1.

Root Concept - Planning Section Summary of Virtual Kids including Vision, rationale, stakeholder analysis, starting assumptions

Todd Shimado is a PHD graduate in cognitive and behavioral health living in Hawaii working on various research studies. He has developed several user interface technologies and is working with a group of nutritionist to work on a new system to teach kids how to be healthier. Todd has worked extensively with the Web of Inquiry which is a system that merges students and teachers together to learn new curriculum in a fun new way. From this Todd was looking for a way to teach children better nutrition methods. However he wanted to do this in a fun way that would engage kids into the project. This is where he got the concept of Virtual Kids where you would allow students to change various inputs and outputs and see the results of their eating habits. For Virtual Kids we have two main stakeholders Kids and teachers. Kids are the biggest stakeholder and who we want to focus on the most because the software is essentially for them and needs to have the user interface designed around their needs. The teachers will essentially just be in charge of instructing the kids on how and when to use the software. We are assuming that the students and teachers both have access to computers with a live Internet connection. Another thing we are assuming is that all stakeholders know how to use basic computer software like log in and record their daily food consumption.
2. Stakeholder Profiles- Interpretation Section We have two primary stakeholders for Virtual Kids that will be interacting with the software on a daily basis. These include School Students who will be learning about the nutrtion and the teachers who along with the Virtual Kids software platform will teach the students. Stakeholders Students Responsibilities The children will need to create an online profile and use the system to learn about proper nutrition Instruct the students on how to use the created software, and ensure that the students understand what they are doing. Relationships to other stakeholder groups Work with the teachers in order for them to learn proper nutrition technology background Moderate

Teachers

Work with the students.

moderate

3. Task Analysis - Interpretation Section Task1: Create screens from wire frame

One of our main tasks will be to create user interface screen designs for the Virtual kids software. This task will involve reading and analyzing the wire frame that has been provided to us and basing our designs off of it. . Stakeholder Kids Tasks A child must be able to log onto the system, easily navigate through the screens and learn about their overall health. Helping students address their health issues though the use of visuals provided by the Virtual kids system; Providing information about different foods and food groups that a child has access to.

Teachers

Task2: Research stakeholders needs and suggest recommendations for improvements This task will partially be before task one and partially after. The first part will involve speaking to a few Jr. high teachers( Friends of our families) and a few kids(brothers and sisters of friends) and seeing what kind of information would be helpful on the system or what kind of information could provide a user with a simple and fun experience. The second part of this task involves our team visiting the kids again for a simple guided walk-though of the screens to get a feel for what seems effective in the design and what can be changed. 4. Artifact Analysis (Obtain in the Checkpoint) - Interpretation Section 1. Interview Notes - The first thing we had to do after reading the online documentation from the Virtual Kids website was to arrange a meeting with Todd. From this meeting we came up with pre-interview questions and then asked Todd to clarify some key points that we were not currently clear about. We obtained this information by formally interviewing Todd, and then documented Todd’s response for us to remember. 2. Grant Documentation - One of the most helpful artifacts we received was the documentation about the actual grant itself. This went in to discuss exactly what Todd was trying to accomplish and helped us to be caught up much faster then it would have taken otherwise. 3. Wire frame Work flow - Visual representation of what the final product is to look like for the Virtual Kids assignment. Lays out how this is to be built, and the general work flow of using the software. **Do Later** 5. Workplace Themes - Interpretation Section Theme
Things Kids will learn

Issues Contributing to the Theme ● ● ● ●
Basic nutrition and eating habits Basics of food pyramid Some competitors, most are research related Would be like Sim’s game

Future for VK

Construction of VK program

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Would like to see graphics such as a button Screen of wire frame built Allergies Medical issues Kids ages Family history Would like a user survey conducted (junior high kids) Gain more knowledge of virtual kids basic user experience Build upon last years teams prototype (wire frame) Web of Inquiry integration

Restrictions

Expectations from team

expectation from VK program

● ● ● ● ● ● ●

Use computers for fun Experiment for kids in a science classroom setting 5th-8th graders learn about nutrition in a fun way Learn lessons at a young age, start healthy eating early Interactive learning experience Teachers will help the kids learn about nutrition Teachers can conduct a full lessons on Virtual Kids Todd says aloha! Todd Shimoda, Barbara White, Jeanne Weidner Todd has a PHP in cognitive & behavioral health

Client

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6. Scenarios and Claims - Synthesis Section Scenario 1: Adam Smith is a typical Jr. High student. He goes to school everyday and afterwords attends football practice. He is a wide receiver and wants to become faster but doesn’t know how to do this. Adam believes if he lost a little weight that maybe he could run faster then the competition but he doesn’t know how. Adam goes to his football coach asking what he can do to lose the necessary weight. His coach tells him just to simply run more, which Adam tried for a month with little results. He now is starting to believe that his nutrition is a result of his obesity. Adam goes to the food pyramid and tries to learn how to eat healthier. With little knowledge gained, Adam now needs a way to learn about nutrition and what he should be feeding himself. + Shows the various types of food groups that should be consumed + Allows little help for Adam to learn nutrition - Doesn’t give Adam positive or negative feedback based on his eating decisions

