The background questionnaire helps to distinguish the current situation and demand from the users. Our potential competitors—platforms such as Landit and Skillcrush (Appendix C)—capture user data in a similar way. Nevertheless, by implementing empathetic wording within our onboarding questions, users feel welcome to the platform and share their information. Applying the Segmentation, Targeting, and Positioning (STP) model (Hanlon, 2018), our algorithm ensures the experience will suit users’ needs and drive engagement.

The customized “learning quest” can show suggested career pathways and sequences of tech learning tech according to the user’s data. Visualizing the learning paths and users’ objectives can stimulate learners in pursuing goals step by step, according to goal orientation theory (Cheema & Bagchi, 2011; Pintrich, 2000), through proper scaffolding.

Displaying the self-learning process by collecting and displaying flair helps to organize users’ achievements. Matching with the INA theme of “play as a pathway for all to flourish in STEAM,” feelings of accomplishment and affirmation that the user gets from engagement with our platform drive motivation to maintain their momentum in our platform.

Personalized online learning resources serve the user’s needs and learning goals without forcing the user to spend a lot of cognitive load on randomly searching for resources online. Search engines or MOOCs may provide lots of resources, but people struggle to find what resource suits them, based on our user-testing prototype feedback (Appendix B). Our resources will be connected and shown with contextualizing text and tips for utilization.

According to Holbert (2016), various surveys and meta-analyses suggest that women more often report a preference for work that is aligned with altruistic intentions or communal goals. Our design is informed by research that shows that supportive learning communities and affirmation of academic identities (in our case, women’s “tech identities”) can support and sustain women and members of underrepresented groups in pursuing STEM study and employment (Russell, 2017). Our platform is designed to provide a safe and welcoming community and affirm our users’ tech identities (Walker, 2012).

Reference

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