Sassy Scheduler

1. Sassy Scheduler A Student Motivation Tool Melissa Field Osvaldo Jimenez Ellen Lenihan Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

2. Sassy Scheduler Our Team’s Guiding Principles • To create a tool which harnesses intrinsic rather than extrinsic motivation • To leverage existing software tools where available Purpose • To provide a tool that motivates middle school students to complete their work • To design the tool to run on the new Nokia Mobile Phone • To complete the design, user testing, and presentation in less than 36 person hours Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

3. User Groups Level One Target: Pre-teenager who is nervous about juggling her schedule and completing her schoolwork on time. Level Two Target: Teacher or school administrator who is interested in tracking student progress outside the classroom. Level Three Target: Parent who is interested in providing their child with a motivational tool, as well as gaining insight into completed work. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

4. Introducing….Sassy Scheduler to the Rescue Sarah uses the phone and really likes the use of her Sassy Scheduler, Sponge Bob Square Pants, looking out for her. Sarah carries her phone. One day after school, her friends ask her to hang out. She’s really conflicted and decides to check in with her Sponge Bob to see how much homework she has. Sarah just got a new phone with the new Sassy Scheduler Software. She hasn’t been doing so well in school, so she arranged a deal with her parents to use this to to help her reach her academic goal of improving her grades. Sponge Bob says that after looking at her schedule, he thinks it would be a better idea if she does homework after school. She agrees and surprisingly finishes her homework early, and sends in her homework . Sponge Bob congratulates her and tells her she can take the rest of the night off. She calls her friends and meets them out at the movies. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

5. High Level Features The system tracks: And Allows Students To: • Homework assignments and due dates • Quizzes and tests • Personal schedule items, such as soccer games • Grades • Completion of homework assignments, as updated by the student • Utilize the Sassy Scheduler as a place or “person” to keep track of everything they need to do • Follow the Sassy Scheduler’s suggestions of ways to organize their time • Update their information via a computer and Internet connection; the Sassy Scheduler syncs much like a Palm Pilot • Choose their character • “Teach” the Sassy Scheduler about which suggestions were taken and which were not • Utilize Sassy Scheduler to access rewards Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

6. Sassy Scheduler Start-Up How It Works….. • Open the box and turn on the phone. • The Sassy Scheduler software is already installed. • Open the Sassy Scheduler Program to set it up. • You can pick a character in the program or take anyone’s photo to be your Sassy Scheduler. This time you want Sponge Bob Square Pants to be your Sassy Scheduler. Yes, I just got the new Nokia Phone! It has a camera! So now I guess I have to stick to the deal I made with my parents. They’ll buy the new Sassy Scheduler Software my school is promoting. I hope this helps me do better in school! Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

7. Sassy Scheduler One Stop Shop How it Works…. • You sync your personal schedule into your phone. • You go to your school’s website and link up to the database that will capture information about homework, grades, etc. and sync that into the phone. • You upload your homework progress and goals. • Now Sponge Bob knows everything about your schoolwork and schedule. • You can key in the numbers to get more information on each item. Awesome!!! It’s PC and Palm compatible so I can sync all of my scheduling information into the phone. Even my teacher helps enter stuff. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

8. Sassy Scheduler What a Good Friend  How it Works…. • Sponge Bob knows exactly what you are doing at all times because he has your schedule in his head. You just get done with soccer practice and you are driving home with your mom. You turn on your phone. Sponge Bob comes on and says: “How was practice?” Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

9. Sassy Scheduler Bossing You Around  How it Works…. • Sponge Bob knows exactly what you need to accomplish today because he knows all of your assignments. • Over time, you can tell Sponge Bob how you do and do not like his suggestions, similar to the functionality offered by Tivo. Sponge Bob says: “Looking at your schedule – why don’t you go home and • study for an hour • take a break • finish your math homework • go to Nick’s birthday party?” You are very happy that Sponge Bob has helped you organize your day. You agree with his suggestions. Better yet, after an hour Sponge Bob reminds you to take a break! Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

10. Sassy Scheduler The Next Morning… How it Works…. • You have already told Sponge Bob that you completed yesterday’s tasks by first updating them online and then by syncing them to the Sassy Scheduler. • Alternatively, you can tell Bob directly via the phone’s keypad. • The Sassy Scheduler reminds you to check in with the class website to get new downloads from the teacher, who has pre-programmed the device to know that updates come on Sunday mornings. It’s the next morning and you turn on your phone. Sponge Bob comes on and says: “Wow – great job you finished all of your goals for yesterday. Let’s visit the class site to get updates from your teacher.” You are also able to download the teacher’s study aides for upcoming quizzes. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

11. Sassy Scheduler Gonna find out who’s naughty and nice… How it Works…. • Since Sponge Bob knows what is due for the day, and you never updated the system to reflected completed work, he is nervous. • Sponge Bob reminds you to update the system or DO YOUR BOOK REPORT!!!! It’s Monday morning and Sponge Bob is irritated. You never told him whether or not you finished your work. Sponge Bob demands an explanation so that he can keep track of your goals. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

12. Potential Extrinsic Rewards The use of these rewards was not supported by user responses. Users suggested that the Sassy Scheduler him/herself was enough of a reward/motivation to study. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

