#22. MJ’s Thesis — V1 Prototype Presentation

The main interaction between a student and a female mentor and an intuitive design framework for generating Augmented Reality ideas.

Proposal V1.

AR training, and Async Video Conversation

Why AR?

Experiencing an immersive part of Augmented Reality to connect their curiosity. Dimensional Vision is the ability for the student to see into the other dimensions that surround them.

  • A couple of mini AR quiz supposes to be an educational part and icebreaking part before matching each other, students and mentors.
  • Based on both AR quiz results, the system will match the data, and show the mentor list with similar aptitudes and majors to the students so that the students can explore more with clear objects/questions.
  • While taking a video question, a student can check their question with an AR bubble message to make sure the point of a question.

Answering and asking experience through a video platform can access young women to reach out to the mentors with their questions/objects/achievements.

  • The percentage of secondary school-age children who would consider a career in engineering increased from 29% to 47% between 2011 and 2014, BUT only 29% of those being girls. However, only 34% said they know what to do next in order to become an engineer.
  • According to research, it is difficult to find tech-related conferences to network in some “Rust Belt” — informal term — in the United States, where there are not many tech companies.

The number of mentors is significantly less than that of mentors, allowing various mentors to answer questions simultaneously and multiple times, regardless of time and place.

  • Thinking responsibly about the messaging we are creating for young women is essential.
  • Only 35% of STEM teachers felt confident in giving engineering career advice, and this has remained unchanged for a few years. (Engineering UK 2017: The State of Engineering, http://www.engineeringuk.com/media/1355/enguk-report-2017.pdf)
  • Based on the user interview, most mentors usually get confused if they receive a long question with no point. So, even if a question is a little long in a video, the technology of this platform will detect the key question. And that will be floating on the screen so that the student and mentor can check and remind the real question once again while asking and even answering.

Feedback & Thoughts

  • Feedback a.
    I saw your interview results from female engineers earlier, and some of them mentioned how they did get interested in engineering. From their childhood episodes, they fixed a broken analog watch or toy with parents. The point is that they fell in love with being challenged by a great problem. Think about the onboarding quiz again.
  • Feedback b.
    Your presentation reminds me of “Ask me something” on other social media. What is the difference?

↳ My Answer: If the students already knew some influenced mentors online, it could be easy and enough to access. However, they still have to spend some time and effort to find their role models and they even aren’t sure if the engineers want to recieve questions or not. Hence, I would say my proposal is more about accessibility within a supportive and psychologically safe community.

  • Thought a.
    To add on the feedback a., I realized they found initial interests when they applied problems. Meaning, the way of providing an intriguing simple quiz would be efficient to hold young women, users.
  • Thought b.
    Think about more engaging mini AR quiz parts of fixing or solving a problem as an educational, and training aspect before suggesting the list of mentors based on their interests and aptitudes.
  • Thought c.
    Not really need to implement all the AR specs.

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A platform with AR games and mentors encourages young women to pursue engineering career paths