Wisdolia
Wisdolia
Wisdolia
Wisdolia
Wisdolia
Facilitating collaboration between users within an AI-generated flashcard tool to reduce loneliness
Facilitating collaboration between users within an AI-generated flashcard tool to reduce loneliness
Facilitating collaboration between users within an AI-generated flashcard tool to reduce loneliness
Facilitating collaboration between users within an AI-generated flashcard tool to reduce loneliness
Facilitating collaboration between users within an AI-generated flashcard tool to reduce loneliness
SUMMARY
SUMMARY
SUMMARY
SUMMARY
Role
Role
Role
Role
Role
Product Designer
Product Designer
Product Designer
Product Designer
Product Designer
Design Researcher
Design Researcher
Design Researcher
Design Researcher
Timeline
Timeline
Timeline
Timeline
Timeline
Nov ’23 - Dec ’23
Nov ’23 - Dec ’23
Nov ’23 - Dec ’23
Nov ’23 - Dec ’23
Nov ’23 - Dec ’23
(3 weeks)
(3 weeks)
(3 weeks)
(3 weeks)
(3 weeks)
As part of the Sprintfolio beta cohort, a part-time design sprint program, I independently worked on a design brief for Wisdolia. I was able to apply and refine my design skills while addressing a genuine need for an early-stage startup, focusing on a thoughtful solution.
As part of the Sprintfolio beta cohort, a part-time design sprint program, I independently worked on a design brief for Wisdolia. I was able to apply and refine my design skills while addressing a genuine need for an early-stage startup, focusing on a thoughtful solution.
As part of the Sprintfolio beta cohort, a part-time design sprint program, I independently worked on a design brief for Wisdolia. I was able to apply and refine my design skills while addressing a genuine need for an early-stage startup, focusing on a thoughtful solution.
As part of the Sprintfolio beta cohort, a part-time design sprint program, I independently worked on a design brief for Wisdolia. I was able to apply and refine my design skills while addressing a genuine need for an early-stage startup, focusing on a thoughtful solution.
As part of the Sprintfolio beta cohort, a part-time design sprint program, I independently worked on a design brief for Wisdolia. I was able to apply and refine my design skills while addressing a genuine need for an early-stage startup, focusing on a thoughtful solution.
PRODUCT EXPLAINED
PRODUCT EXPLAINED
What is Wisdolia and who uses the product?
What is Wisdolia and who uses the product?
What is Wisdolia and who uses the product?
Wisdolia is an AI-powered study tool that helps students learn and prepare for exams by turning materials like PDF’s, lecture slides, webpages, and videos into interactive flashcards.
Wisdolia is an AI-powered study tool that helps students learn and prepare for exams by turning materials like PDF’s, lecture slides, webpages, and videos into interactive flashcards.
Wisdolia is an AI-powered study tool that helps students learn and prepare for exams by turning materials like PDF’s, lecture slides, webpages, and videos into interactive flashcards.
PRODUCT EXPLAINED
What is Wisdolia and who uses the product?
Wisdolia is an AI-powered study tool that helps students learn and prepare for exams by turning materials like PDF’s, lecture slides, webpages, and videos into interactive flashcards.
PRODUCT EXPLAINED
What is Wisdolia and who uses the product?
Wisdolia is an AI-powered study tool that helps students learn and prepare for exams by turning materials like PDF’s, lecture slides, webpages, and videos into interactive flashcards.
DESIGN CHALLENGE
DESIGN CHALLENGE
DESIGN CHALLENGE
DESIGN CHALLENGE
Foster active collaborative learning for all users, especially medical students
Foster active collaborative learning for all users, especially medical students
Foster active collaborative learning for all users, especially medical students
Foster active collaborative learning for all users, especially medical students
Foster active collaborative learning for all users, especially medical students
Medical students spend long periods of time studying alone, causing higher levels of stress and isolation. A solution is essential for their well-being and strategic for Wisdolia, as they are the largest user base (15%) and convert to paid plans 7x more than other users.
Medical students spend long periods of time studying alone, causing higher levels of stress and isolation. A solution is essential for their well-being and strategic for Wisdolia, as they are the largest user base (15%) and convert to paid plans 7x more than other users.
Medical students spend long periods of time studying alone, causing higher levels of stress and isolation. A solution is essential for their well-being and strategic for Wisdolia, as they are the largest user base (15%) and convert to paid plans 7x more than other users.