13. Potential Next Steps • Conduct more user testing and focus groups • Broad analysis of current scheduling tools • User segmentation • Analyze economics of design and implementationenthusiastic level • Classroom level • School level • Etc. • Research complementary products • Scheduling software • Voice recognition • Etc. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

14. Limitations • Small screen size makes design difficult • Device and software is cost prohibitive for individual and school • Teacher adoption required for successful implementation; ideally teachers are helping to maintain the database of assignments • School wide implementation will have the most benefits for students, but is the most difficult • The suggestive functionality “handholds” students through scheduling decisions, this could decrease learning of organization strategies Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

15. Other Potential Features and Additions • Voice activated information update, menu selection, etc. • Use of phone to DO homework • Integrate Sassy Scheduler with radio, TV, computer, telephone…Big Brother • Punishment vs. rewards • Decrease reliance on Sassy Scheduler’s recommendations over time Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

16. Sample User Quotes • Andrea & Elise, Grade 7 • Boys don’t write anything down, so this will be great for them. • That’s really cool how it tracks everything. • When you finish your work, you would want to be finished! I.e. the interview is stupid. • IM is much more fun than homework. I.e. limit IM functionality on the phone. • I have never used text messaging. • 100% of the class will never participate. • Russ, Grade 5 • Wow, that is really neat! • Emily & Marcella, Grade 8 • Love the Personal Assistant aspect • Would definitely want to turn off Sponge Bob once in a while Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

17. Theoretical Justifications • Intrinsic Motivation (Lepper): • Challenge - link between successful goal accomplishment and enhanced feelings of personal mastery, competence, self efficacy, or self-esteem. • Control – potential upgrade from Sassy Scheduler making suggestions to the child making their own suggestions and getting feedback. • Fantasy – personal assistant character. • Functional Triad (Fogg) – Build program with all three: • Tool (increases ability) • Medium (provides experience) • Social Actor (creates relationship) * Lepper refers particularly to learning, but the Sassy Scheduler does not. However, in providing a program that will assist with academic goals the same theory can be applied. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

18. Theoretical Justifications Continued • Identity, Relationship. Self Enhancement (Marcus & Chen): • Becoming knowledgeable about their owner (combined with above idea of social actor) extends one’s personal capabilities. • Kairos Factor, Convenience Factor and Mobile Loyalty (Fogg): • Offering suggestions at opportune times • Interactive experiences that are just a click away. • Serve the needs and wishes. • Helps people to change behaviors in ways that they choose. • Enticement and Relationship (Khaslavsky&Shedroff) • Get attention of user and make emotional promise • Make progress with user with small fulfillments. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

19. Summary Teens enthusiastic about a planner that is a social actor. Rewards were found to be detracting rather than motivating. The features of the program would be motivation enough. Personalization of relationship key to success! Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

20. BACK-UP: Not meant for in class presentation Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

21. Initial Focus Groups with High School Students Page 1 of 2 Michael age 16 Pamela age 17 Loved the idea of making your phone a personalized planner. A personalized character is your assistant. VERY INTERACTIVE!!! It would track everything: ·        Tell you when assignments are due. ·        Make recommendations about time management (when to take breaks, extra curricular activities, etc.) ·        Be able to download information from teachers ·        Can be used anywhere – so can do practice quizzes, worksheets, study aides, etc. to do while driving in the car with parents or on the school bus. ·        Can take photos of homework or sink to PC and send calendar along with completed assignments. ·        Wireless email/IM to get in touch with friends, especially on group projects. ·        Could make recommendations on educational games that are similar to the subject matter you are studying. ·        Can sink to other websites that are helpful i.e. www.collegeboard.com ·        They liked the idea of summarizing they’re learning and sharing it with other students. ·        They wanted to ability like a palm to write in notes – we could add the voice feature that would make this not an issue. They can talk all their changes in. ·        They like the idea of having notes read to them. So they or teacher may sink notes and they can turn on the phone and have them read back to the student. ·        Dictation like a tape recorder is good. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

22. Initial Focus Groups with High School Students Page 2 of 2 Potential Rewards: • Download rings • Download Music • Discounted Rates for improving in school. • Gives info – i.e. the weather will be perfect tomorrow – take the day off and enjoy… • They felt punishments might turn students off. Overall comments: • 7th and 8th graders are definitely using planners. Michael a junior got a PDA in 8th grade. He says most of the 7th and 8th graders in his school all have PDA’s or personal paper planners. They use ones with weekly and monthly calendars. They use it for both personal and school stuff. • They are motivated to do school work by Parental pressure, obligation, and to get into a good college. • Parents believe them that they go homework. They know by grades, progress reports, conferences, etc. • They also mentioned candy as a reward. • If teachers made homework more interesting (i.e. take history story and make it a current TV show). • They are interacting with friends while doing homework, Iming/ Talking on phone, etc… • They would like to be able to email all homework. They have to type most of their homework. • When doing Group projects cell phones and pagers are essential. They also use email and IM. They liked the idea of doing that all within one device. Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

23. Ideation Sessions Storyboarding Brainstorming Interpreting Feedback Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org

24. *ELIMINATED AFTER USER TESTING* Your Other Classmates How it Works • You upload your information. • The school’s database tells you that you are in 2nd place in your class for achieving your academic goals! Sponge Bob comes on and says: “I think you’ve been doing great. How are you doing compared to the other students? You must be one of the best this week. “ Stanford University, Fall 2002 Ed 225xs “Persuasive Technology In Education” www.captology.org