1. CS147: Assignment #1, Needfinding
By Brianna Goldstein, Benjamin Williams, Christian Valadez

2. Team Introduction Christian Valadez Brianna Goldstein
Benjamin Williams
B.S. Computer Science
“CS whoooooh”
Master’s in Music, Science, and Technology
Interested in the intersection of UX Design & feature-rich applications
Interested in chocolate / using tech for good
Interested in UI/UX design for music-related software

3. Problem Domain: Technology in the Classroom

4. Needfinding Methodology

5. Our Interviewees Name MaryAnn Ashley Lisa Melanie Occupation
8th Grade Math Teacher
USC Student
UCI Student
4th Grader
Software Used For Learning
Google Classroom, Math Playground, Powerschool, Khan Academy
Remind
Canvas, Duolingo
Typing education, math games

6. Interview Results

7. 1st Interviewee: Ashley Jimenez
Pre-med USC Student

8. 1st Interviewee: Ashley Jimenez
Pre-med USC Student
She commutes to USC (1.5 hours in traffic, both ways!)

9. 1st Interviewee: Ashley Jimenez
Pre-med USC Student
Issue: Hard to make Office Hour times
She commutes to USC (1.5 hours in traffic, both ways!)
Issue: Hard to find network of study buddies

10. 2nd Interviewee: MaryAnn Goldstein
8th Grade Math Teacher
Math games, clicker questions, iPad apps,
Khan Academy
“Some games take the traditional problem presentation but add ‘flashy’ game lights”
How do you use technology in the classroom?
Math games and apps
Interactive in-class clicker questions
Allowing students, parents, and teachers to communicate efficiently
Give and submit assignments
Students are given chromebooks
Google classroom assists in student self-organization
What are the benefits of technology in the classroom?
Visual learning
Helps kids find learning more interesting/exciting
Organization of work and communication
Are there any pitfalls with the technology you use in the classroom?
“If it’s boring on paper, it’s boring on an ipad.”
Some games take the traditional problem presentation but add “flashy game lights
Khan Academy is not interactive enough, no reason to be engaged in the lectures

11. 2nd Interviewee: MaryAnn Goldstein
8th Grade Math Teacher
Math games, clicker questions, iPad apps,
Khan Academy
Goal: Visual, engaging, interactive learning
Issue: Not engaging
“Some games take the traditional problem presentation but add ‘flashy’ game lights”
How do you use technology in the classroom?
Math games and apps
Interactive in-class clicker questions
Allowing students, parents, and teachers to communicate efficiently
Give and submit assignments
Students are given chromebooks
Google classroom assists in student self-organization
What are the benefits of technology in the classroom?
Visual learning
Helps kids find learning more interesting/exciting
Organization of work and communication
Are there any pitfalls with the technology you use in the classroom?
“If it’s boring on paper, it’s boring on an ipad.”
Some games take the traditional problem presentation but add “flashy game lights
Khan Academy is not interactive enough, no reason to be engaged in the lectures

12. 3rd Interviewee: Melanie
Issue: Found hands on-screen in typing program confusing
Prefers Pencil/Paper for both Math and Art
When she gets stuck on homework:
"I get a piece of paper and try to figure it out, and if it doesn't work, I ask an adult for help"

13. Analysis

14. Empathy Map INFERENCES OBSERVATIONS
SAY
- “It’s hard to go to OH because I commute to school from home.”
- “If it’s boring on paper, it’s boring on an iPad.”
- “I like doing it on paper better.”
- “I wish I had USC friends who lived closer to me.”
THINK
- “I’m not as smart as everyone else at USC.”
- “My students could be learning more if they were engaged by the material.”
- I can’t visualize math in my head.
- The computer won’t let me solve the problem the way I want to. DO
- Sends a million s to get the answers needed.
- Spends time searching for most engaging software online.
- Gets out piece of blank paper when stuck on homework; doesn’t solve it on computer.
FEEL
- Frustrated at not being able to get questions answered right away.
- Stressed for time about commuting.
- Rushed to create great lesson plans.
- Upset that the game gave the same problems as paper without re-visualizing.
INFERENCES
OBSERVATIONS

