Claready
Claready
Claready
Time: 2024
Time: 2024
Duration: 3 months
Duration: 3 months
Intro:
Intro:
Claready is a tool designed to reduce fatigue and facilitate better understanding while reading research papers.
Claready is a tool designed to reduce fatigue and facilitate better understanding while reading research papers.
Claready is a tool designed to reduce fatigue and facilitate better understanding while reading research papers.
My role
My role
I worked as the product designer in a team of 3 researchers and designers. I’m responsible for design research, lo-to-hi fi prototyping, and usability testing.
I worked as the product designer in a team of 3 researchers and designers. I’m responsible for design research, lo-to-hi fi prototyping, and usability testing.
I worked as the product designer in a team of 3 researchers and designers. I’m responsible for design research, lo-to-hi fi prototyping, and usability testing.
Time & Status:
Time & Status:
February 2024 - May 2024
February 2024 - May 2024
HIGHLIGHT
HIGHLIGHT
Simplifying Reading, Enhancing Comprehension
Cleready reduces reading fatigue and enhances comprehension by chunking and automatically summarizing research papers into smaller, digestible components.
Cleready reduces reading fatigue and enhances comprehension by chunking and automatically summarizing research papers into smaller, digestible components.
Cleready reduces reading fatigue and enhances comprehension by chunking and automatically summarizing research papers into smaller, digestible components.
Personal Dashboard
Personal Dashboard
Personal Dashboard
Managing reading tasks, featuring navigation for readings, eBooks, summaries, community access, and personalized content recommendations.
Managing reading tasks, featuring navigation for readings, eBooks, summaries, community access, and personalized content recommendations.
Library Catalog
Library Catalog
Library Catalog
Showcasing all readings and their progress, with detailed views that include an outline, FAQs, reviews, and announcements for quick recaps and community support.
Showcasing all readings and their progress, with detailed views that include an outline, FAQs, reviews, and announcements for quick recaps and community support.
Segmented Reading
Segmented Reading
Segmented Reading
Organized content into segmented sentences for quick viewing; users can expand each sentence to reveal the original text and highlight key sections for easy reference.
Organized content into segmented sentences for quick viewing; users can expand each sentence to reveal the original text and highlight key sections for easy reference.
Note Taking
Note Taking
A personalized summary section with color-coded highlights and annotations, allowing users to manage and categorize their notes for easy reference and quick review.
A personalized summary section with color-coded highlights and annotations, allowing users to manage and categorize their notes for easy reference and quick review.
CONTEXT
CONTEXT
Reading Overload in Graduate Studies
Background
Background
Background
It’s often difficult to understand a large amount of reading at once. In reading-intensive graduate courses, students may have to skim through a large amount of text in very little time, which may not facilitate meaningful learning. This common challenge inspired me to find a solution.
It’s often difficult to understand a large amount of reading at once. In reading-intensive graduate courses, students may have to skim through a large amount of text in very little time, which may not facilitate meaningful learning. This common challenge inspired me to find a solution.
THE CHALLENGE
How might we make the process of reading dense academic text more manageable, efficient, and conducive to meaningful learning?
How might we make the process of reading dense academic text more manageable, efficient, and conducive to meaningful learning?
Solution
Solution
Solution
RESEARCH
RESEARCH
Understanding Student Reading Challenges and User Needs
Research goal
Research goal
Research goal
In our user research phase, we proposed the following research questions:
In our user research phase, we proposed the following research questions:
In our user research phase, we proposed the following research questions:
What are the key challenges and pain points that students face during the reading process?
What are the key challenges and pain points that students face during the reading process?
What tools and strategies do students use to facilitate meaningful learning when they read?
What tools and strategies do students use to facilitate meaningful learning when they read?
What suggestions do students have for improving the reading process?
What suggestions do students have for improving the reading process?
To address these questions, we utilized interviews and surveys as our research methods. This data helped us focus on learners who are overwhelmed with work and managing multiple priorities, allowing us to identify their key challenges and needs.
To address these questions, we utilized interviews and surveys as our research methods. This data helped us focus on learners who are overwhelmed with work and managing multiple priorities, allowing us to identify their key challenges and needs.
