• For the students the mini-diagnostics give them an opportunity to be reminded and updated on previously learnt knowledge and to keep those developments fresh.
• For the teacher they give them an opportunity to easily track their students progress and to quickly see who may need help with what areas.
We wanted to have the design feeling we have worked with the previous designs on this too. Trying to keep adding to the feeling of development and accomplishment.