Persuasive Technology Conceptual Design by yantingting

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									Macromedia Mastery Motivator
                                  A conceptual captology design by
                            Melissa Cheung, Tacy Trowbridge, Shuli Gilutz




                                              Design Challenge
                      To design a system that motivates users to develop
                          expertise at using a complex software tool.
                                               Time limit: 480 minutes
Stanford University, Spring 2001                                                             M3
Ed 225x “Persuasive Technology & Education”                                 Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                    Slide #1
Macromedia Mastery Motivator
Persuasive Purpose
             To motivate Fireworks user to continue learning new
             software features, until they master the program.

Industrial Design:
                                                                                Desktop Icon that
  A look at                                                                     appears once you’ve
                                                                                logged on to your profile.
  a user’s desktop                                                              Glows subtly when there
                                                                                is info for the specific
                                                                                user.

                                    Through out the user session, this icon appears at the task
                                    bar, and allows users convenient access to the cube. It too
                                    glows subtly when there is new info for the specific user.




Stanford University, Spring 2001                                                                                              M3
Ed 225x “Persuasive Technology & Education”                                                                  Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                                                     Slide #2
    User Description
•    Cleo is the webmaster of, Company Cool, a small
     startup company in Silicon Valley.
•    She was hired one year ago right out of college.
•    She has a print graphic arts degree from an art school
     and is a skilled user of Photoshop and other Adobe
     products.
•    She wanted to work as the Webmaster for a startup
     company to become more skilled in website and
     product management.
•    She consciously chose not to be a graphic designer
     for her first job despite her skills.
•    Alex, the graphic artist the company had hired was
     fired shortly after Cleo’s one-year anniversary with the
     Company Cool due to downsizing and a general
     slowing of the economy in the area.
•    Since then, Cleo has had to assume the role of both
     graphic designer and webmaster

    Stanford University, Spring 2001                                             M3
    Ed 225x “Persuasive Technology & Education”                 Melissa, Shuli, Tacy
    www.edu-tech.org, www.captology.org                                    Slide #3
  We used two graphs to depict critical times to persuade
  Cleo to pursue mastery.

   Cleo begins as a highly motivated learner
   but once she has learned enough to
   complete important tasks, her motivation to
   continue to learn drops. The Cube was
   designed to increase her motivation to
   learn over time and flatten that curve.

If we look more closely at her
work cycle, we see there is a
pattern. As Cleo’s tends to
work on projects, we choose
to focus on the time after a
project is finished and when
she may be starting
something new. The Cube
reflects on her past work and
offers ways to improve for the
next project.

  Stanford University, Spring 2001                                     M3
  Ed 225x “Persuasive Technology & Education”         Melissa, Shuli, Tacy
  www.edu-tech.org, www.captology.org                            Slide #4
 Cleo and Meets the Cube
Cleo, a Webmaster a Company Cool, finds out     Cleo, motivated by a new task, cracks open   A few weeks later, Cleo has managed to
she must assume the role of graphic designer    the tutorial in Fireworks.                   complete the Web site design using Fireworks.
and learn how to use Fireworks very quickly.                                                 A window pops up on her screen that looks
                                                                                             like it came from the glowing cube.


                                                                                              Nice Work Cleo! You’ve finished
                                                                                              your first project!

                                                                                              –Level of Work: Advanced Novice
                                                                                              –Rollovers: 12 steps
                                                                                              –Slicing: 15 steps

