Project Brief for RWC

Project Brief
& Research
DGM 2240 | James Bailey, Michaela Brown
Tanner Fronk, Sean Jensen
REAL WORLD
CLASSROOM

Real World Classroom | Project Brief & Research | Group 4: James Bailey, Michaela Brown, Tanner Fronk, Sean Jensen
Table of Contents
Project Brief03
How Might We...04
Persona 105
Persona 206
Research Appendix
Survey07-08
Survey | Takeaways09
Survey | Common Themes10
Interview Questions11
Interviews12-13
Interview Key Takeaways14
Interview Common Themes15

Real World Classroom | Project Brief Research | Group 4: James Bailey, Michaela Brown, Tanner Fronk, Sean Jensen
Vision Classroom (Why?)
Problem Statement
Design Principles (How?)
Keep it Simple (KISS)
Chunking, Fitts’ Law
Depth of Processing Accessibility Classical Conditioning Framing
Requirements (What?)
The greatest educational experiences in life are a
direct result of our own choices because life is the
greatest teacher of all. Although, the consequenc-
es of our bad decisions can be a very expensive
bill to pay.
How to convince others that this is a necessary
product for students learning?
Real World Classroom is providing students with fi-
nancial literacy that will let them experience it though
a blended learning environment. They will focus on
personal responsibility for their own finances through
a simulated version of real world decisions.
Simplify the website so that there is a minimal learn-
ing curve.
Let users experience the app. by developing a
way to log into corporate website and use the
features within.
Accessibility for website so that all are able to ac-
cess regardless of abilities.
Teacher spotlight/testimonials with photos to cre-
ate more interest which will draw more interest to
the website.
Marketing that shows users that website is on the
cutting edge of education technology. By highlight-
ing this difference between the products modern
approach and the traditional methods will generate
more interest and excitement.
1
2
3
4
5
1 2 3 4 5
Project Brief

How Might We...
Simplify the website
• Have consistent positions and just less “call to
action” buttons on a page
• Leave one at the top, middle, and bottom so
the user doesn’t feel pressure to buy it everytime
they scroll.
Experience the app.
• Development of a Sandbox demo that can be ac
cessed for free to better show what it is all about
and further familiarize themselves so they can go to
the administration more educated on the product
1
2
Accessibility for website
• Have text for screen readers
• Make sure your site is keyboard friendly (no need
for a mouse)
• Add Alt text to all images
• Choose colors carefully
Teacher spotlight/testimonials
• Spotlight a particular story about a teacher that has
used the product and loves it
• Add pictures of the teacher to add more interest
Marketing
• Add tagline that describes how “real” and
immersive this product is
• Emphasize how it is a modern tool for learning (ie:
not your Grandfather’s classroom)
3
4
5
Old Classroom Modern Classroom
(We’re not quite there but you get the point)

WENDY
High School Teacher
“I want to help my students
achieve success, but how?”
Focus: Passionate about students
Age: 30
Location: Warren, MI
Employment: Warren High school
Occupation: Teacher
Education: Bachelor Degree
Salary: $40,000
Goals
• Help students in any way she can
• Knows that there must be new ways to
reach her students to get them interested
in school
Needs
• Larger budget
• Support from the administration
Behaviors
• Very busy
• Married recently but has no children yet
• Uses technology and is not afraid of
new things
Her story
Wendy is a relatively new
teacher but is still concerned
with her students success.
She is newly married which
because of her devotion to her
career can put a strain on her
relationship sometimes.
Personally, Wendy has school
debt that she is trying to pay off
before she contemplates hav-
ing children of her own.
Scenario
Wendy has been talking to
friends from college that live in
other parts of the country and
is hearing that there are new
methods to excite her students
to learn.
Passionate
Extrovert
Social
Media
Internet
Familiarity
Wants to
learn new
technology
Money
problems
Persona 1

CHRIS
High School Student
“I don’t care about my financial
literacy. I’m still in high school.”
Focus: Social media, friends
Age: 16
Location: Denver, CO
Occupation: Student
Education: Still in high school
Salary: None
Goals
• Go to college out of state
• Get a car
Needs
• Spending money
• Time with friends
Behaviors
• Uses social media
• Loves gaming (video)
• Uses technology and is not afraid of
new things
His story
Chris is a typical high school
student who is interested in his
friends and school is boring.
He knows in the long run that
education will get him some-
where in life but that seems far
off in the distance. Learning
about budgeting your money
and so forth is important but
not now.
Scenario
Chris is told by his parents
that he needs to learn the
value of money and this co-
incides with the fact that his
school is talking about adding
a class on financial literacy but
he is not interested.
Bored
at school
Extrovert
Social
Media
Internet
Familiarity
Wants to
socialize with
friends
Parents
nagging
Persona 2

