top of page

JULIA ECHEVARRIA

DESIGN + COMMUNICATIONS

U.org design sprints

My contributions to two design sprints for non-profit U.org. The goal of each sprint was to develop gamified tools for kids who learn and think differently (LTD). Sprint 1 specifically explores how to help kids who LTD struggling with a sense of not belonging. Sprint 2 focuses on kids whose learning and thinking differences make them feel like failures.

Client

U.org

Collaborators

Yasmeen Adams and Eleni Matheou, researchers
Khanh Cruz, sprint supervisor

Year

2022

Services

ideation, interaction design, service design, UX

sprint_hero.png

TARGET USER PERSONAS

sprints_userPersonas.png

SPRINT 1

"I DON'T FIT IN"

Goal

To support kids who learn/think differently:

  • in recognizing how patterns in their behavior positively and negatively impact their lives.

  • in recognizing their strengths, building a sense of identity, and forming an idea of how they fit into the world.

Data + insights

An external impact study found that focusing on life skills will best enable kids who learn/think differently to thrive.

  • Our research and experts have identified a few “tipping points” motivate an individual to finally seek help.

  • The ability to recognize patterns can allow children who LTD to be better able to see what they’re good at.

Problem + opportunities

How might a “perspective generator” help kids 10-14 recognize patterns in their behavior and discover their strengths (Q1 goal) in order to become comfortable with their identity and place in the world (long-term goal)?

IDEATION

This application would ask the user (and their parent) to set measurable goals and encourage them to log the amount of time they spend working toward meeting those goals. In the app, the goal manifests as a "dynamic thing" (in my rough schematic this is represented as a plant), and the time spent working towards it manifests as a dynamic thing enricher (in my schema, water). By externalizing the user's personal growth and creating a visual representation of it, perhaps it's possible to lighten the load of the self-reflective work a bit, while still helping the user walk away with the necessary insights and awareness they need to grow and thrive.

SPRINT 2

"I'M BAD AT EVERYTHING"

Goal

Help individuals who LTD explore their identity and identify their strengths, so that they can find their own place in the world.

  • Decide on test and learns to engage 10-14 y.o.’s who may LTD so that we help them figure out what they’re good at.

  • Impact a child’s ability (directly or alongside their caregiver) to “keep going” the next time they hit a set-back.

Data + insights

​Kids ages 10-14 are at a pivotal point in their development as individuals; they’re trying lots of new things and exploring their identity. With all that trying comes failure, which can be particularly confidence-destroying for kids who LTD.

Problem + opportunities

How might we increase perserverance in kids 10-14 by reframing the concept of “failure” (make it fun) and encouraging exploration (make it feel safe)?

IDEATION

CONCEPT A

Concept A was inspired by an article I read in the Atlantic a million years ago called the Confidence Gap. One of the article’s theses is that feistier or more spirited kids are reprimanded more than “better behaved” kids, and that this experience will actually serve as a boon in their adult lives. The article examines this along gendered lines, but here I applied the premise to kids whose LTD contribute to a lack of self-confidence.

CONCEPT B

Concept B was about showcasing and celebrating famous misfits and their achievements in order to encourage our target users to question what exactly success and failure mean. Who determines what these mean, how are they determined, and how are they affected by temporal context (i.e. long-term outcomes vs. short-term)?

bottom of page