                                                                                                 Expert Tips      Time Savers




“I can’t believe I have to learn more          “These tutorials are slow and tiresome.       “Hey, what’s this?,” says Cleo a little
software to finish this website,” laments      I wonder if they will be helpful,” thinks     surprised.
Cleo. “I wish I had learned more from          Cleo.
                                                                                             “The Cube seems to know that I’ve
Alex before he was laid off!”                  “Hey, what’s the glowing cube in the          finished my project and is giving me
“At least I know Dreamweaver and I             corner? It’s always there in the              feedback on my work.”
think they are both Macromedia                 tutorials.”
                                                                                             “It says, I’m working at the level of an
Products”                                      Cleo discovers the Expert Models              advanced novice! That’s cool. I thought
                                               linked to the tutorials submitted by          I was still really slow. It looks like
                                               other designers. “That’s pretty cool. I       there’s a lot here. Ways reduce the
                                               can see how Lynda Weiman makes                number of steps, expert tips and time
                                               animated GIF's.She’s a great designer         savers.”
                                               and she’s part of this Cube
                                               Community.”

Stanford University, Spring 2001                                                                                                               M3
Ed 225x “Persuasive Technology & Education”                                                                                   Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                                                                      Slide #5
 Motivated by Its Glow
Cleo discovers that The Cube does not “talk” to    Months late, Cleo helps her fellow graphic      Far away, Chad, a novice graphic designer
her each time, but rather glows when it has        designer, Lisa, who has been notified that      begins learning Fireworks. He finds Cleo’s
something to “say.”                                Cleo know how to apply a glow effect to text.   Expert Model from the Cube.




“Oh, the cube is glowing. I wonder if             “Hey, Cleo! Can you help me? I was               “This Cleo woman is pretty smart. She
I’ve improved on my skills any,” she              looking on the Expert Advice Column of           helped me save 2 hours worth of work.
thinks. But a quick look at Meeting               The Cube. I see you’re an expert                 I’m going to send her a message on
Maker reveals she has 3 days to finish            designer now. Can you show me how                The Cube Community. Maybe she can
her project. “I’ll have to look at the            to make glow effects?” says Lisa                 help me figure out to made slice up this
Cube later.”                                                                                       animation.”
                                                  “Sure,” says Cleo. “I’ve received so
“When she does look at the cube, she              much help via the Cube and the expert            Cleo checks her Cube later that week,
receives feedback on her efficiency and           models, I’ll be glad to help you out!”           “Now I’m an expert. That’s so cool.
ways to improve the tasks she                                                                      But wait, I don’t know how to slice up
completed for the last project.                                                                    an animation either. But I’ll see what I
                                                                                                   can figure out and then email Chad.”




Stanford University, Spring 2001                                                                                                                      M3
Ed 225x “Persuasive Technology & Education”                                                                                          Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                                                                             Slide #6
 Motivated by Its Glow
Bored at 3pm on a Friday, Cleo receives a glow   Sparked by the chance to make something
from the Cube.                                   creative on her own and save time in the future,
                                                 Cleo looks at The Cube.




“I have two hours to kill before it’s time       “That’s kind of interesting,” thinks
to leave,” thinks Cleo.                          Cleo. “So that’s how you create a
                                                 dithered gif.”
Just then The Cube, aware that Cleo
has down time, glows softly with a               “I think I’ll make some funky
tutorial and examples of slicing that will       design just to practice, and this
improve her future work.                         will definitely help me on the next
                                                 website we’re building.”




Stanford University, Spring 2001                                                                                     M3
Ed 225x “Persuasive Technology & Education”                                                         Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                                            Slide #7
Prototype of Macromedia Mastery
Motivator – “The Cube”
Cleo asks for advice
                                              Cleo gives advice




Stanford University, Spring 2001                                                   M3
Ed 225x “Persuasive Technology & Education”                       Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                          Slide #8
Features/Functionality
• Targets the users’ learning level by profile
  (across all Macromedia products).
• Suggests tips showing relevant examples
  from the user’s projects.
• Shows the amount of time and money
  saved by using fireworks features.
• Shows map of how much has been
  mastered.
• Is not intrusive – and can always be used.
• Gives access to a community of learners
  where you can learn how peers and experts
  are using the software.


