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• Concept
• Final Design
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1. Research to Concept

I. Impacts of smartphone addiction

Mentally: Adolescents who responded that they experienced depression, loneliness, and stress comprised the highest percentage in the high-risk group for smartphone addiction.
Physically: Many side effects (a lack of sleep, obesity, and poor concentration) of smartphone addiction have been reported
Productivity: Through a high daily usage of the internet, there is more potential for distraction through the constantly changing focus of attention. This is indicative of short attention span.

II. Market Scope

It is reported that 57% teens have attempted to cut down on social media use at least once In a survey of 547 male undergraduate students, it was discovered that 23% of the participants were classified as nomophobic whereas 64% of the participants were at danger of becoming so. Students examined their phones more than 35 times each day in over 77% of cases.

We know from other types of behavioural addiction, such as gambling, that pathological behaviours can be stopped (Slutske, 2006).

Research and survey insights

When limiting social media usage, a suitable and personalized replacement should be found
People are eager to learn new technical skills and language.
Most people in my surveys are aware of the fact that they lose concentration regularly because of their phone. They feel bad for using the phone too much and want to improve their productivity by discipline
Reward uncertainty and dopamine rush are reasons why people get addicted to smartphone and social media

Students who used flashcards for all three exams had significantly higher exam scores overall than those students who did not use flashcards at all or only used flashcards on one or two exams (Golding, Wasarhaley & Fletcher, 2012).

Target user

People who want to be more disciplined or reduce their screen time effectively
Age: students or working people from 19 to 30
Phone usage: 4-9 hours per day
Characteristics: get distracted easily, feel guilty for not being productive or fit, get indulge in something easily, proficient in technology

Target features

Unpredictable: To improve the reward system of current flashcard apps
Fun: To help the user find their learning process less boring and less distracted by the phone
Easy: To motivate user to learn anytime anywhere instead of using the phone
Accessible: To solve analogue flashcard's limits

Concept

2. Concept Development

User Testing

User tests were conducted using low-fidelity foam models to determine user preferences for the flash card device.
Size: portable, easy to hold, not too chunky
Screen: large enough for people with poor vision
Shape: modern, digital, flat, unique, can be used with one hand

Target Features

Motivating Interaction: Makes the learning process more engaging by gamification and sensory satisfaction
Convenient: The device must be portable, making it easy to take with you and study on-the-go (instead of using the smartphone)
2 main features: Learning and Testing to enhance learning efficiency
Positive Reinforcement: By providing users with rewards
Personalized Learning & Progress Tracking

Prototypes

I undertook the coding process for the Wordwise model prototype, initially focusing on developing the matching game mode and flashcards randomizer function using a 16x2 dot LCD screen and 2 buttons.

Subsequently, I transitioned to the graphic screen, where I further expanded the functionality by incorporating a user interface (UI), end-game mechanics, and overall game mechanics. The Wordwise model prototype, enclosed in a 3D-printed case with improved buttons, is currently in the testing phase to ensure functionality and user experience before finalization. interaction.

Internal details

3. Final Design

User Testing

During this stage, I utilized a 3D-printed model of the flash card device, with functional electronics, to conduct user tests. Additionally, we applied paint on users' hands to identify the most frequently touched areas, allowing us to make design adjustments such as incorporating curves to enhance ergonomics and user engagement on a daily basis.

Functionality

LEARNING MODE

Flashcards with hidden definition displayed randomly
The user will decide whether they need to recall the word's definition using buttons
Learned words that have been skipped more than 3 times would be tracked and reduced its frequency of showing up
Proper guidance with visual hints for buttons will be shown up on screen

TESTING MODE

Show up a pair of random Word and Definition from the Flashcards
The user must decide whether the pair is matched or not, and they should get the most correct answers in 30s.
Achievement: If they surpass a certain score or break their previous record, they can get a random sticker that is printed out from the side.
The user can now exit current mode as well as restart the game at the end

experience Prototype

User Interaction

References

1. Kim, J., & Lee, K. (2022). The Association between Physical Activity and Smartphone Addiction in Korean Adolescents: The 16th Korea Youth Risk Behavior Web-Based Survey, 2020. Healthcare, 10(4), 702. https://doi.org/10.3390/healthcare10040702
2. Kim, S.Y.; Han, S.; Park, E.J.; Yoo, H.J.; Park, D.; Suh, S.; Shin, Y.M. The relationship between smartphone overuse and sleep in younger children: A prospective cohort study. J. Clin. Sleep Med. 2020, 16, 1133–1139.
3. Coban, D.A. Investigation of the relationship between smartphone addiction and overweight on university students. Ann. Med. Res. 2019, 26, 2172–2176.
4. Kim, S.G.; Park, J.; Kim, H.T.; Pan, Z.; Lee, Y.; McIntyre, R.S. The relationship between smartphone addiction and symptoms of depression, anxiety, and attention-deficit/hyperactivity in South Korean adolescents. Ann. Gen. Psychiatry 2019, 18, 1–8.
5. Golding, J. M., Wasarhaley, N. E., & Fletcher, B. (2012). The Use of Flashcards in an Introduction to Psychology Class. Teaching of Psychology, 39(3), 199–202. https://doi.org/10.1177/0098628312450436
6. Jiang, J. (2020, August 14). How Teens and Parents Navigate Screen Time and Device Distractions. Retrieved November 02, 2020, from https://www.pewresearch.org/internet/2018/08/22/how-teens-and-parents-navigate-scre en-time-and-device-distractions/
7. Bhattacharya, S., Bashar, M., Srivastava, A., & Singh, A. (2019). NOMOPHOBIA: NO MObile PHone PhoBIA. Journal of Family Medicine and Primary Care, 8(4), 1297. https://doi.org/10.4103/jfmpc.jfmpc_71_19