To address these questions, we utilized interviews and surveys as our research methods. This data helped us focus on learners who are overwhelmed with work and managing multiple priorities, allowing us to identify their key challenges and needs.
Quantitative Approach - Survey
Quantitative Approach - Survey
Quantitative Approach - Survey
We collected 14 survey responses from graduate students in LTXD, IDM, G4L, and TC Columbia programs, focusing on four areas: Demographics, Current Course Experiences, General Strategies, and Challenges and Suggestions.
Our users are mainly students managing large amounts of reading. They come from diverse backgrounds, including differences in language, neurodiversity, and life circumstances like work or family. This helps us understand which learner characteristics are most important for our design.
We collected 14 survey responses from graduate students in LTXD, IDM, G4L, and TC Columbia programs, focusing on four areas: Demographics, Current Course Experiences, General Strategies, and Challenges and Suggestions.
Our users are mainly students managing large amounts of reading. They come from diverse backgrounds, including differences in language, neurodiversity, and life circumstances like work or family. This helps us understand which learner characteristics are most important for our design.
Survey results
Survey results
Survey results
36% of survey respondents said that they spend more than 5 hours per week on assigned reading materials in one of their classes. (n=5)
36% of survey respondents said that they spend more than 5 hours per week on assigned reading materials in one of their classes. (n=5)
72% said that they had difficulty focusing or a feeling that the reading is too long. (n=10)
72% said that they had difficulty focusing or a feeling that the reading is too long. (n=10)
64% said that their readings had too many difficult or “jargony” words. (n=9)
64% said that their readings had too many difficult or “jargony” words. (n=9)
57% said that they had difficulty grasping the main idea of the reading. (n=8)
57% said that they had difficulty grasping the main idea of the reading. (n=8)
Qualitative approach - Interview
Qualitative approach - Interview
Qualitative approach - Interview
We conducted 7 interviews with NYU graduate students in the LTXD and IDM programs to gather insights into their learning experiences. Our aim was to understand how students handle extensive reading and to identify potential improvements they would like to implement in that process.
We conducted 7 interviews with NYU graduate students in the LTXD and IDM programs to gather insights into their learning experiences. Our aim was to understand how students handle extensive reading and to identify potential improvements they would like to implement in that process.
Interview protocol
Interview protocol
Interview protocol
Interviewee Background
No Communication
Identity, interests, academic experience, etc..
Identity, interests, academic experience, etc..
Identity, interests, academic experience, etc..
Identity, interests, academic experience, etc..
Identity, interests, academic experience, etc..
Feelings towards & challenges with readings in a recent course
Feelings towards & challenges with readings in a recent course
Feelings towards & challenges with readings in a recent course
Recent Paper-Reading Experience
Recent Paper-Reading Experience
Walkthrough of a recent reading experience, challenges, strategies, etc.
Walkthrough of a recent reading experience, challenges, strategies, etc.
Walkthrough of a recent reading experience, challenges, strategies, etc.
General Questions about the Reading Process
General Questions about the Reading Process
Typical reading activities, organization, motivation and focus
Typical reading activities, organization, motivation and focus
Typical reading activities, organization, motivation and focus
Affinity mapping
Affinity mapping
Affinity mapping
After conducting the user interview, we gathered all of our data from interview transcripts and grouped them based on common theme through affinity diagram.
After conducting the user interview, we gathered all of our data from interview transcripts and grouped them based on common theme through affinity diagram.
Insights
Insights
Insights
Limited Learning Format: Reading-only format is insufficient for effective learning.
Limited Learning Format: Reading-only format is insufficient for effective learning.
Disorientation: Users struggle to identify key information and may feel disoriented.
Disorientation: Users struggle to identify key information and may feel disoriented.
Memory Retention: Excessive reading hampers memory retention.
Memory Retention: Excessive reading hampers memory retention.
No Communication: No opportunities for users to share thoughts or communicate with others.
No Communication: No opportunities for users to share thoughts or communicate with others.
Progress Tracking: Absence of tools to track progress and reading pace.
Progress Tracking: Absence of tools to track progress and reading pace.
SYNTHESIS
SYNTHESIS
Focusing on Clarity, Efficiency, and Engagement
Key challenges
Key challenges
Through user interviews, we identified that many students struggle with jargon-heavy texts, leading to frustration and poor comprehension. The overwhelming volume of reading and lack of clarity in research papers were also significant challenges.
