ATB FINANCIAL CARD GAME
PROJECT SCOPE
INSTRUCTIONAL DESIGN
PRODUCT DESIGN
PROJECT TIMELINE
2-3 MONTHS
TEAM
MARISA WONG
REVA CALVERT
STUART HAMILTON
NICHOLAS HARTE
ERNEST LIANG
CLIENT
ALBERTA NATIVE FRIENDSHIP CENTRES ASSOCIATION
ATB FINANCIAL
MY ROLES
RESEARCHER / INSTRUCTIONAL DESIGNER / GRAPHIC DESIGNER / PRODUCT DESIGNER
INTENDED AUDIENCE
GRADE 10-12 STUDENTS
SKILLS
GRAPHIC DESIGN / USABILITY / FIGMA / INSTRUCTIONAL DESIGN / MULTIMEDIA DESIGN / HUMAN-CENTERED DESIGN / PROJECT MANAGEMENT
THE CHALLENGE
Indigenous Peoples have faced many barriers in pursuing and achieving financial independence and well-being. One of the 94 Calls to Action by the Truth and Reconciliation Commission (TRC) is developing culturally appropriate curricula to help Indigenous youth access information and succeed.
GOAL
To create a tangible learning tool that can be implemented across the ANFCA branches in Alberta and empower grade 10 to 12 Indigenous youth in regard to financial literacy.
This project was chosen to be funded by ATB Financial and further developed by the Alberta Native Friendship Centres Association.
CREATING THE GAME
GENERATIVE AND EVALUATIVE RESEARCH
We began our project with background research about Indigenous youth and peoples in Canada. We were also required to take the University of Alberta’s Indigenous Canada Course on Coursera before starting any designing for this project.
IDEATION
To start our design stage, I facilitated a quick brainstorming session to generate ideas for our project. For this brainstorming session, we listed some creative ideas we had for how we could create a tangible financial learning tool.
CONCEPT SELECTION
After discussion, our group decided that the best way to teach Indigenous youth in grades 10-12 about financial literacy would be through a card game with the goal of giving them insight into managing their money in their first year of post-secondary. We chose this because it would be an interactive way for Indigenous students to realistically determine their budgeting while being presented with opportunities they are eligible for and being easy to implement for the organization.
FINAL PROTOTYPE
At the end of August, our group had to present our tangible learning tool to the Alberta Native Friendship Centres Association and ATB Financial representatives.
IMPLEMENTATION
The Financial Literacy Card Game can be implemented over a period of 6 months, during which research, roll-out, monitoring, and adjustment will be completed. Evaluation, user-testing, and product costs of the game will be conducted by the Alberta Native Friendship Centres Association through the funding that they have received.
RETROSPECTIVE
For this project, we were challenged to create a comprehensive learning experience that is appropriate for users. For us to make a solution that was useful and effective, we had to into account the learner's prior knowledge, cognitive abilities, and learning styles. We also had to consider the context in which the learning will take place, such as the learning environment and available resources.
TAKEAWAY 1
Collaboration allows for individuals' strengths to shine.
When working collaboratively, each person brings their unique skills, knowledge, and experiences to the table, allowing for a diverse range of perspectives and ideas. For this project, I was placed on an interdisciplinary team of business and computer science students. By working together, we were able to share their strengths, learn from each other, and create synergies that lead to great outcomes.
TAKEAWAY 2
Save time for user testing even if it is not a requirement.
Although user testing was not a required deliverable for this project, it would have been a great component to have to gain feedback from users to see how effective our learning tool was. By testing with actual users, our group could have had a chance to gather valuable feedback about how people interact with our product, identify areas of confusion or frustration, and uncover opportunities for improvement.