Empathy Mapping

Final Storyboards

• Companion device storyboards here
• Digital classroom storyboards here
• VR learning space storyboards here
• Theatre sports soft skills storyboards here

Panels

One or two sentences underneath each panel.

• Feeling / context
• Problem (What is it)
• Solution provided (Using the idea)
• Feeling / is the problem solved

Scenario for each concept

• Companion device:
  1. Shy Student is feeling shy and usually has their camera off in applications like Zoom. The educator sends a prompt to the personal companion device during class, asking what they think the answer is to a question. Shy student now feels more encouraged to deepen their engagement in the classroom when the device displays positive feedback to the student
  2. Highly engaged student is not feeling too great this morning. At morning check-up, the device greets the student, asking how they're feeling. The student presses the red button indicating that they're feeling sad, as they feel more comfortable pressing a button rather than directly calling for help in the middle of class. The educator can then request a one-on-one with the student to have a chat, and the educator is now aware of the situation and help adapt their class for the student
  3. Alienated educator is becoming more isolated as students disengage from the classroom, and is feeling absolutely disregarded from their students. Sending out interactions to the device now requests students to engage in a (low profile?) manner. This request becomes a catalyst that now encourages further interactions with the classroom. They notice a particular student however is particularly struggling via the dashboard and then they do a one on one with the student to fix the problem.
• Theatre game:
  1. Shy student is uncomfortable both F2F and in online-learning setting speaking up when unable to find a service, or understand a concept. Using this service they slowly learn how to navigate their digital world through games and play, bringing them closer to other students, and teachers. As their skills online increases, it lessens the gap caused by their shyness and reluctance to speak up, as they respond in ways that they feel comfortable faster.
  2. Highly engaged student is an auditory learner, and has struggled in the complete move to online education as they find asking questions and engaging with the teacher too long of a process now. They wake up in the morning ready for class, organising their desk, their space, and their mind in preparation for class. Using this service quickly before class they practice the skills that will help with that engagement in class, in a gamified setting, and now feel ready for the day.
  3. Alienated educator is feeling less engaged with their community of students and teachers, and unsure of whether they want to continue engaging, or simply don't know how. Looking at their [theatre game service] they is able to understand where students lack digital literacy skills, and understand on a personal level how that may affect their engagement. They then adjusts how they teach on an individual level based off this understanding.
• Classroom mimic:
  1. Shy student is isolated in Zoom classes and wants a better way to interact with educator and students. They feel like they can't put their hand up or ask for help when they need to. When the class moves to the new platform, an option appears to raise hand. The shy student can now raise their hand to ask a question they really needed answered, whereas they wouldn't have felt as comfortable do in a zoom. The shy student now feels more included in class and can ask for help more often.
  2. Highly engaged student is feeling isolated in Zoom classes and wants a better more social way to interact with their educator and other students. Using [classroom mimic platform], the student has a wide range of ways to interact with students. Students can now react
  3. Alienated educator is feeling disconnected from class as no one has cameras on in their Zoom, and doesn't engage enough during class. This time, educator wants to use [classroom mimic platform] as it seems more engaging and appealing. The fun environment and familiar layout of the classroom entices kids to engage more and the educator is feeling more energised and encourages more discussion and group work between students
• VR learning device:
  1. Shy student is feeling disengaged from Zoom classes and wants to learn the way they want to. They feel limited by learning from a digital whiteboard on a video call with an educator and want to interact more with their environment. The class starts using [vr learning device] where the student can create their own work space and are given a set of tools and objects the teacher has provided to work with. The student becomes accustomed to their learning space and is more engaged in the classes
  2. Highly engaged student is feeling isolated from Zoom classes and wants to interact with other students better. The class starts using [vr learning device] and the educator can now assign breakout rooms where students can interact with each other in a 3D space. The student now feels more connected to their space, and is now more engaged as a result.
  3. Alienated educator is feeling disconnected from the class as students are not engaging on online classes. The school decides to try something new and employs [vr learning device] to use for each student. The educator is now able to interact more with students in a 3D space, and can see students engagement via their body language and movement. They now feels more connected with they students and is able to teach more effectively by adapting for everyone's needs.