Information about design session:
Duration: 1 h 45 min
Designer who conducted the session: Nele (user session), Jaanika (customer session)
24-year-old working student, who started with e-learning of driving school 3 months ago
38-year-old school teacher, who is giving traffic lessons
33-year-old female, working as IT specialist, mother of two kids, has had driving licence for 15 years but has driven mainly in one city
30-year-old male, small-business owner, has had driving licence for several years (represents the customer)
Scenario 1 – “Finding traffic signs app”
The participants thought that the scenario is realistic – for them, it seemed a natural course of action to try to find some mobile application to learn in a more interactive way. They could easily imagine Kristi’s frustration with the initial learning material and felt they would behave in the same way.
However, one of the participants did raise questions about how exactly is this app so engaging and different from the other apps that the person in the scenario gets so absorbed in the app. In the same vein, he said that apps are not usually so interactive – although interactivity it is very welcome, are we sure that all those things can be accommodated in one app? As to interactive exercises, one other participant suggested to use matching pairs exercise, but with increasing number of cards – first level is four cards, second level six cards etc. When you have matched a pair, an explanation also appears about the sign that was on the matched cards.
Scenario 2 – “Teacher Mari is having traffic lesson day outside the classroom”
Scenario was found to be quite realistic and interesting, but there were some doubts if the setting is suitable for this kind of teaching method. The main argument was that in this traffic city there are only the main signs which most of the pupils know by heart and then app would not be that useful. But it was also pointed out that it should be very suitable for pre-school children before they start school year and mainly for observing purposes. Beside Laitse Rally park, Pääsküla traffic park was also suggested for this kind of activity.
Animation part was considered interesting and engaging but it requires classroom lesson and it was seen as something to be done all together rather than everybody alone (because of too young age).
It was also discussed that learning with this app should start first at classroom. Usage of interactive whiteboard was considered to be more suitable than private phones or alternatively, dividing pupils into smaller groups and using tablets.
Testing module was considered very useful as electronic tests/games are always engaging for kids and voice feedback would be benefit (you got it right or some musical notice).
The last question was not fully understood as no difference on usage was seen. The difference on observing was considered important as in smaller groups it is easier to observe how pupils have understood the expected behavior.
„Beside learning the sign meaning it is important that children know what kind of behavior is expected with this sign. For example: Knowing the pedestrian crossing sign requires also making sure, it is safe to cross the road and it is good to observe the knowledge while pupils are in traffic park“
Scenario 3 – “Learning the traffic signs on a long bus ride”
Participants considered also this scenario to be very realistic. A long bus ride is perfect time for studying. Participants would act the same way as described in the scenario while learning the traffic signs with this app. They would start with learning the signs in descriptions part and continue with testing later. They agreed that the explanatory animations would be useful for learning the signs and said that they would react positively to the described search engine.
However, it was offered to add more playfulness to the testing part, because gamification in testing would make the answers stick to the mind better and it would combine learning and entertainment. Another suggestion was to add examples next to the sign explanation – typical examples of the situations connected to the sign, which are usually pointed out by the teacher in driving school theory lessons.
Scenario 4 – “Doubts about signs during a walk in the city center”
It appeared from the interviews that the scenario is quite realistic because it seems natural that a person who was born in a small town and moves in a bigger city with a lot of cars needs to revise and clear up his or her confusing ideas.
One interviewee pointed out another example of confusing traffic sign: speed limit is not clear to who is forbidden, because different kind of trucks with different lengths.
The idea of grouping the signs was considered useful as this would help the user to remember the meanings of the signs better and not to confuse them.
One participant personally didn’t like the idea of gamification but thought that it could be useful for keeping people using the app and help them learn from their mistakes. She would add a voice-over for each sign in order to explain better the meanings of the signs – it could be useful maybe for older people.
Information about speed limit of other countries that are Estonia’s neighbors would also be useful (for instance in Latvia to inform that you have to drive slower they have white sign with the name of the city but without the speed limit, while in Estonia there is a more comprehensible sign with the drawing of the city and the speed limit too).