M Y S A T! May 2001 A conceptual captology design by Nicole Cheslock, Tania Choi, Shuli Gilutz, Tacy Trowbridge Design Challenge To design an interactive Palm experience that motivates high school juniors to prepare for the SAT. Time limit: 10 hours/team member Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT Persuasive Purpose Industrial Design Motivate juniors in high school to prepare for the SAT. Industrial Design Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

User Description 16 or 17 year old female (First born) College bound Middle class (HHI $50,000+) May be active in extracurricular activities like sports and drama May have a part time job Has a group of friends Has aggressive parents Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT – Stage 1: Bonding and Building Pre-use stage: The user logs on to the website, where she can input her personal details and customize her experience. The relevant info is beamed to the palm. Another “word-a-day feature that’s appealing and fun, especially in a social context – using daily jokes. Bonding and creating trust with the device and chosen agent. Using the “word a day” feature in a daily horoscope context. Reduction – makes it easier to manage time for studying. Shows the user how she uses SAT math regularly, and how she can benefit from it – I.e. calculating training laps and calories. Learning words daily – anywhere you go you have them with you. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT – Stage 2: Encouraging test preparation through scheduling and information While hanging out at the pool - waiting for her friends to show up - Sam enters her My SAT screen and practice some geometry problems (her weak spot in the match section of the SAT). Before heading to the pool, Sam opens her Palm and checks out her schedule for the week. My SAT has scheduled two hours of prep time for Tuesday and Thursday afternoons. At night, Sam logs into her Palm web site and reviews the colleges that she is eligible for based on her last practice test. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT Prototype Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT’s Features and Functionality The features of MY SAT are best described in relation to the user’s experience. User has taken the PSAT, has a few colleges in mind and is beginning to think about the SATs. Features include: Registration via Palm web site Character selection: user can customize character to appear on screen and provide support and encouragement through the prep process System provides goal setting Inserts test and payment deadlines Test date is approaching Daily horoscopes incorporating SAT vocabulary Quizzes and a database of verbal and math equations that function as test prep. material as well as motivators to prep more Schedules study time Fosters buddy studies by setting up mutual study times via beaming study partners who also have Palms with MY SAT Provides information on school SAT requirements/user qualification Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Examples of Features and Functionality Close up of Palm face Daily horoscope provides incentive to learn more and expands user’s SAT vocabulary Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Examples of Features/Functionality Informs user of eligibility for a range of colleges and universities and provides encouragement Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Theoretical Justifications Compliance-Gaining Strategies Promise: using this program will improve user’s scores and help her get into college Pre-giving: importing dates, customizing study plans Expertise Explanation: Strategies and study tips Elaboration Likelihood Model Central route: Direct strategies and information about the SAT Peripheral route: Horoscopes, agent Reduction of Barriers: easier to manage study time Social Component: everybody’s doing it Commitment in writing: log in, set goals and establish of a study plan and schedule Feedback/Encouragement Progress bar Test results Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Key Results of User Testing What’s hot... The Palm as an “expert” providing user with information on colleges and SAT requirements Palm giving help with goal setting, scheduling and deadlines Palm promising higher scores Test taking strategies introduced on Palm with an opportunity to apply them later on a computer Calendar and planning features A cute, encouraging agent who can be turned off and does not get in the way Cool colors and accessories Palm supporting social interaction And…what’s not! Not interested the Palm recording activities such as calorie counting, bill splitting, or gym scores Too many strategies are confusing and overwhelming About our users... Five college-bound senior girls Two prepared for the SAT by taking a class Two own an SAT preparation book Three prepared to get higher scores Two found strategies more motivating than lists of vocabulary words Two did not feel it was important to prepare None currently own a Palm device Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Shortcomings of Design Based on user being active participant Requires user to use calendar/scheduling function of Palm Distance between the persuasive device and study aids may limit impact for some girls Relies on social proof so if a group decides not to use this tool, few of the individuals will use it fully. On the other hand, if a group commits to using it, it will be quite effective. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Expansion - What else is possible? Other form factors or ID possibilities If technology allows: use of voice interfaces to minimize effort in typing in on palm interface. Other features and interactions Creating more social interactions and activities – group games and collaborative / competitive learning. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Past Steps in Design Process Brainstorming separately in pairs (different techniques). Consolidation of all the ideas; designing user profile, defining stages, assigning features. User testing with high-school girls. Iterating and finalizing design and report. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

Next Steps in Design Process User test features and functions with more high school teens for appeal and ease of use Create a prototype of the Palm SAT software User test Parents College Counselors Users Iterate Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org

MY SAT - the cool test prep. friend Motivates user by making preparation fun Influences user by making the test preparation process easier Informs user of test taking strategies and college requirements Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org