- The food pyramid does not incorporate things like exercise, current height, age, and body mass Scenario 2: Jerry’s family has a history of obesity. Without proper (teaching) Jerry will follow in his family’s footsteps. In order for him to avoid becoming obese as well, Jerry needs a fun way of learning proper nutrition now that he is at a young age. His teacher, Mrs. Holt, has created a food journal that her students are assigned to log of their food intake to monitor their nutrition. Now Jerry is to take this sheet home and log what food he is to consume for the duration of two days. After this period, Mrs. Holt will sit down with her students and analyze the food intake of each student including Jerry. Mrs. Holt will then create a graph of the various intake levels for each food group based on the USDA food pyramid. Based off this graph Jerry will be assigned to create a collage of a food pyramid. The pyramid will help visualize what foods are of poor nutrition and help Jerry create a more balanced diet. Based off Jerry’s consumption he will then have to eliminate unhealthy foods using the pyramid he created. He will also enter healthy alternatives where he is lacking proper nutrition. + Jerry began to realize his poor food intake. + Jerry notices his calorie intake is far beyond what is necessary for his body. - Jerry is finding it difficult to record the accuracy of his data - Jerry is may lose his journal Scenario 3: Miss Thomas is a middle school nutrition teacher. She’s teaching a group of uninterested students and has to figure a way to make the class fun and interesting. She has decided to have the students record what they eat and categorize it based on the food pyramid. They are asked only to record what they eat for five days and then she will analyze what they eat and instruct the students on how they can improve on their eating habits. From this they will be in charge of recording their nutrition next week and Miss Thomas will compare to ensure they learned something. She will also use anonymous examples of the students on how well one eats versus one that did not eat so healthy. + This approach allows students to get motivated and involved in their nutrition + Allows the teacher to teach about the food pyramid in what she feels is fun - Gives the teacher a difficult time to grade students based on what they eat and what they actually learned - Though she uses anonymous examples, students may still end up disappointed if their example is used Scenario 4: Mrs. Jones is a Junior High school teacher. She realizes that simply explaining the health risks of certain foods and diet habits is not effective for the age-group of students she is teaching. She feels she needs a way to represent real life scenarios of how certain foods effect the body. She wants to put in perspective from each individual students on how much they can actually eat so that they maintain a healthy body weight. She doesn’t want to use real life examples, because she doesn’t want to single out students in the school so she needs a virtual way to demonstrate the positive, and negatives behind nutrition. + Students may get a “wake up call” from learning using this method. + The students will have an interactive way to learn keeping them more alert and receptive.

- There must be a small learning period scheduled to get the students used to using the software, which will create some down time for teaching. - Students may not have readily access to computers to use the software Scenario 5: Mr. and Mrs. Frollick have a middle-school aged child that is home schooled. They are struggling on finding a way for their child to learn what she needs to learn about nutrition. Their child is energetic and hard to keep her attention when she is learning so Mr. and Mrs. Frollick have to make learning fun for their child. They have decided to make a large mock-up food pyramid as well as different examples of food and meals. They give the food and meals to their child and let her place it where she believes it falls on the food pyramid. The parents feel this is fun and gets their child interested in the food pyramid. + Gives their child a good idea of the food pyramid + Gives the child hands on practice with the food pyramid - Doesn’t allow the child to see what the different food groups can affect her - Doesn’t fully go over everything there is to learn about nutrition - The parents may be teaching her, but they are not involved with the child and teaching her of the effects of eating wrongly

7. Client Feedback and Revised Scenarios and Claims - Syntheses Section Mike Silvis to Todd Todd, We wrote Scenario 2 in with a non-technology use case for the purpose of researching possible alternatives to our problem. We wrote the problem scenarios in a manner of what life is like without the virtual kids software. Stating what the problem is, and showing users why this potential software could be useful. Sorry for not explaining further on what the assignment requested upon us. Thanks we will be in touch with you soon, Mike Todd Shimoda to Me Hi Mike, Glad to hear it's warmed up! I'm in L.A., rainy today. The doc you sent looks good overall. One thing I'm not sure we're clear on is that the Virtual Kids environment is a simulation program. Virtual Kids created from templates are set up to run experiments that vary diet, exercise, individual differences over a simulated time period. This seems slightly different than your scenarios, although it is certainly possible to incorporate them onto a Virtual Kids simulation. todd@shimodaworks.com 808.639.9819

www.shimodaworks.com On Feb 18, 2011, at 2:41 PM, Mike Silvis <mikesilvis@gmail.com> wrote: - Hide quoted text Hey Todd, How are you doing today? It was nice in State College for a change and was 65 degrees and sunny! We are in shorts and flip flops celebrating! Attached you will find the requirements deliverable. Please let us know what you think and get back to us at your earliest convenience. Thanks, Mike & The rest of team VK <Virtual_Kids_RA.docx>

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