Our first group project in the UX Design program focused on research and concept development.
We explored how game-based learning could help children identify and question misinformation about the HPV vaccine.
Unfortunately, our Mural board disappeared so this page is less visual than intended but the full presentation is available below.
2024
UX Research
7 weeks
The assignment was to design a fictional express-delivery app within the UI Design course.
The goal was to create a high-fidelity prototype that communicates luxury, spontaneity, and ease of use, making high-quality food accessible within 10 minutes.
I chose to design for a 320px mobile screen, the smallest breakpoint, as a challenge to myself: if the design works there, it can scale anywhere.
How can we educate children to recognize and challenge vaccine-related misinformation through a fun and interactive game?
We explored three sub-questions:
How do Swedish schools currently teach critical thinking about health and vaccines?
What challenges and opportunities do teachers see with game-based learning?
What features make such tools engaging and effective for students?
We combined quantitative and qualitative methods to capture a broad and deep understanding:
Survey: Sent to 600 teachers, 23 responses.
Interviews:
Four semi-structured interviews with middle school teachers.
Affinity mapping:
Clustered quotes and insights to identify recurring themes.
Personas:
Created teacher archetypes to visualize different needs and approaches.
Our research revealed several recurring themes:
Accessibility:
Tools must support students with diverse needs.
Engagement:
Quick rewards, clear visuals, and short activities keep attention.
Flexibility:
The game should cover multiple topics beyond HPV to stay relevant.
Ease of use:
Teachers value simplicity and quick implementation.
Motivation:
Students learn best when content feels fun and relatable.
Most teachers had not encountered major HPV misinformation, but saw growing influence from social media and parental opinions.
Teachers felt limited in addressing these topics directly, they often referred families to the school nurse.
The issue was age-dependent: younger students struggle to evaluate sources, while older ones seek clear relevance and context.
I chose to design for a 320px screen width, one of the smallest breakpoints, because I wanted to challenge myself.
The idea was that if I could create a strong design at the most constrained size, scaling up would be easier.
In hindsight, I realized that a slightly larger base (like 375px) would have given more flexibility, but the exercise taught me a lot about prioritization and working with strict limitations.
Vill lägga till något om att jag hade gjort det luftigare och inte haft lika mycket fetad text då jag upplever att det känns lite stökigt med hierarkin. Och hade nog valt att inte använda min brandcolor på de stora
The importance of starting with structure (wireframes, grids, spacing) before diving into visuals.
Designing for 320px forced me to prioritize and simplify—though in hindsight, starting with 375px would have given more flexibility.
Creating a distinct tablet version requires more than just scaling—it’s about rethinking layout and hierarchy.
Iterating on small components like product cards early saved time later in the process.
Teachers use provocation and play to encourage skepticism (“I pretend the Earth is flat…”).
Students enjoy catching false facts and competition boosts critical thinking.
Teachers need tools that are visually engaging but also realistic to implement within limited time and IT resources.
Based on the findings, we proposed:
A flexible, accessible learning tool where students identify, question, and counter misinformation.
The concept emphasizes:
Short, visual challenges.
Adapting content by topic and age group.
Built-in accessibility features.
Easy teacher onboarding and classroom use.
A small sample can still generate valuable insights when analyzed methodically.
Accessibility and simplicity are key for implementation in real classrooms.
Teachers’ limited time and resources must shape design decisions.
The experience reinforced the importance of turning research findings into actionable design directions.
These insights highlighted the need for clearer booking flows and communication. We moved into prototyping and iterating on different solutions to test how the experience could be simplified and made more transparent.
Our first group project in the UX Design program focused on research and concept development.
We explored how game-based learning could help children identify and question misinformation about the HPV vaccine.
Unfortunately, our Mural board disappeared so this page is less visual than intended but the full presentation is available below.
2024
UX Research
7 weeks
The assignment was to design a fictional express-delivery app within the UI Design course.
The goal was to create a high-fidelity prototype that communicates luxury, spontaneity, and ease of use, making high-quality food accessible within 10 minutes.
I chose to design for a 320px mobile screen, the smallest breakpoint, as a challenge to myself: if the design works there, it can scale anywhere.
How can we educate children to recognize and challenge vaccine-related misinformation through a fun and interactive game?
We explored three sub-questions:
How do Swedish schools currently teach critical thinking about health and vaccines?
What challenges and opportunities do teachers see with game-based learning?
What features make such tools engaging and effective for students?
We combined quantitative and qualitative methods to capture a broad and deep understanding:
Survey: Sent to 600 teachers, 23 responses.
Interviews:
Four semi-structured interviews with middle school teachers.
Affinity mapping:
Clustered quotes and insights to identify recurring themes.
Personas:
Created teacher archetypes to visualize different needs and approaches.
Our research revealed several recurring themes:
Accessibility:
Tools must support students with diverse needs.
Engagement:
Quick rewards, clear visuals, and short activities keep attention.
Flexibility:
The game should cover multiple topics beyond HPV to stay relevant.
Ease of use:
Teachers value simplicity and quick implementation.
Motivation:
Students learn best when content feels fun and relatable.
Most teachers had not encountered major HPV misinformation, but saw growing influence from social media and parental opinions.
Teachers felt limited in addressing these topics directly, they often referred families to the school nurse.
The issue was age-dependent: younger students struggle to evaluate sources, while older ones seek clear relevance and context.
