TOMO Process Work
UX, UI, and Branding
Personas
Robert Breyer
Male / 18 / Senior
Overview and motivations / Plays rugby and basketball, enjoys science and writing and history classes, enjoys watching comedy specials and true crime documentaries on Netflix, often spends time with his family. His motivations are to attain decent grades and get acceptance to college based on rugby scholarship.
Learning Preferences / Quiet spaces, one-on-one tutoring, hands-on lessons, learning with videos.
Learning likes + Dislikes / Likes: Hands-on experiments and labs, Dislikes: Silent/independent reading during class.
Relationship with textbooks / Experiences difficulty with focusing during class due to his A.D.D. diagnosis, dislikes working for long periods of time, has difficulty with lessons and work requiring memorization.
Learning challenges / Experiences difficulty with focusing during class due to his A.D.D. diagnosis, dislikes working for long periods of time, has difficulty with lessons and work requiring memorization.
Jessica Pierce
Female / 17 / Junior
Playing tennis, loves to read, interested in art and film, adores animals and science/chemistry academic courses.
Her motivations are to get accepted to a top-ranking college for a veterinarian degree. She dreams of graduating with a 4.0 GPA and cares deeply for her studies.
Learning Preferences / Completely silent spaces, independent learning
Learning likes + Dislikes / Likes: Silent reading within classes, lectures accompanied by Powerpoint presentations, opportunities to take notes with colored pens, Dislikes: Group projects, public speaking.
Relationship with textbooks / Enjoys reading textbooks and completing the required readings at home, while she takes notes on the content. Doesn’t like having to carry many heavy books back and forth.
Learning challenges / Doesn’t experience significant challenges in learning, but if her time is managed poorly, she experiences issues retaining information when feeling rushed or under pressure.
Scenarios
Robert Breyer
Robert signed up for a computer programming class and he’s really excited to learn how to code. His professor knows that Robert works well in groups. When the teacher is giving lectures, he makes sure he is attentive as to how his students are responding and if he sees they are struggling, he’s willing to go over more examples with them. This helps Robert stay engaged and focused with the rest of the class. Robert is able to participate so much in his class and he finds himself continuing to pursue learning to code at home. He watches youtube videos about programming and reviews the class material and worksheets. A few weeks into the semester, he finally feels comfortable enough to begin writing his own code for programs he wants to create.
Jessica Pierce
Jessica is in her Chem class and is feeling stress over the in-class assignment that her teacher has just announced. Her teacher just told the class to divide into groups of 3, which is an immediate trigger for Jessica. She gets into a group with her 3 friends, Emilia and Kim. Though they are “besties” outside of the classroom, Jessica has a difficult time actually learning course material when with them. Jessica knows that her girlfriends are more interested in chatting, rather than actually learning. She has to pull the weight of the in-class assignment and though group-oriented, hands-on assignments are typically favored by her fellow classmates, Jessica actually struggles to learn within group settings. She feels much more productive while alone, as she is able to read and digest the material at her own pace. She is able to write notes, annotate text using colored highlighters, or create flashcards along the way. When in a group, Jessica feels more rushed and unfocused. After finishing the worksheet and struggling through the group experiment/exercise with her two friends, Jessica knows that she is going to have to go back and re-read the textbook later that night in order to actually learn the material previously taught during the duration of the in-class exercise.