Stanford University, Spring 2001                                  M3
Ed 225x “Persuasive Technology & Education”      Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                         Slide #9
    Theoretical Justifications
    Our persuasive strategies:
•   Promise – shows the users how
    much time and money they will save.
•   Reduction of fear and effort
•   Social comparison – shows how other
    people are using the software as a motivator,
     and shows how much the user knows compared to others
•   Expert knowledge – shows how experts use Fireworks.
•   Effort reduction – points out what you already know from other
    software packages.
•   Tailoring – provides personal profile, examples from your own work.




    Stanford University, Spring 2001                                                   M3
    Ed 225x “Persuasive Technology & Education”                       Melissa, Shuli, Tacy
    www.edu-tech.org, www.captology.org                                         Slide #10
   Results of User Testing
                                                 What motivates you to learn more?
Users: 3 adults in their 20’s and                    Being more efficient
30’s, two women, one man, starting                   Getting better results
new careers next month, experts in                   A specific task
specific, complex software                           Knowing more can be done
                                                     Seeing a cool model
                                                     Seeing someone do something cool
How do you continue to learn?                        Need for flexibility
(all used multiple methods)                          Sometimes nothing. I don’t always want
                                                      to learn more.
       • Help menus (2)
        Reference books (1)
        Discovery (2: random and                How are you most likely to learn
         focused)                                from others?
        Applying ideas from other                 Working in the same space
         software (2)                              Email
                                                   Asking questions
        Observations (2)
                                                   Reading conversational language on
        Models (2)                                 message boards
        Other experts (2)                         Observing person

   Stanford University, Spring 2001                                                                 M3
   Ed 225x “Persuasive Technology & Education”                                     Melissa, Shuli, Tacy
   www.edu-tech.org, www.captology.org                                                       Slide #11
Responses to “The Cube”
• Suggestions for our product
                    Keep it “cool” (seduction)
                    Allow for company specificity (style guide, links to logos, colors)
                    Use a checklist for assessment
                    Customize models and cubes for different users
                    Don’t forget to use straightforward language
                    Progress meter might be confusing or intimidating

• We like it!
                    Models are a good idea
                    Subtle, passive cube – don’t interrupt my work or my workspace
                    Would like to know what people resources are available in company
                    Experts are great
                    This would be helpful!
                    Dynamic nature
                    It’s optional
                    Makes learning and company more efficient



Stanford University, Spring 2001                                                                            M3
Ed 225x “Persuasive Technology & Education”                                                Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                                                  Slide #12
Shortcomings of Design
• The Cube as an icon does not indicate its function.
• The Cube initially depends upon motivated users.
• The Cube assumes the software is useable and learnable
  at all levels of experience.
• The social comparison aspect of the Cube may discourage
  novice users.
• Users may not feel capable of achieving mastery.
• The Cube depends upon the fact that users will want to
  improve and be more efficient. It does not address users
  who are not motivated to work in general.




Stanford University, Spring 2001                                      M3
Ed 225x “Persuasive Technology & Education”          Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                            Slide #13
Expansion - What else is possible?
• Other form factors or ID possibilities
        – A physical glowing cube may motivate the user more. It may
          also be cross functional as a paper as a bookend or desk
          decoration.
        – An icon that shows community interactions and knowledge
          may motivate users.

• Other features and interactions
        – Talking or animated options may make The Cube more
          appealing to certain users.
        – The ability to view others learning curves in the user’s office
          may add more motivation.




Stanford University, Spring 2001                                                     M3
Ed 225x “Persuasive Technology & Education”                         Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                                           Slide #14
Next Steps in Design Process
• User test various industrial designs of The
  Cube to determine which options to provide
  the user.
• Conduct more observations of novice and
  expert work habits around Macromedia
  products.
• Investigate relationship between efficiency and
  cost reduction to motivation in novice and
  expert users.



Stanford University, Spring 2001                               M3
Ed 225x “Persuasive Technology & Education”   Melissa, Shuli, Tacy
www.edu-tech.org, www.captology.org                     Slide #15

								
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