1. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #1 Macromedia Mastery Motivator A conceptual captology design by Melissa Cheung, Tacy Trowbridge, Shuli Gilutz Design Challenge To design a system that motivates users to develop expertise at using a complex software tool. Time limit: 480 minutes

2. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #2 Macromedia Mastery Motivator Persuasive Purpose To motivate Fireworks user to continue learning new software features, until they master the program. Industrial Design: A look at a user’s desktop Desktop Icon that appears once you’ve logged on to your profile. Glows subtly when there is info for the specific user. Through out the user session, this icon appears at the task bar, and allows users convenient access to the cube. It too glows subtly when there is new info for the specific user.

3. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #3 User Description Cleo is the webmaster of, Company Cool, a small startup company in Silicon Valley. She was hired one year ago right out of college. She has a print graphic arts degree from an art school and is a skilled user of Photoshop and other Adobe products. She wanted to work as the Webmaster for a startup company to become more skilled in website and product management. She consciously chose not to be a graphic designer for her first job despite her skills. Alex, the graphic artist the company had hired was fired shortly after Cleo’s one-year anniversary with the Company Cool due to downsizing and a general slowing of the economy in the area. Since then, Cleo has had to assume the role of both graphic designer and webmaster

4. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #4 We used two graphs to depict critical times to persuade Cleo to pursue mastery. Cleo begins as a highly motivated learner but once she has learned enough to complete important tasks, her motivation to continue to learn drops. The Cube was designed to increase her motivation to learn over time and flatten that curve. If we look more closely at her work cycle, we see there is a pattern. As Cleo’s tends to work on projects, we choose to focus on the time after a project is finished and when she may be starting something new. The Cube reflects on her past work and offers ways to improve for the next project.

5. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #5 Cleo and Meets the Cube Cleo, motivated by a new task, cracks open the tutorial in Fireworks. Cleo, a Webmaster a Company Cool, finds out she must assume the role of graphic designer and learn how to use Fireworks very quickly. “I can’t believe I have to learn more software to finish this website,” laments Cleo. “I wish I had learned more from Alex before he was laid off!” “At least I know Dreamweaver and I think they are both Macromedia Products” “These tutorials are slow and tiresome. I wonder if they will be helpful,” thinks Cleo. “Hey, what’s the glowing cube in the corner? It’s always there in the tutorials.” Cleo discovers the Expert Models linked to the tutorials submitted by other designers. “That’s pretty cool. I can see how Lynda Weiman makes animated GIF's.She’s a great designer and she’s part of this Cube Community.” Nice Work Cleo! You’ve finished your first project! –Level of Work: Advanced Novice –Rollovers: 12 steps –Slicing: 15 steps Expert Tips Time Savers A few weeks later, Cleo has managed to complete the Web site design using Fireworks. A window pops up on her screen that looks like it came from the glowing cube. “Hey, what’s this?,” says Cleo a little surprised. “The Cube seems to know that I’ve finished my project and is giving me feedback on my work.” “It says, I’m working at the level of an advanced novice! That’s cool. I thought I was still really slow. It looks like there’s a lot here. Ways reduce the number of steps, expert tips and time savers.”

6. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #6 Motivated by Its Glow Months late, Cleo helps her fellow graphic designer, Lisa, who has been notified that Cleo know how to apply a glow effect to text. Cleo discovers that The Cube does not “talk” to her each time, but rather glows when it has something to “say.” “Oh, the cube is glowing. I wonder if I’ve improved on my skills any,” she thinks. But a quick look at Meeting Maker reveals she has 3 days to finish her project. “I’ll have to look at the Cube later.” “When she does look at the cube, she receives feedback on her efficiency and ways to improve the tasks she completed for the last project. “Hey, Cleo! Can you help me? I was looking on the Expert Advice Column of The Cube. I see you’re an expert designer now. Can you show me how to make glow effects?” says Lisa “Sure,” says Cleo. “I’ve received so much help via the Cube and the expert models, I’ll be glad to help you out!” Far away, Chad, a novice graphic designer begins learning Fireworks. He finds Cleo’s Expert Model from the Cube. “This Cleo woman is pretty smart. She helped me save 2 hours worth of work. I’m going to send her a message on The Cube Community. Maybe she can help me figure out to made slice up this animation.” Cleo checks her Cube later that week, “Now I’m an expert. That’s so cool. But wait, I don’t know how to slice up an animation either. But I’ll see what I can figure out and then email Chad.”

7. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #7 Motivated by Its Glow Bored at 3pm on a Friday, Cleo receives a glow from the Cube. “I have two hours to kill before it’s time to leave,” thinks Cleo. Just then The Cube, aware that Cleo has down time, glows softly with a tutorial and examples of slicing that will improve her future work. Sparked by the chance to make something creative on her own and save time in the future, Cleo looks at The Cube. “That’s kind of interesting,” thinks Cleo. “So that’s how you create a dithered gif.” “I think I’ll make some funky design just to practice, and this will definitely help me on the next website we’re building.”

8. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #8 Prototype of Macromedia Mastery Motivator – “The Cube” Cleo asks for advice Cleo gives advice

9. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #9 Features/Functionality Targets the users’ learning level by profile (across all Macromedia products). Suggests tips showing relevant examples from the user’s projects. Shows the amount of time and money saved by using fireworks features. Shows map of how much has been mastered. Is not intrusive – and can always be used. Gives access to a community of learners where you can learn how peers and experts are using the software.

10. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #10 Theoretical Justifications Our persuasive strategies: Promise – shows the users how much time and money they will save. Reduction of fear and effort Social comparison – shows how other people are using the software as a motivator, and shows how much the user knows compared to others Expert knowledge – shows how experts use Fireworks. Effort reduction – points out what you already know from other software packages. Tailoring – provides personal profile, examples from your own work.

11. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #11 Results of User Testing How do you continue to learn? (all used multiple methods) Help menus (2)  Reference books (1)  Discovery (2: random and focused)  Applying ideas from other software (2)  Observations (2)  Models (2)  Other experts (2) Users : 3 adults in their 20’s and 30’s, two women, one man, starting new careers next month, experts in specific, complex software What motivates you to learn more?  Being more efficient  Getting better results  A specific task  Knowing more can be done  Seeing a cool model  Seeing someone do something cool  Need for flexibility  Sometimes nothing. I don’t always want to learn more. How are you most likely to learn from others?  Working in the same space  Email  Asking questions  Reading conversational language on message boards  Observing person

12. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #12 Responses to “The Cube” Suggestions for our product  Keep it “cool” (seduction)  Allow for company specificity (style guide, links to logos, colors)  Use a checklist for assessment  Customize models and cubes for different users  Don’t forget to use straightforward language  Progress meter might be confusing or intimidating We like it!  Models are a good idea  Subtle, passive cube – don’t interrupt my work or my workspace  Would like to know what people resources are available in company  Experts are great  This would be helpful!  Dynamic nature  It’s optional  Makes learning and company more efficient

13. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #13 Shortcomings of Design The Cube as an icon does not indicate its function. The Cube initially depends upon motivated users. The Cube assumes the software is useable and learnable at all levels of experience. The social comparison aspect of the Cube may discourage novice users. Users may not feel capable of achieving mastery. The Cube depends upon the fact that users will want to improve and be more efficient. It does not address users who are not motivated to work in general.

14. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #14 Expansion - What else is possible? Other form factors or ID possibilities – A physical glowing cube may motivate the user more. It may also be cross functional as a paper as a bookend or desk decoration. –An icon that shows community interactions and knowledge may motivate users. Other features and interactions –Talking or animated options may make The Cube more appealing to certain users. –The ability to view others learning curves in the user’s office may add more motivation.

15. Stanford University, Spring 2001 Ed 225x “Persuasive Technology & Education” www.edu-tech.org, www.captology.org M3 Melissa, Shuli, Tacy Slide #15 Next Steps in Design Process User test various industrial designs of The Cube to determine which options to provide the user. Conduct more observations of novice and expert work habits around Macromedia products. Investigate relationship between efficiency and cost reduction to motivation in novice and expert users.