Research Appendix | Survey Questions
0
5
10
15
20
25
30
16 -18
Q1 What is your age range?
18-24 25-50 50+
0
5
10
15
20
25
30
35
40
Utah Out of StateSalt Lake Other
Q3 What county do you live in?
0
5
10
15
20
25
Bounce
Check
Late Bad
Invest.
Credit
cards
No
issues
Other
Q4 Do you have any personal experiences with finance
troubles in your past?
0
5
10
15
20
25
Admin. Teacher Parent Student N/A
Q2 Are you an administrator, teacher, parent or student?

0
10
20
30
40
50
Very Little Not Much
Q5 How do you feel about non-traditional methods?
(online classes)
0
10
20
30
40
50
Very
Q7 How important is financial literacy to you?
Little Not Much Skip
0
10
20
30
40
50
Likely Maybe Not
Likely
Q8 How likely would you be to recommend a financial
literacy class?
0
5
10
15
20
25
Very Little Not Much
Q6 How much do you think your school would be recep-
tive to non traditional classes? (online classes)

0
5
10
15
20
25
30
35
Novice Competent Expert
Q9 What goals would you want your students/child to
have from a financial literacy experience?
0
5
10
15
20
25
Agree Disagree No Program N/A
Q10 Do you feel financial literacy is being taught well
in school?
Key Takeaways
Demographics
We had all age ranges from age 16-50+ and administrators, teachers, par-
ents and students. Our participants were from Utah county, Salt Lake county
and even out of state. Although, primarily from Utah county.
Personal Financial Trouble
Most of our participants did not have any financial issues from the past but
some had bounced checks, made bad investments and were late or had
high credit card bills.
Non Traditional Teaching Methods
A majority of our participants were very interested in this type of teaching
method. On the other hand, a slight majority responded that their school was
just a little interested in non traditional teaching methods but not far behind
people said the opposite.
Recommend a financial literacy class
A majority of participants were in favor of a class like this.
Goals from a financial literacy class
Most wanted their students to be either competent or an expert from taking
this subject.
Is financial literacy being taught well
Most of our participants thought there was room for improvement which is a
good sign for the real classroom product in the market.

Common themes to be applied to projects
It seems that most of the participants were enthusiastic about financial litera-
cy or non traditional teaching methods like Real World Classroom. This could
be an opening for this product to explore.
Although, the survey shows that even though personally the participants are
on board with financial literacy there school probably is not. This supports
the fact that we should use marketing to promote it to not only the teachers
but the school at large.
I have a hunch though that if the website is too complicated or hard to use
that enthusiasm might wain. So, simplifying the content and user experience
would be valuable. Not to mention, if the site was not accessible it might turn
people off to its value as a teaching tool.

1. What tools do you use for dealing with your personal finances?
• Do they have savings
• Do you use any apps. (Excel, Quickbooks)
• Do they have a budget
• Do they have financial advisor?
2. Please describe the extent to which you are involved in a school(s)?
3. Do you have a budget that you have to follow for your job at the school? If so, how much is it?
• Is that money used to add school programs?
• Did you need permission to buy those programs?
4. How many students do you have on average in your class each year?
5. How many parents of the students you teach have financial issues and/or are concerned about their
child having issues in the future?
6. Have you ever used a website, had a class that teaches financial literacy or know anyone that has?
If so, what was if called?
• If was not Real World Classroom (continue to question 7)
• Used none (ignore question 9, explain what Real World Classroom is and why it would
help students learn the value of financial literacy)
• “Do you think that online classes and other new teaching methods are viable? Why or why not?”
7. I know of a website and app. that would teach students the importance of financial literacy in a safe
virtual environment, what do you think?
• Describe about website and app for Real World Classroom
Would your school be interested in something like this
8. How do you learn about new teaching programs your school is going to implement?
• What is the process for implementing new curriculum?
• Have you ever suggested a new program for your school?
• How did you find said program?
• Did the program get accepted?
• Why or why not?
**Note: Bullets indicate follow up or prompts
Research Appendix | Interview Questions

