The Problem

The Problem

The Problem

The goal was to create a literacy product that was both fun and helpful, especially for K-5 students who were struggling to keep up. Many of these students had a hard time staying on track with their peers, and traditional tools just weren’t cutting it. We needed to build something that let them learn at their own pace, while still keeping them motivated and engaged, so they could catch up without feeling left behind.

The goal was to create a literacy product that was both fun and helpful, especially for K-5 students who were struggling to keep up. Many of these students had a hard time staying on track with their peers, and traditional tools just weren’t cutting it. We needed to build something that let them learn at their own pace, while still keeping them motivated and engaged, so they could catch up without feeling left behind.

The goal was to create a literacy product that was both fun and helpful, especially for K-5 students who were struggling to keep up. Many of these students had a hard time staying on track with their peers, and traditional tools just weren’t cutting it. We needed to build something that let them learn at their own pace, while still keeping them motivated and engaged, so they could catch up without feeling left behind.

Research

Research

Research

To ensure we were designing a product that would truly meet the needs of students, I conducted thorough research into modern literacy pedagogy through experts at our company, the challenges faced by struggling learners, and the broader landscape of education technology. I also delved into the preferences and mindsets of K-5 students to better understand what styles, themes, and topics would resonate with them. This research informed every aspect of the product, from its educational structure to the narrative and visual design, helping us create an experience that was both effective and appealing to a diverse range of learners.

To ensure we were designing a product that would truly meet the needs of students, I conducted thorough research into modern literacy pedagogy through experts at our company, the challenges faced by struggling learners, and the broader landscape of education technology. I also delved into the preferences and mindsets of K-5 students to better understand what styles, themes, and topics would resonate with them. This research informed every aspect of the product, from its educational structure to the narrative and visual design, helping us create an experience that was both effective and appealing to a diverse range of learners.

To ensure we were designing a product that would truly meet the needs of students, I conducted thorough research into modern literacy pedagogy through experts at our company, the challenges faced by struggling learners, and the broader landscape of education technology. I also delved into the preferences and mindsets of K-5 students to better understand what styles, themes, and topics would resonate with them. This research informed every aspect of the product, from its educational structure to the narrative and visual design, helping us create an experience that was both effective and appealing to a diverse range of learners.

Concept

Concept

Concept

I started by developing the concept for a gamified reading platform that would appeal to children, incorporating a fun and engaging theme. I researched game design best practices and sought feedback from children, teachers, and co-workers to help develop it. Outside of the core educational content, I focused on developing three primary aspects to the product.

I started by developing the concept for a gamified reading platform that would appeal to children, incorporating a fun and engaging theme. I researched game design best practices and sought feedback from children, teachers, and co-workers to help develop it. Outside of the core educational content, I focused on developing three primary aspects to the product.

I started by developing the concept for a gamified reading platform that would appeal to children, incorporating a fun and engaging theme. I researched game design best practices and sought feedback from children, teachers, and co-workers to help develop it. Outside of the core educational content, I focused on developing three primary aspects to the product.

There were a number of options I played with for story concept. The one that resonated the most with K-5 children was a wildlife conservation theme that saw students rescuing endangered animals from a villainous character.

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

There were a number of feedback loops that I aimed to include in the game, and most were implemented. We left out reward chests and player leveling in favor of earning tokens and unlocking challenges. Both mechanics were used to unlock items that could be used to customize the student's refuge and avatar.

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

A primary mechanic was for each level to behave as a platformer (think Mario). As you moved your character through the level, you would encounter learning challenges, rescuing an endangered animal at the end of each level. 

Architecture

Architecture

Architecture

Wireframes

Wireframes

Wireframes

Testing

Testing

Testing

To validate our design and ensure it met the needs of our students, I conducted user testing with both my co-workers' children and real students in classrooms at certain points along the process. I used paper prototypes early on by using printouts of screens as the backdrops and cutting out interactive and movable elements for the children to move around. Later in the process we were able to test with in progress activities and make any needed corrections along the way.

To validate our design and ensure it met the needs of our students, I conducted user testing with both my co-workers' children and real students in classrooms at certain points along the process. I used paper prototypes early on by using printouts of screens as the backdrops and cutting out interactive and movable elements for the children to move around. Later in the process we were able to test with in progress activities and make any needed corrections along the way.

To validate our design and ensure it met the needs of our students, I conducted user testing with both my co-workers' children and real students in classrooms at certain points along the process. I used paper prototypes early on by using printouts of screens as the backdrops and cutting out interactive and movable elements for the children to move around. Later in the process we were able to test with in progress activities and make any needed corrections along the way.

(Testing done with human children, not monkeys)

(Testing done with human children, not monkeys)

(Testing done with human children, not monkeys)

Research

Research

Research

Prior to developing the assets for the game, I went through a round of research to decide what art style would resonate most with K-5 children. This was harder than it seems as the taste across that age range varies greatly. In the end a slightly cartoonish 2D style was the winner.

