Wisdolia
Wisdolia
Wisdolia
Wisdolia
Wisdolia
Enabling collaboration between users within the AI-generated flashcard tool to reduce loneliness
Enabling collaboration between users within the AI-generated flashcard tool to reduce loneliness
Enabling collaboration between users within the AI-generated flashcard tool to reduce loneliness
Enabling collaboration between users within the AI-generated flashcard tool to reduce loneliness
Enabling collaboration between users within the 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 others.
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 others.
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 others.
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 others.
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 others.
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 since my research disproved the company’s hypothesis
I revised the design challenge since my research disproved the company’s hypothesis
I revised the design challenge since my research disproved the company’s hypothesis
I revised the design challenge since my research disproved the company’s hypothesis
I revised the design challenge since my research disproved the company’s hypothesis
Wisdolia's team believed that medical students wanted to learn together due to isolation. But after finding that they prefer small-group review, I revised the design challenge.
Wisdolia's team believed that medical students wanted to learn together due to isolation. But after finding that they prefer small-group review, I revised the design challenge.
Wisdolia's team believed that medical students wanted to learn together due to isolation. But after finding that they prefer small-group review, I revised the design challenge.
Wisdolia's team believed that medical students wanted to learn together due to isolation. But after finding that they prefer small-group review, I revised the design challenge.
Wisdolia's team believed that medical students wanted to learn together due to isolation. But after finding that they prefer small-group review, I revised the design challenge.
How might we help students, especially medical students, review together and discuss concepts without increasing competition?
How might we help students, especially medical students, review together and discuss concepts without increasing competition?
How might we help students, especially medical students, review together and discuss concepts without increasing competition?
How might we help students, especially medical students, review together and discuss concepts without increasing competition?
How might we help students, especially medical students, review together and discuss concepts without increasing competition?
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 DECISION 1
DESIGN DECISION 1
DESIGN DECISION 1
DESIGN DECISION 1
Students can conduct group clarification reviews, standard reviews, or practice mock exams
Students can conduct group clarification reviews, standard reviews, or practice mock exams
Students can conduct group clarification reviews, standard reviews, or practice mock exams
Students can conduct group clarification reviews, standard reviews, or practice mock exams
Students can conduct group clarification reviews, standard reviews, or practice mock exams
For group reviews, students can choose the answer individually option, assigning each question to one participant. For group mock exams, the answer as a group option can be selected. As participants may vary, students can select who joins each session.
For group reviews, students can choose the answer individually option, assigning each question to one participant. For group mock exams, the answer as a group option can be selected. As participants may vary, students can select who joins each session.
For group reviews, students can choose the answer individually option, assigning each question to one participant. For group mock exams, the answer as a group option can be selected. As participants may vary, students can select who joins each session.
For group reviews, students can choose the answer individually option, assigning each question to one participant. For group mock exams, the answer as a group option can be selected. As participants may vary, students can select who joins each session.
For group reviews, students can choose the answer individually option, assigning each question to one participant. For group mock exams, the answer as a group option can be selected. As participants may vary, students can select who joins each session.
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
For clarification reviews, questions from a student's card must be assigned to others
For clarification reviews, questions from a student's card must be assigned to others
For clarification reviews, questions from a student's card must be assigned to others
For clarification reviews, questions from a student's card must be assigned to others
For clarification reviews, questions from a student's card must be assigned to others
Medical students review in groups primarily to clarify concepts they don't understand. The assign to others option would give questions from a participant's cards to peers for explanation. For standard review sessions, the assign randomly option can give a student questions from their own or other's cards.
Medical students review in groups primarily to clarify concepts they don't understand. The assign to others option would give questions from a participant's cards to peers for explanation. For standard review sessions, the assign randomly option can give a student questions from their own or other's cards.
Medical students review in groups primarily to clarify concepts they don't understand. The assign to others option would give questions from a participant's cards to peers for explanation. For standard review sessions, the assign randomly option can give a student questions from their own or other's cards.
Medical students review in groups primarily to clarify concepts they don't understand. The assign to others option would give questions from a participant's cards to peers for explanation. For standard review sessions, the assign randomly option can give a student questions from their own or other's cards.
Medical students review in groups primarily to clarify concepts they don't understand. The assign to others option would give questions from a participant's cards to peers for explanation. For standard review sessions, the assign randomly option can give a student questions from their own or other's cards.
To conduct standard review sessions, the assign randomly option must be chosen
To conduct clarification review sessions, the assign to others option must be chosen
To conduct standard review sessions, the assign randomly option must be chosen
To conduct clarification review sessions, the assign to others option must be chosen
To conduct standard review sessions, the assign randomly option must be chosen
To conduct clarification review sessions, the assign to others option must be chosen
DESIGN DECISION 3
DESIGN DECISION 3
DESIGN DECISION 3
DESIGN DECISION 3
Specific cards can be selected to review or test during each session
Specific cards can be selected to review or test during each session
Specific cards can be selected to review or test during each session
Specific cards can be selected to review or test during each session
Specific cards can be selected to review or test during each session
After an initial group review or mock exam, students may want to revisit certain cards or add new cards for follow-up sessions. I designed this feature to let them customize which questions to answer, either generating one from each card in the review or only from selected cards.
After an initial group review or mock exam, students may want to revisit certain cards or add new cards for follow-up sessions. I designed this feature to let them customize which questions to answer, either generating one from each card in the review or only from selected cards.
After an initial group review or mock exam, students may want to revisit certain cards or add new cards for follow-up sessions. I designed this feature to let them customize which questions to answer, either generating one from each card in the review or only from selected cards.
