Tutoring 2.0 A conceptual design by  Andrew Martin Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design...
Tutoring 2.0 <ul><li>Persuasive Purpose </li></ul><ul><ul><li>1) To reduce the stresses of not understanding material pres...
User Description <ul><ul><li>College students who leave lecture not understanding a concept(s).  They feel confused, stres...
Storyboard: Jason and Michael in Econ 50 Michael receives a text notification that Jason posted asking for help.  Michael ...
Prototype of Tutoring 2.0 <ul><ul><li>Friends in the same class join a Facebook group dedicated to that class. </li></ul><...
Features/Functionality <ul><ul><li>Users sign up with friends for a Facebook group dedicated to a class. </li></ul></ul><u...
Theoretical Justifications <ul><ul><li>Learning Through Teaching:  studies show that students internalize information bett...
Results of User Testing (2 Potential Users Surveyed)  <ul><ul><li>David Ngo:  One potential problem is that Facebook is “p...
Shortcomings of Design <ul><ul><li>Not all students have Facebook </li></ul></ul><ul><ul><li>Facebook is “procrastination ...
Expansion - What else is possible? <ul><ul><li>A Facebook application specifically designed for this purpose, rather than ...
Next Steps in Design Process <ul><ul><li>Find a group of friends taking the same class to use as first users (Econ 50, IHU...
Summary Slide <ul><ul><li>Students leave lectures stressed when they don’t understand concepts, and they are afraid to ask...
Additional Comments: I’ll be updating this over the next week.  Please feel free to contact me if you have suggestions, qu...
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SocialCalm: Tutoring 2.0

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How I plan on making tutoring social with Facebook and texting, defeating procrastination-induced stress: #calmingtech