I chose to design for a 320px screen width, one of the smallest breakpoints, because I wanted to challenge myself.
The idea was that if I could create a strong design at the most constrained size, scaling up would be easier.
In hindsight, I realized that a slightly larger base (like 375px) would have given more flexibility, but the exercise taught me a lot about prioritization and working with strict limitations.
Vill lägga till något om att jag hade gjort det luftigare och inte haft lika mycket fetad text då jag upplever att det känns lite stökigt med hierarkin. Och hade nog valt att inte använda min brandcolor på de stora
The importance of starting with structure (wireframes, grids, spacing) before diving into visuals.
Designing for 320px forced me to prioritize and simplify—though in hindsight, starting with 375px would have given more flexibility.
Creating a distinct tablet version requires more than just scaling—it’s about rethinking layout and hierarchy.
Iterating on small components like product cards early saved time later in the process.
Teachers use provocation and play to encourage skepticism (“I pretend the Earth is flat…”).
Students enjoy catching false facts and competition boosts critical thinking.
Teachers need tools that are visually engaging but also realistic to implement within limited time and IT resources.
Based on the findings, we proposed:
A flexible, accessible learning tool where students identify, question, and counter misinformation.
The concept emphasizes:
Short, visual challenges.
Adapting content by topic and age group.
Built-in accessibility features.
Easy teacher onboarding and classroom use.
A small sample can still generate valuable insights when analyzed methodically.
Accessibility and simplicity are key for implementation in real classrooms.
Teachers’ limited time and resources must shape design decisions.
The experience reinforced the importance of turning research findings into actionable design directions.
These insights highlighted the need for clearer booking flows and communication. We moved into prototyping and iterating on different solutions to test how the experience could be simplified and made more transparent.
Our first group project in the UX Design program focused on research and concept development.
We explored how game-based learning could help children identify and question misinformation about the HPV vaccine.
Unfortunately, our Mural board disappeared so this page is less visual than intended but the full presentation is available below.
2024
UX Research
7 weeks
The assignment was to design a fictional express-delivery app within the UI Design course.
The goal was to create a high-fidelity prototype that communicates luxury, spontaneity, and ease of use, making high-quality food accessible within 10 minutes.
I chose to design for a 320px mobile screen, the smallest breakpoint, as a challenge to myself: if the design works there, it can scale anywhere.
How can we educate children to recognize and challenge vaccine-related misinformation through a fun and interactive game?
We explored three sub-questions:
How do Swedish schools currently teach critical thinking about health and vaccines?
What challenges and opportunities do teachers see with game-based learning?
What features make such tools engaging and effective for students?
We combined quantitative and qualitative methods to capture a broad and deep understanding:
Survey: Sent to 600 teachers, 23 responses.
Interviews:
Four semi-structured interviews with middle school teachers.
Affinity mapping:
Clustered quotes and insights to identify recurring themes.
Personas:
Created teacher archetypes to visualize different needs and approaches.
Our research revealed several recurring themes:
Accessibility:
Tools must support students with diverse needs.
Engagement:
Quick rewards, clear visuals, and short activities keep attention.
Flexibility:
The game should cover multiple topics beyond HPV to stay relevant.
Ease of use:
Teachers value simplicity and quick implementation.
Motivation:
Students learn best when content feels fun and relatable.
Most teachers had not encountered major HPV misinformation, but saw growing influence from social media and parental opinions.
Teachers felt limited in addressing these topics directly, they often referred families to the school nurse.
The issue was age-dependent: younger students struggle to evaluate sources, while older ones seek clear relevance and context.
I chose to design for a 320px screen width, one of the smallest breakpoints, because I wanted to challenge myself.
The idea was that if I could create a strong design at the most constrained size, scaling up would be easier.
In hindsight, I realized that a slightly larger base (like 375px) would have given more flexibility, but the exercise taught me a lot about prioritization and working with strict limitations.
Vill lägga till något om att jag hade gjort det luftigare och inte haft lika mycket fetad text då jag upplever att det känns lite stökigt med hierarkin. Och hade nog valt att inte använda min brandcolor på de stora
The importance of starting with structure (wireframes, grids, spacing) before diving into visuals.
Designing for 320px forced me to prioritize and simplify—though in hindsight, starting with 375px would have given more flexibility.
Creating a distinct tablet version requires more than just scaling—it’s about rethinking layout and hierarchy.
Iterating on small components like product cards early saved time later in the process.
Teachers use provocation and play to encourage skepticism (“I pretend the Earth is flat…”).
Students enjoy catching false facts and competition boosts critical thinking.
Teachers need tools that are visually engaging but also realistic to implement within limited time and IT resources.
Based on the findings, we proposed:
A flexible, accessible learning tool where students identify, question, and counter misinformation.
The concept emphasizes:
Short, visual challenges.
Adapting content by topic and age group.
Built-in accessibility features.
Easy teacher onboarding and classroom use.
A small sample can still generate valuable insights when analyzed methodically.
Accessibility and simplicity are key for implementation in real classrooms.
Teachers’ limited time and resources must shape design decisions.
The experience reinforced the importance of turning research findings into actionable design directions.
These insights highlighted the need for clearer booking flows and communication. We moved into prototyping and iterating on different solutions to test how the experience could be simplified and made more transparent.