Final presentation proto lyfe_ashleysarah
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- 1. ProtoLyfe Ashley Moulton Sarah McDevitt How visualizing
potential life outcomes can help decrease high school students
stress
- 2. Stressor: High school pressures I feel like if I get a bad
grade on a test, Ill get a bad grade in the class, then I wont get
into a good college, then I wont be successful in life. - Brooklyn
16 POV: High school students can reduce their stress about the
future if they can broaden definitions of future success
- 3. SBTM: Simplest Behavior that Matters Identify and visualize
3 future paths to happiness, helping students understand that one
mistake won't alter their future meaningfully
- 4. Prototype 1: Life Maps via Post-It Step 1: Student lists 3
places careers work environments college majors hobbies Step 2: We
draw Step 3: Student reflects
- 5. Prototype 2: Life Maps via texts
- 6. Prototype 2: Life Maps via texts
- 7. Design Trial Mon Tues Wed Thurs Fri Sat Sun Life Map Group
pre-test Question 1: location Question 2: work environ. Question 3:
career Question 4: college major Question 5: hobby sent 3 life maps
then submitted reflection on life maps then completed post-test
Question Only Group pre-test Question 1: location Question 2: work
environ. Question 3: career Question 4: college major Question 5:
hobby post-test
- 8. Design Trial Questions Engagement: Will students
participate? Outcome: Reduce current stress about... future?
consequences of a bad test grade? Participants 19 high school
students Grades 9-12 From 5 high schools in California and
Pennsylvania High academic achievers ? ? ? ? ? ? ?
- 9. Engagement Results They liked it! 17 of 19 students
participated in all 7 days I really loved the personalized life
map! That really made me excited. I liked it all! Thank you! Each
day's questions were quick and easy to answer, which was good. I
liked that I could do it all on my phone, too.
- 10. Qualitative Stress Results Life Map Group: Decreased Stress
This project made me realize that I have more options than I
thought. I dont have to decide my entire life right now, which many
high school students feel pressured to do. - 11th grader This
helped me realize that I dont have to make all my decisions now,
and that there is still the option for me to change my mind halfway
through life. - 11th grader I do not have just one option to
follow, I realized I have multiple paths I could go on and still be
happy. - 12th grader It made me excited to get my life started. -
11th grader
- 11. Eh, not really. Not really. I still don't know what I want
to do in my future so not really. It made me feel a little better
because it simplified everything down into just naming three
options I was considering instead of a billion options swirling
around my head. Qualitative Stress Results Questions Only Group:
Unchanged
- 12. Quantitative Results: Life Maps Reduced Future Stress %
Reduction in self- reported stress about the future: Life Map
group: 23% Questions only: 4% n=9 n=7 High stress Low stress
- 13. Quantitative Results: Life Maps Reduced Future Stress %
Reduction in the perceived effect of one bad test grade this year
on future success: Life Map group: 10% Questions only: 3% n=9 n=7
High effect Low effect
- 14. Insight By visualizing multiple future lives that would
make them happy, high school students can reduce the stress that
comes from believing there is only one path to success
- 15. Prototype 3: ProtoLyfe
- 16. Next Steps Feature additions: - Affirmations that it is
okay to be uncertain about future paths - Use more interest-based
questions to develop life paths User testing: - Test with boys -
With larger data set, look for any correlation between academic
indicators (homework hours, # APs) and intervention effects