Medical students spend long periods of time studying alone, causing higher levels of stress and isolation. A solution is essential for their well-being and strategic for Wisdolia, as they are the largest user base (15%) and convert to paid plans 7x more than other users.
Medical students spend long periods of time studying alone, causing higher levels of stress and isolation. A solution is essential for their well-being and strategic for Wisdolia, as they are the largest user base (15%) and convert to paid plans 7x more than other users.
How might we help students, especially medical students actively learn together without increasing competition amongst them?
How might we help students, especially medical students actively learn together without increasing competition amongst them?
How might we help students, especially medical students actively learn together without increasing competition amongst them?
How might we help students, especially medical students actively learn together without increasing competition amongst them?
How might we help students, especially medical students actively learn together without increasing competition amongst them?
RESEARCH
RESEARCH
RESEARCH
RESEARCH
Medical students prefer to review collectively but don’t want to actively learn together
Medical students prefer to review collectively but don’t want to actively learn together
Medical students prefer to review collectively but don’t want to actively learn together
Medical students prefer to review collectively but don’t want to actively learn together
Medical students prefer to review collectively but don’t want to actively learn together
I interviewed medical students and analyzed medical school subreddits and Discord communities. The research revealed that students prefer to learn new material independently, then review in groups to clarify concepts and practice questions.
I interviewed medical students and analyzed medical school subreddits and Discord communities. The research revealed that students prefer to learn new material independently, then review in groups to clarify concepts and practice questions.
I interviewed medical students and analyzed medical school subreddits and Discord communities. The research revealed that students prefer to learn new material independently, then review in groups to clarify concepts and practice questions.
I interviewed medical students and analyzed medical school subreddits and Discord communities. The research revealed that students prefer to learn new material independently, then review in groups to clarify concepts and practice questions.
I interviewed medical students and analyzed medical school subreddits and Discord communities. The research revealed that students prefer to learn new material independently, then review in groups to clarify concepts and practice questions.
They review in small groups comprised of 3-5 students
They review in small groups comprised of 3-5 students
They review in small groups comprised of 3-5 students
They review in small groups comprised of 3-5 students
They review in small groups comprised of 3-5 students
Students want to hear explanations and verbally answer questions
Students want to hear explanations and verbally answer questions
Students want to hear explanations and verbally answer questions
Students want to hear explanations and verbally answer questions
Students want to hear explanations and verbally answer
They want to verify the accuracy of the answers provided
They want to verify the accuracy of the answers provided
They want to verify the accuracy of the answers provided
They want to verify the accuracy of the answers provided
They want to verify the accuracy of the answers provided
REVISED DESIGN CHALLENGE
REVISED DESIGN CHALLENGE
REVISED DESIGN CHALLENGE
REVISED DESIGN CHALLENGE
I revised the design challenge based on research insights
I revised the design challenge based on research insights
I revised the design challenge based on research insights
I revised the design challenge based on research insights
I revised the design challenge based on research insights
The team believed that medical students wanted to learn together since they experience isolation. But after finding that they prefer to review together in small groups, I revised the design challenge.
The team believed that medical students wanted to learn together since they experience isolation. But after finding that they prefer to review together in small groups, I revised the design challenge.
The team believed that medical students wanted to learn together since they experience isolation. But after finding that they prefer to review together in small groups, I revised the design challenge.
The team believed that medical students wanted to learn together since they experience isolation. But after finding that they prefer to review together in small groups, I revised the design challenge.
The team believed that medical students wanted to learn together since they experience isolation. But after finding that they prefer to review together in small groups, I revised the design challenge.
How might we help students, especially medical students, review together and discuss concepts while promoting collaboration?
How might we help students, especially medical students, review together and discuss concepts while promoting collaboration?
How might we help students, especially medical students, review together and discuss concepts while promoting collaboration?
How might we help students, especially medical students, review together and discuss concepts while promoting collaboration?
How might we help students, especially medical students, review together and discuss concepts while promoting collaboration?
IDEATION
IDEATION
IDEATION
IDEATION
I generated several ideas and narrowed them down to two for targeted feedback
I generated several ideas and narrowed them down to two for targeted feedback
I generated several ideas and narrowed them down to two for targeted feedback
I generated several ideas and narrowed them down to two for targeted feedback
I generated several ideas and narrowed them down to two for targeted feedback
1. Discussion forum
1. Discussion forum
1. Discussion forum
1. Discussion forum
1. Discussion forum
A shared flashcard deck can be created to discuss concepts directly on the platform with audio, video, or text response options.