15. Empathy Map INFERENCES OBSERVATIONS
SAY
- “It’s hard to go to OH because I commute to school from home.”
- “If it’s boring on paper, it’s boring on an iPad.”
- “I like doing it on paper better.”
- “I wish I had USC friends who lived closer to me.”
THINK
- “I’m not as smart as everyone else at USC.”
- “My students could be learning more if they were engaged by the material.”
- I can’t visualize math in my head.
- The computer won’t let me solve the problem the way I want to. DO
- Sends a million s to get the answers needed.
- Spends time searching for most engaging software online.
- Gets out piece of blank paper when stuck on homework; doesn’t solve it on computer.
FEEL
- Frustrated at not being able to get questions answered right away.
- Stressed for time about commuting.
- Rushed to create great lesson plans.
- Upset that the game gave the same problems as paper without re-visualizing.
INFERENCES
OBSERVATIONS

16. Empathy Map INFERENCES OBSERVATIONS
SAY
- “It’s hard to go to OH because I commute to school from home.”
- “If it’s boring on paper, it’s boring on an iPad.”
- “I like doing it on paper better.”
- “I wish I had USC friends who lived closer to me.”
THINK
- “I’m not as smart as everyone else at USC.”
- “My students could be learning more if they were engaged by the material.”
- I can’t visualize math in my head.
- The computer won’t let me solve the problem the way I want to. DO
- Sends a million s to get the answers needed.
- Spends time searching for most engaging software online.
- Gets out piece of blank paper when stuck on homework; doesn’t solve it on computer.
FEEL
- Frustrated at not being able to get questions answered right away.
- Stressed for time about commuting.
- Rushed to create great lesson plans.
- Upset that the game gave the same problems as paper without re-visualizing.
INFERENCES
OBSERVATIONS

17. Insights
Needs
Ashley can’t get the academic support she needs from office hours or a study group.
She needs a way to virtually connect to people who can help her with the concepts she is struggling with.

18. Insights
Needs
Ashley can’t get the academic support she needs from office hours or a study group.
She needs a way to virtually connect to people who can help her with the concepts she is struggling with.
Young middle schoolers don’t pay attention for long unless the content is engaging and interactive.
She needs a way to better engage her young students.

19. Insights
Needs
Ashley can’t get the academic support she needs from office hours or a study group.
She needs a way to virtually connect to people who can help her with the concepts she is struggling with.
Young middle schoolers don’t pay attention for long unless the content is engaging and interactive.
She needs a way to better engage her young students.
Melanie goes straight to an adult when problems get too difficult.
She needs a better way to ask for help when an adult isn’t available.

20. Summary We Met... We Were Amazed To Realize...
It Would Be Game-Changing...
How much not living on campus can affect your academic performance.
If online office hours / study groups could be arranged from the comfort of her (far!) home.

21. Summary We Met... We Were Amazed To Realize...
It Would Be Game-Changing...
How much not living on campus can affect your academic performance.
If online office hours / study groups could be arranged from the comfort of her (far!) home.
Middle-schoolers consider iPads & Khan Academy to be boring if the content is not engaging enough.
If a teacher rating system for educational software existed, so teachers could see which lessons worked best.

22. Summary We Met... We Were Amazed To Realize...
It Would Be Game-Changing...
How much not living on campus can affect your academic performance.
If she could simulate an in-person group study session from home.
Middle-schoolers consider iPads & Khan Academy to be boring if the content is not engaging enough.
If it was easier to find great, interactive software.
She preferred pen and paper to solve problems instead of using a technological device.
If technology offered the same experience as writing on pen and paper.

23. Have a good weekend!