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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