A shared flashcard deck can be created to discuss concepts directly on the platform with audio, video, or text response options.
A shared flashcard deck can be created to discuss concepts directly on the platform with audio, video, or text response options.
A shared flashcard deck can be created to discuss concepts directly on the platform with audio, video, or text response options.
A shared flashcard deck can be created to discuss concepts directly on the platform with audio, video, or text response options.
Discuss concepts directly on the platform
Discuss concepts directly on the platform
Discuss concepts directly on the platform
Discuss concepts directly on the platform
2. Flashcard gamification
2. Flashcard gamification
2. Flashcard gamification
2. Flashcard gamification
2. Flashcard gamification
To make group review fun, flashcard decks could be turned into games with fill-in-the-blanks, multiple choice, audio, or free response options.
To make group review fun, flashcard decks could be turned into games with fill-in-the-blanks, multiple choice, audio, or free response options.
To make group review fun, flashcard decks could be turned into games with fill-in-the-blanks, multiple choice, audio, or free response options.
To make group review fun, flashcard decks could be turned into games with fill-in-the-blanks, multiple choice, audio, or free response options.
To make group review fun, flashcard decks could be turned into games with fill-in-the-blanks, multiple choice, audio, or free response options.
Create a multi-participant game to make review fun
Create a multi-participant game to make review fun
Create a multi-participant game to make review fun
Create a multi-participant game to make review fun
EARLY USER FEEDBACK
EARLY USER FEEDBACK
EARLY USER FEEDBACK
EARLY USER FEEDBACK
The flashcard gamification idea was preferred but would increase competition
The flashcard gamification idea was preferred but would increase competition
The flashcard gamification idea was preferred but would increase competition
The flashcard gamification idea was preferred but would increase competition
The flashcard gamification idea was preferred but would increase competition
Medical students asked questions in existing group chats, leading to the cancellation of the discussion forum idea. Although flashcard gamification was well-received, concerns about increased competition led me to explore more collaborative ideas.
Medical students asked questions in existing group chats, leading to the cancellation of the discussion forum idea. Although flashcard gamification was well-received, concerns about increased competition led me to explore more collaborative ideas.
Medical students asked questions in existing group chats, leading to the cancellation of the discussion forum idea. Although flashcard gamification was well-received, concerns about increased competition led me to explore more collaborative ideas.
Medical students asked questions in existing group chats, leading to the cancellation of the discussion forum idea. Although flashcard gamification was well-received, concerns about increased competition led me to explore more collaborative ideas.
Medical students asked questions in existing group chats, leading to the cancellation of the discussion forum idea. Although flashcard gamification was well-received, concerns about increased competition led me to explore more collaborative ideas.
Business Goals
Business Goals
Business Goals
Users invite peers for organic growth of the platform
Users invite peers for organic growth of the platform
Users invite peers for organic growth of the platform
Foster a collaborative environment amongst students
Foster a collaborative environment amongst students
Foster a collaborative environment amongst students
User Goals
User Goals
User Goals
Clarify concepts through an auditory learning style
Clarify concepts through an auditory learning style
Clarify concepts through an auditory learning style
Need instant verification for answers given by others
Need instant verification for answers given by others
Need instant verification for answers given by others
Discussion Forum
Discussion Forum
Discussion Forum
Flashcard Gamification
Flashcard Gamification
Flashcard Gamification
DESIGN SOLUTION
DESIGN SOLUTION
DESIGN SOLUTION
DESIGN SOLUTION
A feature that allows users to create group mock exams and different types of review sessions
A feature that allows users to create group mock exams and different types of review sessions
A feature that allows users to create group mock exams and different types of review sessions
A feature that allows users to create group mock exams and different types of review sessions
A feature that allows users to create group mock exams and different types of review sessions
Students often use initial group sessions to clarify concepts they don’t fully understand, so I integrated an “assign cards to others” option, which automatically assigns flashcards contributed by one participant to others.
Students often use initial group sessions to clarify concepts they don’t fully understand, so I integrated an “assign cards to others” option, which automatically assigns flashcards contributed by one participant to others.
