Clémi

Enhance bedridden children involvement

during class in the bedroom at the hospital

Clémi

Enhance bedridden children involvement during class in the bedroom at the hospital

Clémi

Enhance bedridden children involvement

during class in the bedroom at the hospital

Clémi

Enhance bedridden children involvement during class in the bedroom at the hospital

clemi-concept2

BRIEF  Introduce new ways of teaching and learning with the use of digital tools in collaboration with an assigned school

PROJECT INFO  Lycée Léonard de Vinci - Design Department, 2014, 10 weeks

TEAM  Johanna Rochegude

COLLABORATION  Surgery Department classroom in Hospital for Children and Mothers in Bron, Bron / Erasme Living Lab, Research Center on digital experiences for education and museum in Lyon, France

SKILLS  Group work/ Conducting and synthesizing ethnographic research, opportunity definition, scenario and concept sketching, wireframes

Individual/ Video prototyping, shape definition, low-fi tangible prototypes and 3D modeling

How can bedridden students better bodily interact with the teacher’s tangible exercises during her class?

How can bedridden students better bodily interact with the teacher’s tangible exercises during her class?

How can bedridden students better bodily interact with the teacher’s tangible exercises during her class?

How can bedridden students better bodily interact with the teacher’s tangible exercises during her class?

CONCEPT

CONCEPT

Clémi is a an exercise toolbox on tablet enabling children to bodily interact with digital exercises while being bedridden. Clémi app is coupled with Snail and Magic Wand, 2 small one-hand graspable objects for students to interact with exercises created by the teacher in the app. Catherine’s students now have a superpower to interact with the exercises freely and aloof from the tablet screen.

TEACHER'S WORKFLOW

TEACHER'S WORKFLOW

Catherine is the Primary school teacher of the Surgery Department in Bron Hospital for Mothers and Children. She teaches to bedridden children aged from 6 to 12 years old who cannot join her classroom in the department. 

Clemi-context3

Over the years, Catherine has created a rich toolbox of exercises to teach in a fun and engaging way Mathematics, Vocabulary, Grammar, Geography, History… Catherine uses her toolbox as a basis to create personalized exercises for each of her students. She has a lot of imagination to teach in a fun and tangible way by bringing books, games, pencils, cards, stickers, dices to animate her classes.

Clemi-context2
Clemi-context1

Yet, students have difficulties in using these objects because students are not able to move freely due to their operation. When children are trying to grasp objects, they are uncomfortable to handle and often falling.

HOW IT WORKS

HOW IT WORKS

THE TEACHER CREATES EXERCISES

The teacher creates exercises

The teacher creates exercises

On Clémi app, the teacher can create her exercise toolbox as a basis for all exercises. She can also plan for her next class as she can personalize exercises for her students. Creating an exercise is as easy as drawing on paper and the teacher can save it under her “Pencil case”.

So far, the teacher can create exercises connected to the objects children are interacting with Snail and Magic Wand.

CHILDREN INTERACT WITH EXERCISES

Children interact with exercises

Clémi bodily involves bedridden students during the lesson by using body inputs from objects connected to the teacher's exercises.

« Snail » is connected to board games where squares are hiding questions of Mathematics, Geography, History…

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clemi_snail1

« Magic Wand » is connected to card games where the student grasps digital pieces of paper to mix and match calculation or grammatical sentences.

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clemi_wand1

These one-handed graspable objects involve students in moving their arms and hands aloof from the tablet while being bodily restricted. Their shapes are highly graspable and can be used not necessarily on the table but on every support such as on a blanket, on the other hand, on the chest or belly, in the air...

ETHNOGRAPHIC RESEARCH

ETHNOGRAPHIC RESEARCH

We met with Catherine every two week throughout our design process. We conducted interviews with Catherine, nurses and a student and his parents. 

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clemi_research2

We shadowed Catherine doing class to students in the classroom and to bedridden students. We observed her interacting with nurses, doctors, parents, children and their parents.

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Being part of the Surgery Department for one day every two weeks was valuable for us to emerge design opportunities based on real life stories. We summarized these opportunities into a research deliverable. We decided to improve the experience of bedridden students having trouble handling the tools the teacher brings for the lesson.

RAPID PROTOTYPING

RAPID PROTOTYPING

This opportunity made us explore hands-on interactions between tangible shapes and a digital interface. Throughout our design process, we kept in mind ergonomic aspects paying attention to physical and cognitive load for students and the teacher.

We focused our concept generation on tangible interactions. We sketched several user scenarios and wireframes for a digital app connected to graspable objects. We iterated on this experience using video-prototypes to discuss with the teacher. We tried out our ideas with the teacher every two weeks until our final presentation.

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clemi-prototyping2
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USER TESTING

USER TESTING

I explored on tangible object’s shape connected to digital exercises from the teacher. While designing for Snail and Magic Wand, I was looking in designing an alternative to a mouse for tablet. The aim was to design objects easy to handle with one hand and fun. Objects should be intuitive for children to understand their connection with actions intended on the screen.

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clemi-concept1

ROLE & REFLECTION

ROLE & REFLECTION

Our team was composed of an interactive designer and an industrial designer. We both worked on ethnographic research and planned our schedule for each day spent at the Surgery Department. Being from different design background was valuable in ideating and in prototyping since tangible objects were closely linked to the app user experience. We explored together interaction using various prototyping methods and involving Catherine in our ideas. I took charge of object’s look and feel and their relations to body inputs and their outputs on screen.

Looking back at this project, it would have been interesting to think about how to enhance existing objects used by the teacher with rich interactions for bedridden children, instead of digitizing every exercise.

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