During my time teaching I used many of the basics of UX without realising. Observing, researching, designing, ideating, adapting, testing, working in a team, analysing user data, writing reports, I did it all on a daily basis.
To give you more of an idea of how I applied these skills, here’s a short case study of an issue with one of the students.
Problem:
A child in a second grade class is having difficulties learning to read and write. They are falling behind their peers and need to catch up before it affects their self image. Through observations and data I suspect dyslexia and ADHD are to blame for holding them back.
Solution:
Implement learning aids and a support plan to ensure the student reaches an appropriate reading level.
Process:
Empatise:
I used qualitive research methods to discover the students reading and writing levels and confirmed that they were below level for their age. I also used quanitive methods, observing the student in class and taking notes on how they worked. I interviewed the student to ask how they felt about reading and writing.
I consulted with my team to see if they have made any similar observations and recorded the data given.
Define:
Analysing all the data I had discovered and, through discussions with my collegues, we came to the conclusion that it was more than likely that the student has dylexsia, and possibly ADHD.
I met with the students’s parents to inform them of what we’d observed and request that they get an official diagnosis so that the school can implement a learning plan.
Our goal as a team, teachers, parents and outside professionals, was to ensure that the student reached a reading and writing level where they could keep up with the rest of his class and not feel frustrated or upset.
Ideate:
Meanwhile, I researched aids and tools to help the child to read. I found a few different methods to try:
1. Use larger text
2. Space out the words
3. Double spacing between sentences
4. Use coloured overlays to ease their visual stress
5. Only read for short time period and take a break
6. After each sentence ask the child what they have read to ensure comprehension
I consulted with the learning support department to decide which methods were best to use with this student.
Prototype:
I met with other teachers who worked with the student and we decided on which were the best method to use to help them.
We decided to start with larger letters and double spacing. I got online access to the books the student used in class and adjusted the letter size and spacing.
Another method we decided to try was the coloured overlays. We could not find any to purchase nearby so decided to make them using laminated cellophane. This also allowed us to choose what size they would be. We made each of them the length of a 30cm ruler so they would easily fit on a page but not too big to become a distraction. We decided to make four colours – red, blue, green and yellow – so the student had a choice.
Testing:
While waiting for a diagnosis, I received permission from the child’s parents to test a few of these methods.
During reading time in class, I provided the child with a different text with larger letters and double spacing. I made sure I was close by at all times, even though the task was supposed to be independent. When they became distracted I reminded them to get back to their book.
While it was still difficult for them to read a sentence, the child commented that they liked “the big letters because I can see them more”.
After a few weeks of testing with larger text I introduced coloured overlays. After initial excitement with the new reading tool, the child started to use them in the correct way. I asked them to use each colour (red, blue, green and yellow) and decide which felt more comfortable.
The colour overlays were on a key ring so they could easily switch between colours. I noticed that this helped hold their attention. When they got bored or distracted they just switched colour.
Throughout these tests I gave them a break every 5 minutes, asking them to go for a walk, go to the toilet or run an errand.
I also asked them to explain to me what they had read to evaluate their comprehension.
Results:
After a month of using larger texts and coloured overlays they became more comfortable and were able to read a whole sentence.
The child commented that going for a walk “gives my brain a break and I can read again”.
While they were able to read entire sentences, they still struggled with comprehension, finding it difficult to explain what they’d just read. I needed to carry out more research and find a new way to help them with comprehension.
After two months, the child’s parents came back with a diagnosis of dyslexia and ADHD. I organised a meeting with the psychologist and we put together a learning plan. This plan was reviewed every 6 weeks, using both quantitative and qualitative data, to ensure the required results were being obtained.
What I learned:
- Teamwork was key. While I was the main implementer and tester, I could not have carried it out without working in collaboration with my colleagues, the child’s parents and experts in the field.
- Research, plan, test, repeat. The process was cyclical and organised. I was aware that if something didn’t work we needed to start again and test something new.
- Data and observations matter. Before anything, observations were essential. I needed to understand why this child was not reaching their reading goals and how I could help. I interview them, in a very informal way, to find out what they found difficult and what they think would make it easier. I interviewed colleagues and parents to discover their point of view. I assessed the child’s reading level using a quantitative test. With the data, a plan was made.
- Flexibility. Sometimes things don’t go according to plan and that’s ok. Being flexible enough to sit back and figure out a way forward is important.
Caitríona Ross 