After an initial group review or mock exam, students may want to revisit certain cards or add new cards for follow-up sessions. I designed this feature to let them customize which questions to answer, either generating one from each card in the review or only from selected cards.
After an initial group review or mock exam, students may want to revisit certain cards or add new cards for follow-up sessions. I designed this feature to let them customize which questions to answer, either generating one from each card in the review or only from selected cards.
If students want to review all the cards, they can choose the first option
If students want to review specific cards, they can choose the second option
If students want to review all the cards, they can choose the first option
If students want to review
specific cards, they can choose the second option
If students want to review all the cards, they can choose the first option
If students want to review specific cards, they can choose the second option
DESIGN DECISION 4
DESIGN DECISION 4
DESIGN DECISION 4
DESIGN DECISION 4
Current users and prior research with students showed a need for new answer formats
Current users and prior research with students showed a need for new answer formats
Current users and prior research with students showed a need for new answer formats
Current users and prior research with students showed a need for new answer formats
Current users and prior research with students showed a need for new answer formats
User feedback, including from existing Wisdolia users, revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations in clarification reviews, I also added an audio option.
User feedback, including from existing Wisdolia users, revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations in clarification reviews, I also added an audio option.
User feedback, including from existing Wisdolia users, revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations in clarification reviews, I also added an audio option.
User feedback, including from existing Wisdolia users, revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations in clarification reviews, I also added an audio option.
User feedback, including from existing Wisdolia users, revealed that students wanted multiple choice and fill-in-the-blank formats. Since medical students prefer verbal explanations in clarification reviews, 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 5
DESIGN DECISION 5
DESIGN DECISION 5
DESIGN DECISION 5
Students can discuss the questions after answering them
Students can discuss the questions after answering them
Students can discuss the questions after answering them
Students can discuss the questions after answering them
Students can discuss the questions after answering them
Since students like to discuss the questions after answering them, I implemented a discussion timer functionality. They can choose from a preset duration or enter a preferred time.
Since students like to discuss the questions after answering them, I implemented a discussion timer functionality. They can choose from a preset duration or enter a preferred time.
Since students like to discuss the questions after answering them, I implemented a discussion timer functionality. They can choose from a preset duration or enter a preferred time.
Since students like to discuss the questions after answering them, I implemented a discussion timer functionality. They can choose from a preset duration or enter a preferred time.
Since students like to discuss the questions after answering them, I implemented a discussion timer functionality. They can choose from a preset duration or enter a preferred time.
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 and rated it as excellent in terms of creativity and innovation. He did state that the descriptions for the functionalities were a little confusing, so I'll iterate the designs and rewrite the descriptions.
David commended my solution and rated it as excellent in terms of creativity and innovation. He did state that the descriptions for the functionalities were a little confusing, so I'll iterate the designs and rewrite the descriptions.
David commended my solution and rated it as excellent in terms of creativity and innovation. He did state that the descriptions for the functionalities were a little confusing, so I'll iterate the designs and rewrite the descriptions.
David commended my solution and rated it as excellent in terms of creativity and innovation. He did state that the descriptions for the functionalities were a little confusing, so I'll iterate the designs and rewrite the descriptions.
David commended my solution and rated it as excellent in terms of creativity and innovation. He did state that the descriptions for the functionalities were a little confusing, so I'll iterate the designs and rewrite the descriptions.
REFLECTION AND NEXT STEPS
REFLECTION AND NEXT STEPS
REFLECTION AND NEXT STEPS
REFLECTION AND NEXT STEPS
Effectively resolving user pain points without inducing decision paralysis is challenging
Effectively resolving user pain points without inducing decision paralysis is challenging
Effectively resolving user pain points without inducing decision paralysis is challenging
Effectively resolving user pain points without inducing decision paralysis is challenging
Effectively resolving user pain points without inducing decision paralysis is challenging
As I was designing this feature, I had to determine the various types of review sessions conducted by medical students and provide functionalities accordingly. However, I also had to ensure that the numerous functionalities wouldn't overwhelm the students every time they created a session on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
Based on David's feedback, I'll refine the designs and enhance the functionality descriptions to ensure a clearer understanding for users. I'll conduct additional user tests to verify that users comprehend the new copy effectively.
As I was designing this feature, I had to determine the various types of review sessions conducted by medical students and provide functionalities accordingly. However, I also had to ensure that the numerous functionalities wouldn't overwhelm the students every time they created a session on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
Based on David's feedback, I'll refine the designs and enhance the functionality descriptions to ensure a clearer understanding for users. I'll conduct additional user tests to verify that users comprehend the new copy effectively.
As I was designing this feature, I had to determine the various types of review sessions conducted by medical students and provide functionalities accordingly. However, I also had to ensure that the numerous functionalities wouldn't overwhelm the students every time they created a session on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
Based on David's feedback, I'll refine the designs and enhance the functionality descriptions to ensure a clearer understanding for users. I'll conduct additional user tests to verify that users comprehend the new copy effectively.
As I was designing this feature, I had to determine the various types of review sessions conducted by medical students and provide functionalities accordingly. However, I also had to ensure that the numerous functionalities wouldn't overwhelm the students every time they created a session on the platform. By implementing feedback from several rounds of user testing, I was able to achieve this balance.
Based on David's feedback, I'll refine the designs and enhance the functionality descriptions to ensure a clearer understanding for users. I'll conduct additional user tests to verify that users comprehend the new copy effectively.