Students often use initial group sessions to clarify concepts they don’t fully understand, so I integrated an “assign cards to others” option, which automatically assigns flashcards contributed by one participant to others.
Students often use initial group sessions to clarify concepts they don’t fully understand, so I integrated an “assign cards to others” option, which automatically assigns flashcards contributed by one participant to others.
Students often use initial group sessions to clarify concepts they don’t fully understand, so I integrated an “assign cards to others” option, which automatically assigns flashcards contributed by one participant to others.
Some review sessions are primarily held to combat isolation, which is why I also offered the “assign cards randomly” option, giving participants an equal chance of answering their own flashcards or those included by others.
Some review sessions are primarily held to combat isolation, which is why I also offered the “assign cards randomly” option, giving participants an equal chance of answering their own flashcards or those included by others.
Some review sessions are primarily held to combat isolation, which is why I also offered the “assign cards randomly” option, giving participants an equal chance of answering their own flashcards or those included by others.
Some review sessions are primarily held to combat isolation, which is why I also offered the “assign cards randomly” option, giving participants an equal chance of answering their own flashcards or those included by others.
Some review sessions are primarily held to combat isolation, which is why I also offered the “assign cards randomly” option, giving participants an equal chance of answering their own flashcards or those included by others.
Once most participants have grasped the concepts, these sessions usually shift to group mock exams, where a previous practice exam is completed as one and participants come to a consensus on each answer. I supported this preference on the platform through the “answer as a group” option.
Once most participants have grasped the concepts, these sessions usually shift to group mock exams, where a previous practice exam is completed as one and participants come to a consensus on each answer. I supported this preference on the platform through the “answer as a group” option.
Once most participants have grasped the concepts, these sessions usually shift to group mock exams, where a previous practice exam is completed as one and participants come to a consensus on each answer. I supported this preference on the platform through the “answer as a group” option.
Once most participants have grasped the concepts, these sessions usually shift to group mock exams, where a previous practice exam is completed as one and participants come to a consensus on each answer. I supported this preference on the platform through the “answer as a group” option.
Once most participants have grasped the concepts, these sessions usually shift to group mock exams, where a previous practice exam is completed as one and participants come to a consensus on each answer. I supported this preference on the platform through the “answer as a group” option.
DESIGN DECISION 1
DESIGN DECISION 1
DESIGN DECISION 1
DESIGN DECISION 1
Designed participant selection to support diverse study behaviours
Designed participant selection to support diverse study behaviours
Designed participant selection to support diverse study behaviours
Designed participant selection to support diverse study behaviours
Designed participant selection to support diverse study behaviours
Since group member attendance often varies by session, I addressed this by letting users select participants for each session. For review sessions, this ensures that questions are assigned accurately, while for mock exams, it serves as a tracking tool so those who missed an exam can do it later.
Since group member attendance often varies by session, I addressed this by letting users select participants for each session. For review sessions, this ensures that questions are assigned accurately, while for mock exams, it serves as a tracking tool so those who missed an exam can do it later.
Since group member attendance often varies by session, I addressed this by letting users select participants for each session. For review sessions, this ensures that questions are assigned accurately, while for mock exams, it serves as a tracking tool so those who missed an exam can do it later.
Since group member attendance often varies by session, I addressed this by letting users select participants for each session. For review sessions, this ensures that questions are assigned accurately, while for mock exams, it serves as a tracking tool so those who missed an exam can do it later.
Since group member attendance often varies by session, I addressed this by letting users select participants for each session. For review sessions, this ensures that questions are assigned accurately, while for mock exams, it serves as a tracking tool so those who missed an exam can do it later.
The participants for each session can be selected for both options
The participants for each session can be selected for both options
The participants for each session can be selected for both options
DESIGN DECISION 2
DESIGN DECISION 2
DESIGN DECISION 2
DESIGN DECISION 2
Introduced three new answer formats based on feedback from current users and research findings
Introduced three new answer formats based on feedback from current users and research findings
Introduced three new answer formats based on feedback from current users and research findings
Introduced three new answer formats based on feedback from current users and research findings
Introduced three new answer formats based on feedback from current users and research findings
Submitted written feedback from existing Wisdolia users revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations during clarification review sessions, I also added an audio option.
Submitted written feedback from existing Wisdolia users revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations during clarification review sessions, I also added an audio option.
Submitted written feedback from existing Wisdolia users revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations during clarification review sessions, I also added an audio option.