Researcher: Michaela | Person Interviewed: DeAnn | Date: 2/20/19
DeAnn is a teacher of the fourth grade and has an average of 30-32 students every year. She has taught profession-
al development in the past and has had student teachers. As far as her personal finances she uses paper and pencil
mainly but has also used Excel/Quickbooks. In her personal budget she is concerned mainly with her major bills but not
on the extras. At her school she has a budget that is mainly controlled by the district. Although, she has a set amount
from the state for supplies. The specifics are $250 for supplies, $50 for PE equipment, $175 from the state.
As far as students that have financial need in her classes it is only a couple of students but 30-50% qualify for reduced
cost of lunches.
DeAnn has taken some financial literacy class for elementary and has used their curriculum within her grade level once.
She also has used Dave Ramsey classes herself. As far as finding new curriculum she does not have much say but
finds out through district training or emails.
Researcher: Sean | Person Interviewed: George | Date: 2/19/19
George is a retired high school choir teacher who lives in Florida. This interview was not conducted in person. For his
personal finances John uses a credit union app and Excel. When he was working they had a budget but not a strict one.
His class varied from only 10-65 depending on the year. George has not used a financial literacy website. Although, he
says he is a big advocate for effective online teaching but he cautions that there should be open communication with
the teacher and plenty of options for feedback.
Researcher: Tanner | Person Interviewed: Jenn | Date: 2/19/19
Jenn is a high school teacher of the 10th grade. She teaches on the average more than 20 students. Personally she
uses a banking application and tries to create a budget. At her job she does have a budget that is adjusted by her
school administration. As far as any students/families who have financial distress she does not know of any. Jenn has
not used any financial literacy websites but supports the idea of using them. When she was told of Real World Class-
room she responded positively.
When asked about how she learns about new teaching programs her school will implement she told Tanner that she
hears from other teachers or at conferences she attends. Although, as a new teacher when she has seen new programs
she is interested in she mentions it to her administration in hopes of acquire funding.
Research Appendix | Interview Summaries

Research Appendix | Interview Summaries
Researcher: James | Person Interviewed: Kealey | Date: 2/19/19
Kealey is a elementary school teacher, who teaches the 4th grade. She teaches in a private school. She teaches on the average 20
students but this year it is much smaller. Personally she uses a Excel to track her expenses every month. At school she does have
a budget of about $500, more with any fundraising the school may do. As far as any students who might have financial trouble the
average is about 30%. Kealey has not used any financial literacy websites but instead consults with her friends from college who were
business majors.
She is generally enthusiastic about a program like Real World Classroom but worries about the possibility of cheating. Furthermore,
she is more familiar with traditional teaching and I got the sense that is more comfortable with it. As far, as learning about new teach-
ing methods she relies on her connections with the graduate school she attends.
Researcher: James | Person Interviewed: John | Date: 2/19/19
John is a elementary school teacher, who teaches the 5th grade. He also teaches in a private school and likewise teaches on the av-
erage of 20 students. He and his wife use old fashion pencil and paper to keep tabs on their budget. At his job John has a budget of
over a thousand dollars but has not spent much of it yet. He has a couple of kids in his class that have financial needs but most don’t.
As far as exposure to financial literacy he has had some friends that have used a state program for bankruptcy but no experience of
his own. John did some of his own research on Real World Classroom before our interview and thought it was a good idea especially
for high school students who might have summer jobs and thus some experience with money.
When asked about how he found out about new teaching tools and methods he preferred to receive a sample to try it out for himself
before recommending it to his superiors.

Research Appendix | Interviews
Key Takeaways
Demographics
All interviews were with teachers. They were either retired, high school and
elementary teachers. In addition, both private and public schools
Personal Budgets
Most of our participants used old fashioned pencil and paper but also used
apps. like Excel or a bank app.
School Budgets
All seemed to have a budget allocated each year that they could use to buy
new teaching equipment for their class.
Non Traditional Teaching Methods
A majority of our participants were very interested in this type of teaching
method.

Research Appendix | Interviews
Common themes to be applied to projects
The interviews seemed to corroborate some of my team’s assumptions that
at least teachers are enthusiastic about non traditional teaching methods for
their students but do not control the purse strings.
In addition, they would like to “try before they buy”. In other words our pro-
posal to create a way for potential users to use the app. might be a good
idea. If they had the ability to explore the product it might quell some con-
cerns that at least one of the teachers had that it is not as good or secure
(from cheating) as traditional teaching methods.
Personal budgets of the teachers interviewed showed they had little to no ex-
perience with online financial literacy concept. Probably and opportunity for
learning more about it to quell any concerns. (Marketing)
Most have a discretionary budget at their job that they could spend on new
educational items for their students. Maybe if they liked or knew about Real
World Classroom they would be interested in the product. (Marketing)

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