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SocialCalm: Tutoring 2.0

  1. 1. Tutoring 2.0 A conceptual design by Andrew Martin Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design Design Challenge To design a social intervention that reduces stress and induces calm in users Time limit: 2 hours
  2. 2. Tutoring 2.0 <ul><li>Persuasive Purpose </li></ul><ul><ul><li>1) To reduce the stresses of not understanding material presented in lecture, and the stresses of procrastination-induced stress. </li></ul></ul><ul><ul><li>2) To reduce the stresses of shy </li></ul></ul><ul><ul><li>students in finding professional </li></ul></ul><ul><ul><li>tutoring services, or going to </li></ul></ul><ul><ul><li>office hours </li></ul></ul><ul><ul><li>3) To increase calm in students </li></ul></ul><ul><ul><li>by learning the material in a </li></ul></ul><ul><ul><li>comfortable environment with </li></ul></ul><ul><ul><li>friends </li></ul></ul><ul><li>Industrial Design </li></ul><ul><ul><li>1) Facebook group </li></ul></ul><ul><ul><li>2) Texting reminders </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  3. 3. User Description <ul><ul><li>College students who leave lecture not understanding a concept(s). They feel confused, stressed, and worried that they are falling behind. They are too shy to seek out professional tutoring (admitting they don’t understand to a stranger). </li></ul></ul><ul><ul><li>They don’t catch up with </li></ul></ul><ul><ul><li>the material until cramming </li></ul></ul><ul><ul><li>before an exam </li></ul></ul><ul><ul><li>They are Likely: </li></ul></ul><ul><ul><ul><ul><li>Ages 18 – 22 </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Facebook Users </li></ul></ul></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  4. 4. Storyboard: Jason and Michael in Econ 50 Michael receives a text notification that Jason posted asking for help. Michael also receives a Facebook notification and email. Michael goes on his computer or smart phone, and replies to Jason, setting up some times when he is free that night to meet up and discuss the lecture. Jason leaves Econ 50 lecture without knowing what the Professor was talking about in the last 10 minutes of lecture. He’s stressed that he will fall behind, but he’s too busy to sit down and review. Right after lecture, Jason receives a text reminder to post to the Econ 50 Facebook group if he did not understand something from lecture. Jason goes on Facebook through his computer or smart phone, and posts a quick message to his friends in the group asking if anyone can find some time tonight to go over today’s lecture Later that night, Jason and Michael meet up to go over the lecture. Jason learns what the last 10 minutes of lecture was about, and Michael solidifies his knowledge of the lecture through teaching Jason. Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  5. 5. Prototype of Tutoring 2.0 <ul><ul><li>Friends in the same class join a Facebook group dedicated to that class. </li></ul></ul><ul><ul><li>When they don’t understand a concept and want help, they post a message </li></ul></ul><ul><ul><li>to the group saying they </li></ul></ul><ul><ul><li>need help. </li></ul></ul><ul><ul><li>Other users respond and </li></ul></ul><ul><ul><li>they set up a time to meet </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  6. 6. Features/Functionality <ul><ul><li>Users sign up with friends for a Facebook group dedicated to a class. </li></ul></ul><ul><ul><li>When they need help with class, they post a message to the group asking for someone to meet up with them to tutor them. </li></ul></ul><ul><ul><li>After lectures/sections, they receive a text reminding them to post to the group if they don’t understand something </li></ul></ul><ul><ul><li>Whenever someone posts in the group asking for help, other friends will receive a Facebook notification, email, and text. </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  7. 7. Theoretical Justifications <ul><ul><li>Learning Through Teaching: studies show that students internalize information better when they can teach it to another student </li></ul></ul><ul><ul><li>Defeats Procrastination: students keep up with class by planning meetups as soon as they don’t understand something. </li></ul></ul><ul><ul><li>Social Accountability : Once they plan a meetup, they are highly likely to attend. </li></ul></ul><ul><ul><li>Well-Timed Hot Triggers: students are text reminded right after class to post to the group if they don’t understand something. Also triggered (email/text/Facebook) when someone posts to the group. </li></ul></ul><ul><ul><li>Social: students more likely to go to their friends for help rather than professional tutoring or Office Hours. This system helps facilitate that. Learning with friends is also more enjoyable and convenient. </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  8. 8. Results of User Testing (2 Potential Users Surveyed) <ul><ul><li>David Ngo: One potential problem is that Facebook is “procrastination heaven”. “Besides that, looks good to me.” </li></ul></ul><ul><ul><ul><li>My response: Friends aren’t tutoring on Facebook, merely just setting up times to tutor each other. </li></ul></ul></ul><ul><ul><li>Mark Koskei: Definitely sounds like a good idea, and is easier and seems more “acceptable” than spamming your friends with emails. </li></ul></ul><ul><ul><ul><li>My response: I agree, since friends signed up for this, they expect to be asked for help. </li></ul></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  9. 9. Shortcomings of Design <ul><ul><li>Not all students have Facebook </li></ul></ul><ul><ul><li>Facebook is “procrastination heaven,” not where students go to study </li></ul></ul><ul><ul><li>Not directly related to decreasing stress in any person, this intervention is more indirect (reducing stress by keeping up with class rather than falling behind, and by learning with friends) </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  10. 10. Expansion - What else is possible? <ul><ul><li>A Facebook application specifically designed for this purpose, rather than using regular Facebook groups. </li></ul></ul><ul><ul><li>At start of semester, Professors let all students know to sign up for the group, and then students can find new tutoring buddies that aren’t necessarily their friends </li></ul></ul><ul><ul><ul><li>Ideal for students who do not know anyone in the class </li></ul></ul></ul><ul><ul><li>Automated texting service that let users know of updates </li></ul></ul><ul><ul><ul><li>Set up through the Facebook application </li></ul></ul></ul><ul><ul><ul><li>Better than having me manually text all the users in the group </li></ul></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  11. 11. Next Steps in Design Process <ul><ul><li>Find a group of friends taking the same class to use as first users (Econ 50, IHUM, Math 51, etc). </li></ul></ul><ul><ul><li>Create separate Facebook groups for each class </li></ul></ul><ul><ul><li>Run a quick 3 day trial with one group of friends </li></ul></ul><ul><ul><li>Based on results, Iterate </li></ul></ul><ul><ul><li>Run a larger 1 week study with several groups of friends/classes </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  12. 12. Summary Slide <ul><ul><li>Students leave lectures stressed when they don’t understand concepts, and they are afraid to ask for help, causing more stress and procrastination. </li></ul></ul><ul><ul><li>Groups of friends in the same class create Facebook groups </li></ul></ul><ul><ul><li>When a student doesn’t understand something, they post to the group asking for someone to meet up with them for help </li></ul></ul><ul><ul><li>Students receive text/email/Facebook notifications when someone posts to the group </li></ul></ul><ul><ul><li>Students catch up on material, while other students solidify their understanding of the material through teaching. </li></ul></ul>Stanford University, Spring 2011 CS377T- Calming Tech / Behavior Design
  13. 13. Additional Comments: I’ll be updating this over the next week. Please feel free to contact me if you have suggestions, questions, or comments! Twitter: @amartinsu13 Email: [email_address]
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