Submitted written feedback from existing Wisdolia users revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations during clarification review sessions, I also added an audio option.
Submitted written feedback from existing Wisdolia users revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations during clarification review sessions, I also added an audio option.
4 answer format options but audio best fits the learning style in clarification reviews
4 answer format options but audio best fits the learning style in clarification reviews
4 answer format options but audio best fits the learning style in clarification reviews
DESIGN DECISION 3
DESIGN DECISION 3
DESIGN DECISION 3
DESIGN DECISION 3
Integrated a discussion timer so users can discuss questions after answering them
Integrated a discussion timer so users can discuss questions after answering them
Integrated a discussion timer so users can discuss questions after answering them
Integrated a discussion timer so users can discuss questions after answering them
Integrated a discussion timer so users can discuss questions after answering them
Despite the type of session, participants like to discuss questions after answering them. So a new discussion timer will let users choose from a preset duration or enter a preferred time of their own.
Despite the type of session, participants like to discuss questions after answering them. So a new discussion timer will let users choose from a preset duration or enter a preferred time of their own.
Despite the type of session, participants like to discuss questions after answering them. So a new discussion timer will let users choose from a preset duration or enter a preferred time of their own.
Despite the type of session, participants like to discuss questions after answering them. So a new discussion timer will let users choose from a preset duration or enter a preferred time of their own.
Despite the type of session, participants like to discuss questions after answering them. So a new discussion timer will let users choose from a preset duration or enter a preferred time of their own.
Students can choose from the provided options or they can input a number
Students can choose from
the provided
options or
they can input
a number
Students can choose from the provided options or they can input a number
OUTCOME
OUTCOME
OUTCOME
OUTCOME
Showcased the shared review feature to David Glass, Wisdolia's co-founder and CPO
Showcased the shared review feature to David Glass, Wisdolia's co-founder and CPO
Showcased the shared review feature to David Glass, Wisdolia's co-founder and CPO
Showcased the shared review feature to David Glass, Wisdolia's co-founder and CPO
Showcased the shared review feature to David Glass, Wisdolia's co-founder and CPO
David commended my solution, rating it excellent in terms of creativity and innovation. He mentioned that the session type descriptions were a bit confusing, which I would have tested and refined if I had more time.
David commended my solution, rating it excellent in terms of creativity and innovation. He mentioned that the session type descriptions were a bit confusing, which I would have tested and refined if I had more time.
David commended my solution, rating it excellent in terms of creativity and innovation. He mentioned that the session type descriptions were a bit confusing, which I would have tested and refined if I had more time.
David commended my solution, rating it excellent in terms of creativity and innovation. He mentioned that the session type descriptions were a bit confusing, which I would have tested and refined if I had more time.
David commended my solution, rating it excellent in terms of creativity and innovation. He mentioned that the session type descriptions were a bit confusing, which I would have tested and refined if I had more time.
REFLECTION AND LEARNINGS
REFLECTION AND LEARNINGS
REFLECTION AND LEARNINGS
REFLECTION AND LEARNINGS
Effectively resolving user pain points without inducing decision paralysis is an art
Effectively resolving user pain points without inducing decision paralysis is an art
Effectively resolving user pain points without inducing decision paralysis is an art
Effectively resolving user pain points without inducing decision paralysis is an art
Effectively resolving user pain points without inducing decision paralysis is an art
As I was designing this feature, I had to determine the various types of sessions conducted by medical students and provide configurable settings accordingly. However, I also had to ensure that these customization options wouldn’t overwhelm the students every time they created sessions on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
As I was designing this feature, I had to determine the various types of sessions conducted by medical students and provide configurable settings accordingly. However, I also had to ensure that these customization options wouldn’t overwhelm the students every time they created sessions on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
As I was designing this feature, I had to determine the various types of sessions conducted by medical students and provide configurable settings accordingly. However, I also had to ensure that these customization options wouldn’t overwhelm the students every time they created sessions on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
As I was designing this feature, I had to determine the various types of sessions conducted by medical students and provide configurable settings accordingly. However, I also had to ensure that these customization options wouldn’t overwhelm the students every time they created sessions on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
As I was designing this feature, I had to determine the various types of sessions conducted by medical students and provide configurable settings accordingly. However, I also had to ensure that these customization options wouldn’t overwhelm the students every time they created sessions on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.