Through user interviews, we identified that many students struggle with jargon-heavy texts, leading to frustration and poor comprehension. The overwhelming volume of reading and lack of clarity in research papers were also significant challenges.
Too Much Jargon
No Communication
Readings used too many technical, context-specific, “tier 3” vocabulary words.
Readings used too many technical, context-specific, “tier 3” vocabulary words.
Readings used too many technical, context-specific, “tier 3” vocabulary words.
Takes Too Much Time and Energy
Takes Too Much Time and Energy
Interviewees felt overwhelmed and fatigued by the amount of readings.
Interviewees felt overwhelmed and fatigued by the amount of readings.
Interviewees felt overwhelmed and fatigued by the amount of readings.
Hard to Understand
Hard to Understand
Readings were difficult to make sense of due to a lack of context and the lack of a narrative structure to follow.
Readings were difficult to make sense of due to a lack of context and the lack of a narrative structure to follow.
Readings were difficult to make sense of due to a lack of context and the lack of a narrative structure to follow.
Difficult to Focus
Difficult to Focus
Interviewees found it hard to stay focused and engaged when sitting down to read for a long period of time.
Interviewees found it hard to stay focused and engaged when sitting down to read for a long period of time.
Interviewees found it hard to stay focused and engaged when sitting down to read for a long period of time.
Key wants
Key wants
Users expressed a need for tools that simplify complex texts, improve focus, and provide more manageable reading experiences. They desired options to easily adjust the level of detail in the text and ways to highlight important information.
Users expressed a need for tools that simplify complex texts, improve focus, and provide more manageable reading experiences. They desired options to easily adjust the level of detail in the text and ways to highlight important information.
Discussion With Peers
No Communication
Our users indicated that the opportunity for discussion helped clarify their understanding.
Our users indicated that the opportunity for discussion helped clarify their understanding.
Our users indicated that the opportunity for discussion helped clarify their understanding.
Increase in Multimedia Use
Increase in Multimedia Use
Many users voiced the desire for more auditory and visual media.
Many users voiced the desire for more auditory and visual media.
Many users voiced the desire for more auditory and visual media.
Simplification of Language
Simplification of Language
Multiple users wanted the readings to be less “jargony” and more accessible.
Multiple users wanted the readings to be less “jargony” and more accessible.
Multiple users wanted the readings to be less “jargony” and more accessible.
Identification of Important Info
Identification of Important Info
They also wanted a way to quickly identify or analyze key concepts in the readings.
They also wanted a way to quickly identify or analyze key concepts in the readings.
They also wanted a way to quickly identify or analyze key concepts in the readings.
Persona
Persona
Based on the insights gained from from affinity mappings, we summarize it into 2 types of scenarios and create personas based on these two types of scenarios.
Based on the insights gained from from affinity mappings, we summarize it into 2 types of scenarios and create personas based on these two types of scenarios.
User Journey map
User Journey map
We created a user journey map to visualize their experience while reading academic papers, identifying moments of overwhelm, like jargon-heavy passages, and areas where support is needed, such as tracking progress and highlighting key concepts.
We created a user journey map to visualize their experience while reading academic papers, identifying moments of overwhelm, like jargon-heavy passages, and areas where support is needed, such as tracking progress and highlighting key concepts.
MID-FIDELITY DEVELOPMENT
MID-FIDELITY DEVELOPMENT
Chunked Text, Summaries, and Outline
Design rationale
Design rationale
Design rationale
Cognitive Load Theory
Cognitive Load Theory
People have a limited capacity for processing information in working memory at any given time.
People have a limited capacity for processing information in working memory at any given time.
People have a limited capacity for processing information in working memory at any given time.
Segmented Principle
(Mayer, 2001)
Segmented Principle
(Mayer, 2001)
People learn better when a complex continuous lesson is broken into separate segments.
People learn better when a complex continuous lesson is broken into separate segments.
People learn better when a complex continuous lesson is broken into separate segments.
Chunking
(Miller, 1956)
Chunking
(Miller, 1956)
People could store more information if they are able to chunk or combine some pieces of information.
