This open-source project is focused on improving access to teaching resources for dyslexia in West Africa. I conducted and synthesized discovery research to inform the design and development of a learning management system and educational platform.
Utilized a continuous discovery approach to identify what research was missing, and what research could be conducted and synthesized in this phase for meaningful action.
Stephanie Lin (UX Researcher), +2 other researchers
Team
Product Manager, Strategists, UX Designers, Content Writers
Clients
Tech Fleet, Dyslexia Foundation of Nigeria
We had an incredibly short timeline and diverse team of 35, living across 6 time zones with most individuals working on a part-time basis.
Timeline
Sep - Dec 2023; Phase 1 Discovery
In reviewing the Phase 0 handoff, we found out we didn't know much! We had a high level problem statement, but knew little about specific pain points, behaviors, motivation, and localization.
Image 1. Researcher discovering unanswered questions
As a team, our goal was to get as much insights into the problem space as possible. We also wanted to make sure our other team members could move forward with their tasks.
I conducted desk research on dyslexia regarding signs, symptoms, causes, and diagnosis. I also researched how competitors approach educational platforms to identify our unique value proposition.
I outlined what we do know, working assumptions, and jobs to be done (JTBD). This clear framework facilitated collaborative brainstorming, enabling our team to identify key features and map out user flows.
We had valuable key insights provided by our client, but wanted to understand the teacher's perspective and their workflow. Recognizing the complexities of school systems, we emphasized localization in our design process.
I led transcription, analysis and synthesis of the focus group (n = 5) data. Simultaneously, my other teammates focused on 1:1 interviews and survey recruitment.
All participants were recruited through our contact person at DFN.
1.5 hour focus group, facilitated by UX Research Lead; recorded on Zoom
Due to internet connection and access to technology, the recorded transcript required thorough review. I explored 3 different transcription software (Otter AI, Dovetail, and Fathom). Dovetail provided the most accurate transcription, but still many pieces were missing. I relistened to the transcript and used Figjam AI to help me affinity map. I led final affinity mapping and synthesis.
Image 2. Affinity mapping
Contrary to our initial hypotheses, trainers actually struggled with providing support to students and their family. They felt responsibility to help their students with the discrimination they experience.
of DFN trainers struggled with collaborating with parents
of DFN trainers actually struggled with progress tracking for students
of DFN trainers wanted to help students navigate their emotions
Image 3. Insights from A DFN trainer
With our discovery research, I was able to outline specific user goals and challenges for future phases. This will help guide the design and development direction for the remainder of the project.
Image 4. User Persona Obi's Portrait
DFN trainers struggle to navigate lack of resources and stigma regarding dyslexia within West Africa.
DFN trainers want to better support and understand their students with dyslexia so they can see their students thrive.
As Tech Fleet is winding down for the year, the following recommendations will be delivered to the next phase's team members.
A second persona or archetype approach might be more helpful. Based on current research, teachers with more expertise and teachers with less might have vastly different goals due to their beliefs about dyslexia (eg. whether it exists or not).
In terms of localization, there is still a lot we don't know about the variety of school systems and cultures within West Africa. In addition, cognitive training is the core of the curriculum and little research has been done for validity and acceptance.
The project direction is focused on dyslexia. However, who would be the actual users of the app? If all teachers within a school system participates, how does it affect the curriculum development and project direction?