Prior to developing the assets for the game, I went through a round of research to decide what art style would resonate most with K-5 children. This was harder than it seems as the taste across that age range varies greatly. In the end a slightly cartoonish 2D style was the winner.

Prior to developing the assets for the game, I went through a round of research to decide what art style would resonate most with K-5 children. This was harder than it seems as the taste across that age range varies greatly. In the end a slightly cartoonish 2D style was the winner.

Biomes

Biomes

Biomes

Central to the experience were 12 different biomes that users would need to journey their way through. It was important to me that these biomes were visually diverse so that the progression from each environment to the next was obvious. They included caves, rainforest, savannah, forest, jungle, tundra, mountains, coral reef, freshwater, grassland, ocean, and wetlands.

Central to the experience were 12 different biomes that users would need to journey their way through. It was important to me that these biomes were visually diverse so that the progression from each environment to the next was obvious. They included caves, rainforest, savannah, forest, jungle, tundra, mountains, coral reef, freshwater, grassland, ocean, and wetlands.

Central to the experience were 12 different biomes that users would need to journey their way through. It was important to me that these biomes were visually diverse so that the progression from each environment to the next was obvious. They included caves, rainforest, savannah, forest, jungle, tundra, mountains, coral reef, freshwater, grassland, ocean, and wetlands.

Animals

Animals

Animals

Each biome needed a large number of endangered animals to be rescued in them. I consulted the IUCN Red List of Threatened Species to put together a list of animals for each biome. I tried to find animals that were diverse and recognizable to a young child. Such animals included armadillos, pandas, koalas, bears, moose, and, unfortunately, so much more.

Each biome needed a large number of endangered animals to be rescued in them. I consulted the IUCN Red List of Threatened Species to put together a list of animals for each biome. I tried to find animals that were diverse and recognizable to a young child. Such animals included armadillos, pandas, koalas, bears, moose, and, unfortunately, so much more.

Each biome needed a large number of endangered animals to be rescued in them. I consulted the IUCN Red List of Threatened Species to put together a list of animals for each biome. I tried to find animals that were diverse and recognizable to a young child. Such animals included armadillos, pandas, koalas, bears, moose, and, unfortunately, so much more.

Characters

Characters

Characters

From the beginning of the experience, students are introduced to a few friends (Li, Mike, and Dewey) that help them along their journey and one villain (Buckleboot). These characters were so much fun to bring to life and I even got to audition and direct their voice actors.

From the beginning of the experience, students are introduced to a few friends (Li, Mike, and Dewey) that help them along their journey and one villain (Buckleboot). These characters were so much fun to bring to life and I even got to audition and direct their voice actors.

From the beginning of the experience, students are introduced to a few friends (Li, Mike, and Dewey) that help them along their journey and one villain (Buckleboot). These characters were so much fun to bring to life and I even got to audition and direct their voice actors.

Props

Props

Props

In addition to the primary assets above, countless details, props, and interactive components were created to bring the world to life.

In addition to the primary assets above, countless details, props, and interactive components were created to bring the world to life.

In addition to the primary assets above, countless details, props, and interactive components were created to bring the world to life.

Mockups

Mockups

Mockups

Journey Screen

Journey Screen

Journey Screen

Students first land on this screen when logging in. The name of the current journey (biome) is on the buttom with a button to change journeysif they've progressed far enough. Selecting the projile image in the top left opens the profile/ranger station.

Students first land on this screen when logging in. The name of the current journey (biome) is on the buttom with a button to change journeysif they've progressed far enough. Selecting the projile image in the top left opens the profile/ranger station.

Students first land on this screen when logging in. The name of the current journey (biome) is on the buttom with a button to change journeysif they've progressed far enough. Selecting the projile image in the top left opens the profile/ranger station.

Ranger Station

Ranger Station

Ranger Station

The Ranger Station serves as the student's profile. From here, they can access the Animalpedia, Avatar Editor, Archive, Leaderboard, and Challenges which are represented across the room and on the walls. 

The Ranger Station serves as the student's profile. From here, they can access the Animalpedia, Avatar Editor, Archive, Leaderboard, and Challenges which are represented across the room and on the walls. 

The Ranger Station serves as the student's profile. From here, they can access the Animalpedia, Avatar Editor, Archive, Leaderboard, and Challenges which are represented across the room and on the walls. 

Supporting Features

Supporting Features

Supporting Features

The Animalpedia shows the rescued animals from each biome in their natural habitat. Selecting an animal will go to a page that has a passage about the animal and its conservation status. 
The Archive shows scrolls that have been found on journeys and can be selected to re-read the passages they contain. 
The Avatar Editor allows students to customize their character in a variety of ways. New customization items can be unlocked with tokens earned on their reading journeys. 

The Animalpedia shows the rescued animals from each biome in their natural habitat. Selecting an animal will go to a page that has a passage about the animal and its conservation status. 
The Archive shows scrolls that have been found on journeys and can be selected to re-read the passages they contain. 
The Avatar Editor allows students to customize their character in a variety of ways. New customization items can be unlocked with tokens earned on their reading journeys. 

