Detail
Part 2.1: Discover
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Literature Review
Process
I examined 32 academic papers, concentrating on three primary themes: understanding the target audience, domain expertise, and the approach for realizing the product concept. These themes correspond to the motivation of learners, multiplication fluency, and game-based learning, respectively.
Insights
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Students frequently struggle to transition from a conceptual grasp of material to actual factual fluency, which can lead to a decrease in their intrinsic motivation to improve.
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Game-based learning can be an effective tool to initially cultivate extrinsic motivation, which in turn can gradually nurture intrinsic motivation.
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Competitor Analysis
Process
I carried out a competitor analysis, focusing on two distinct groups: established main competitors in this domain and emerging, rising competitors.
Insights
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The strengths of these competitors lie in their ability to create engaging games, particularly through the use of multi-sensory approaches.
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However, they exhibit weaknesses in maintaining a balance between entertainment and educational objectives, often leaning more towards entertainment. For example, the lack of immediate feedback when students answer incorrectly, or not revisiting incorrect answers for reinforcement and recall, which are crucial for educational purposes.
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Interview Teachers
Process
Interviewer
Rules for the Interviewer
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Begin each interview by engaging in light conversation or ice-breaking activities before delving into the prepared questions.
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Throughout the interview, demonstrate active listening through both verbal and nonverbal cues.
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After receiving significant answers, I summarized and repeat back what I’ve understood.
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Ask questions that are open-ended and non-leading.
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If an answer is vague or incomplete, I asked follow-up questions and probe deeper.
Interview
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The interviews were conducted remotely, lasting one hour each, with one facilitator and one observer present.
User Group
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Number of participant: 10 teachers
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Teachers with a minimum of 3 years of teaching experience.
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Experience in using technological tools in their classroom.
Interview goals
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Understanding Teachers’ Typical Days
Interview questions
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How many years have you been teaching?
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Have you consistently taught the same age group and subject?
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On a scale of 1 to 5, how much do you enjoy teaching?
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Approaches to Teaching Multiplication Tables
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Role of Technological Tools/Games in Teaching
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How do you teach your students to learn multiplication tables? Can you describe your method for this year?
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What challenges have you encountered when teaching multiplication tables, and how have you addressed them?
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Do you incorporate technological games to assist in teaching multiplication tables?
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What motivated you to start using these tools?
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How do you implement these games in the classroom? Can you describe a recent instance where students interacted with the game?
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What are the positive and negative aspects of using these technological games?
Analysis Methods
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Thematic Analysis
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Data triangulation with 1-2 more team members.
Insights
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Teachers face difficulties in teaching multiplication tables due to the varied challenges presented by students. These include differences in cognitive abilities, weak numeracy foundations, varying levels of confidence in math skills, and differing attitudes towards education influenced by family backgrounds. Each of these challenges necessitates specific interventions, making it hard for teachers to cater to every student's needs.
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Teachers find it challenging to help students memorize multiplication facts. They employ different game-based strategies to keep students engaged in these repetitive tasks.
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Teachers have observed that students prefer games that reward small successes, progress, and growth, rather than those that are overly difficult. Rewards, often in the form of points and visual representations, should be immediate to enhance motivation among students.
Interview Students
Process
Interviewer
Rules for the Interviewer
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Begin each interview by engaging in light conversation or ice-breaking activities before delving into the prepared questions.
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Throughout the interview, demonstrate active listening through both verbal and nonverbal cues.
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After receiving significant answers, I summarized and repeat back what I’ve understood.
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Ask questions that are open-ended and non-leading.
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If an answer is vague or incomplete, I asked follow-up questions and probe deeper.
Interview
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The interviews were conducted remotely, lasting one hour each, with one facilitator and one observer present.
User Group
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Number of participants: 10 students.
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4th-grade students who are currently enrolled in school.
Interview goals
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Understanding Students’ Attitude Towards Math
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Understanding Their Preferences in Games
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Understanding How Students Learn Multiplication Tables
Interview questions
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What is your favorite subject in school?
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On a scale from 1-5, how much do you like Math? Can you explain why?
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On a scale from 1-5, how confident do you feel in your Math skills?
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What do you usually do in your free time?
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Do you play games? If yes, what are your favorite games and why?
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Can you show me one of your favorite games?
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Do your teachers use games in math class? If yes, what games do you play and how do you feel about them?
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Are you familiar with multiplication tables?
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[Show a set of pictures] Please give a thumbs up for pictures that you think represent multiplication tables, and a thumbs down for those that do not.
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2x2
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5
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8x1
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2x8
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7x12
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7
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10x10
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9
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How does your teacher teach you multiplication tables?
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What methods or techniques do you use to remember multiplication tables?
Analysis Methods
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Thematic Analysis
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Data triangulation with 1-2 more team members.
Insights
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Students like playing math games in class, particularly because they can compete with their friends. The adaptability of the game, providing different sets of questions based on performance, allows students of varying knowledge levels to compete fairly.
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Students are more comfortable asking questions and interacting with their peers rather than with their teachers, indicating a preference for peer-based learning environments.