People could store more information if they are able to chunk or combine some pieces of information.
People could store more information if they are able to chunk or combine some pieces of information.
The user can interact with the paper in two ways: through the “chunked” text of the original paper, and through the paper outline. It is based on cognitive load theory, which suggests that humans have a limited capacity for processing information at any time (Sweller, 2011). Specifically, Mayer’s (2005) segmenting principle indicates that people learn better when complex content is divided into smaller segments. Additionally, Miller's 1956 experiment shows that chunking information can help improve retention (Rosenbloom et al., 1987).
The user can interact with the paper in two ways: through the “chunked” text of the original paper, and through the paper outline. It is based on cognitive load theory, which suggests that humans have a limited capacity for processing information at any time (Sweller, 2011). Specifically, Mayer’s (2005) segmenting principle indicates that people learn better when complex content is divided into smaller segments. Additionally, Miller's 1956 experiment shows that chunking information can help improve retention (Rosenbloom et al., 1987).
We brainstormed the idea of Stretch Text, which allows users to expand or collapse text to adjust its detail and complexity.
From this brainstorming, we made our first prototype, which had three components:
We brainstormed the idea of Stretch Text, which allows users to expand or collapse text to adjust its detail and complexity.
From this brainstorming, we made our first prototype, which had three components:
We brainstormed the idea of Stretch Text, which allows users to expand or collapse text to adjust its detail and complexity.
From this brainstorming, we made our first prototype, which had three components:
A home page where the user could access an overview of their readings
A home page where the user could access an overview of their readings
A reading page that contained the text of the paper, chunked into sections and highlighted
A reading page that contained the text of the paper, chunked into sections and highlighted
An outline page that provided a summarized outline of the paper
An outline page that provided a summarized outline of the paper
Reading Dashboard & Tracking
Reading Dashboard & Tracking
Expandable Chunked Summaries
Expandable Chunked Summaries
Outline
Outline
PERSONAL DASHBOARD
PERSONAL DASHBOARD
A Comprehensive Hub for Managing Reading Tasks and Personalized Content
To help users manage their reading tasks, I designed a personal dashboard with account management features.
Dashboard
The right navigation bar provides access to readings, eBooks, summaries, and the community.
The recommendation section provides personalized content to support research.
SEGMENTED READING
SEGMENTED READING
Simplified Sentence-Level Navigation for Better Focus and Annotation
The reading content is organized into segmented sentences, which users can easily view at a glance.
Library Catalog
By clicking on each sentence, users can expand the box to reveal the original text, facilitating detailed reading and enabling them to highlight key sections for further reference.
NOTE-TAKING
NOTE-TAKING
Color-Coded Highlights and Summaries for Efficient Knowledge Retention
The Summary section features personalized note-taking with color-coded highlights and annotations for easy reference.
Note-taking
Users can add quick, color-coded annotations directly linked to specific text, enabling better organization and categorization of their notes.
Users can manage and categorize all their summaries in the dashboard for quick review.
PERSONALIZED RECOMMENDATION
PERSONALIZED RECOMMENDATION
Tailored eBook and Resource Suggestions for In-Depth Research
The eBook section offers research resources in a wider format for in-depth exploration.
Book Recommendation
Recommendations are personalized based on past readings and search history.
Popular journals are suggested based on user interests and current trends.
Reflection
Reflection
Reflection
Further iteration
Further iteration
We would like to test with more users and spend more time iterating our designs.We still need to validate whether or not the design is meeting the user need of reducing fatigue and facilitating learning while reading.
We would like to test with more users and spend more time iterating our designs.We still need to validate whether or not the design is meeting the user need of reducing fatigue and facilitating learning while reading.
Validation and Evaluation
Validation and Evaluation
It's essential to validate whether our design effectively reduces fatigue and supports learning. The theoretical foundation provides a solid framework, but real-world testing is crucial to confirm the tool’s impact on students' reading experiences.
It's essential to validate whether our design effectively reduces fatigue and supports learning. The theoretical foundation provides a solid framework, but real-world testing is crucial to confirm the tool’s impact on students' reading experiences.
Next project:
Next project:
Next project:
© Jinlan Huang 2024
© Jinlan Huang 2024
© Jinlan Huang 2024