The Animalpedia shows the rescued animals from each biome in their natural habitat. Selecting an animal will go to a page that has a passage about the animal and its conservation status. 
The Archive shows scrolls that have been found on journeys and can be selected to re-read the passages they contain. 
The Avatar Editor allows students to customize their character in a variety of ways. New customization items can be unlocked with tokens earned on their reading journeys. 

Minigames

Minigames

Minigames

With Bubble Bugs students were required to fend off pests from entering the wildlife refuge by capturing them in bubbles and transporting them back to their own habitats.
In Cave Match students needed to match a variety of clues together living in animals' burrows to clear the board.
Playing Word Gardens required the student to complete crossword style puzzles to harvest food to feed the rescued animals. 

With Bubble Bugs students were required to fend off pests from entering the wildlife refuge by capturing them in bubbles and transporting them back to their own habitats.
In Cave Match students needed to match a variety of clues together living in animals' burrows to clear the board.
Playing Word Gardens required the student to complete crossword style puzzles to harvest food to feed the rescued animals. 

With Bubble Bugs students were required to fend off pests from entering the wildlife refuge by capturing them in bubbles and transporting them back to their own habitats.
In Cave Match students needed to match a variety of clues together living in animals' burrows to clear the board.
Playing Word Gardens required the student to complete crossword style puzzles to harvest food to feed the rescued animals. 

Retrospective

Retrospective

Retrospective

This project taught me a lot, especially as my first in the education space. I gained a deep understanding of pedagogy and various teaching methods, and collaborated with roles like curriculum experts and instructional designers, which significantly influenced the design. Testing with children was both fun and challenging, but hearing their excitement about the final product was incredibly rewarding. While it’s no AAA game title, it definitely satisfied the "make a video game" item off my bucket list - for now.

This project taught me a lot, especially as my first in the education space. I gained a deep understanding of pedagogy and various teaching methods, and collaborated with roles like curriculum experts and instructional designers, which significantly influenced the design. Testing with children was both fun and challenging, but hearing their excitement about the final product was incredibly rewarding. While it’s no AAA game title, it definitely satisfied the "make a video game" item off my bucket list - for now.

This project taught me a lot, especially as my first in the education space. I gained a deep understanding of pedagogy and various teaching methods, and collaborated with roles like curriculum experts and instructional designers, which significantly influenced the design. Testing with children was both fun and challenging, but hearing their excitement about the final product was incredibly rewarding. While it’s no AAA game title, it definitely satisfied the "make a video game" item off my bucket list - for now.

Testimonial

Testimonial

Testimonial

After leaving the company, a former colleague sent me this testimonial they received on Facebook from a parent. I'm not sure what kind of feedback could top this!

After leaving the company, a former colleague sent me this testimonial they received on Facebook from a parent. I'm not sure what kind of feedback could top this!

After leaving the company, a former colleague sent me this testimonial they received on Facebook from a parent. I'm not sure what kind of feedback could top this!

"My kiddo is a big animal lover so she loves she gets to rescue animals. She also views each journey and passage as a fun challenge and loves to beat Buckleboot as it sparks her competitive nature. She has also really enjoyed being able to customize her character! Since January we've done at least one passage or journey every night at her request. I can't be happier with our experience. I think she has learned a lot over the last month but the biggest improvement has been her confidence."

"My kiddo is a big animal lover so she loves she gets to rescue animals. She also views each journey and passage as a fun challenge and loves to beat Buckleboot as it sparks her competitive nature. She has also really enjoyed being able to customize her character! Since January we've done at least one passage or journey every night at her request. I can't be happier with our experience. I think she has learned a lot over the last month but the biggest improvement has been her confidence."

"My kiddo is a big animal lover so she loves she gets to rescue animals. She also views each journey and passage as a fun challenge and loves to beat Buckleboot as it sparks her competitive nature. She has also really enjoyed being able to customize her character! Since January we've done at least one passage or journey every night at her request. I can't be happier with our experience. I think she has learned a lot over the last month but the biggest improvement has been her confidence."

What I Would do Different

What I Would do Different

What I Would do Different

We worked with an offshore team in India to create the assets, which was cost-effective but challenging. Providing detailed feedback on thousands of art assets highlighted cultural and language differences. If I were to do it again, I’d prefer working with an in-house team. Fortunately, our in-house video and animation team delivered fantastic work, like the video at the top of this page.

We worked with an offshore team in India to create the assets, which was cost-effective but challenging. Providing detailed feedback on thousands of art assets highlighted cultural and language differences. If I were to do it again, I’d prefer working with an in-house team. Fortunately, our in-house video and animation team delivered fantastic work, like the video at the top of this page.

We worked with an offshore team in India to create the assets, which was cost-effective but challenging. Providing detailed feedback on thousands of art assets highlighted cultural and language differences. If I were to do it again, I’d prefer working with an in-house team. Fortunately, our in-house video and animation team delivered fantastic work, like the video at the top of this page.