Education, Game UX/UI
cogro : A virtual pet service that helps children
build a sense of responsibility while having fun
cogro : A virtual pet service that helps children
build a sense of responsibility while having fun
4.5/5 rating indicated a more responsible, positive user experience.
4.5/5 rating indicated a more responsible, positive user experience.
Problem
Problem
Reduced social responsibility opportunities for only children due to low birth rates
Reduced social responsibility opportunities for only children due to low birth rates
Opportunities to learn responsibility and empathy through sibling relationships are decreasing.
Opportunities to learn responsibility and empathy through sibling relationships are decreasing.
Solution
Solution
A virtual pet game designed to foster responsibility
A virtual pet game designed to foster responsibility
It offers an alternative way for children to experience care and empathy through daily interaction.
It offers an alternative way for children to experience care and empathy through daily interaction.
Problem
Problem
Low birth rates limit responsibility learning through sibling relationships
Low birth rates limit responsibility learning through sibling relationships
South Korea ranks last worldwide in fertility: 0.72
South Korea ranks last worldwide in fertility: 0.72
2023: 0.72 births per woman
South Korea
Japan
U.S
Diminished opportunities to learn responsibility
Diminished opportunities to learn responsibility
With the rise of only children, opportunities to naturally learn social roles through care and conflict are disappearing.
With the rise of only children, opportunities to naturally learn social roles through care and conflict are disappearing.
“A study of 139 elementary students found that only children were less preferred in peer group evaluations.”
“A study of 139 elementary students found that only children were less preferred in peer group evaluations.”
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
literature review
literature review
Actions that help build responsibility in children aged 6–8
Actions that help build responsibility in children aged 6–8
Option 1
Teaching them to own their actions
Teaching them to own their actions
-
Parents feel burdened disciplining.
-
Discipline relies on parents, making it hard.
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Option 2
Having them help with chores after getting stickers
Having them help with chores after getting stickers
-
Low intrinsic motivation
-
Actions turn transactional
-
Praise systems lack sustainability
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Option 3
Raising a pet
Raising a pet
+
Pets build responsibility
+
Improves emotion control and empathy
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
Kitzmann, K. M., Cohen, R., & Lockwood, R. L. (2002). Are Only Children Missing Out? Comparison of the Peer-Related Social Competence of Only Children and Siblings. Journal of Social and Personal Relationships, 19(3), 299–316. https://doi.org/10.1177/0265407502193001
However
However
Many can’t keep pets
Many can’t keep pets
Money
Time
Family consent
Allergy
Then...
Then...
What about virtual pets?
What about virtual pets?
Would people really perceive them as real?
Would people really perceive them as real?
Opporturnity & Target
Opporturnity & Target
Alpha generation perceives virtual interactions
as emotionally meaningful, contributing to their character development.
Alpha generation perceives virtual interactions as emotionally meaningful, contributing to their character development.
Feel comfortable in virtual worlds as in the real one
Feel comfortable in virtual worlds as in the real one
Positive emotional reactions (like laughing and talking) were much higher with human or animal characters than with abstract ones.
Positive emotional reactions (like laughing and talking) were much higher with human or animal characters than with abstract ones.
78%
78%
The virtual character
feels like a friend.
The virtual character
feels like a friend.
*P. L. Marshall, M. Slater, and A. Steed. 2021. I’m in his belly!: Children’s Responses to Different Types of Virtual Characters in VR. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’21). Association for Computing Machinery, New York, NY, USA. DOI: https://doi.org/10.1145/3459990.3460723
*P. L. Marshall, M. Slater, and A. Steed. 2021. I’m in his belly!: Children’s Responses to Different Types of Virtual Characters in VR. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’21). Association for Computing Machinery, New York, NY, USA. DOI: https://doi.org/10.1145/3459990.3460723
Affects children’s personality development
Affects children’s personality development
There are now many educational systems that use virtual environments.
There are now many educational systems that use virtual environments.
The experience of raising a virtual pet can influence children’s identity formation & personality development.
The experience of raising a virtual pet can influence children’s identity formation & personality development.
A. Seto and K. Goto. 2024. Understanding Children’s Avatar Making in Social Online Games. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’24). Association for Computing Machinery, New York, NY, USA. DOI: https://doi.org/10.1145/3706598.3713262
A. Seto and K. Goto. 2024. Understanding Children’s Avatar Making in Social Online Games. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’24). Association for Computing Machinery, New York, NY, USA. DOI: https://doi.org/10.1145/3706598.3713262
Hypothosis
Hypothosis
Alpha generations are likely to feel that virtual pets are real
Alpha generations are likely to feel that virtual pets are real
Form Factor Study
Form Factor Study
Balanced between realism and durability: Home + XR glasses setup
Balanced between realism and durability: Home + XR glasses setup
Pet Robot
Pet Robot
Character Dynamics↓
Character Dynamics↓
Realism↑
Realism↑
+
+
Most similar in shape to a real pet
Most similar in shape to a real pet
-
-
Limited facial expressions
Limited facial expressions
-
-
Break easily : Kids ages 6–8 often play rough with toys
Break easily : Kids ages 6–8 often play rough with toys
-
-
Expensive & sophisticated but hard to make durable
Expensive & sophisticated but hard to make durable
Tablet Game
Tablet Game
Character Dynamics↑
Character Dynamics↑
Realism↓
Realism↓
-
-
Lacks realism and differentiation
Lacks realism and differentiation
-
-
Seen as a game, not a pet, causing short engagement.
Seen as a game, not a pet, causing short engagement.
-
-
Hologram Device
Hologram Device
Character Dynamics↑
Character Dynamics↑
Realism↓
Realism↓
-
-
Pet is trapped inside the device, limiting freedom
Pet is trapped inside the device, limiting freedom
-
-
Lowers engagement and excitement
Lowers engagement and excitement
-
-
-
-
Hologram Device + XR Glasses
Hologram Device + XR Glasses
Character Dynamics↑
Character Dynamics↑
Realism↑
Realism↑
+
+
Allows diverse pet designs
Allows diverse pet designs
+
+
Lets the pet move freely, like a real one.
Lets the pet move freely, like a real one.
-
-
High initial production cost
High initial production cost
-
-
“Virtual pets offer greater accessibility and usability than real or robotic pets, providing a valid alternative companion experience in limited environments.”
“Virtual pets offer greater accessibility and usability than real or robotic pets, providing a valid alternative companion experience in limited environments.”
Rault, J.-L. (2015). Pets in the Digital Age: Live, Robot, or Virtual? Frontiers in Veterinary Science, 2. https://doi.org/10.3389/fvets.2015.00011
Rault, J.-L. (2015). Pets in the Digital Age: Live, Robot, or Virtual? Frontiers in Veterinary Science, 2. https://doi.org/10.3389/fvets.2015.00011
Behavioral Design Strategy
Behavioral Design Strategy
Teaching Responsibility Through Pet Care Routines
Teaching Responsibility Through Pet Care Routines
Initial Sketch
Initial Sketch
Pet character and core game element sketches
Pet character and core game element sketches
User Interview
User Interview
Interviewing kids to find out what games keep them playing for a long time
Interviewing kids to find out what games keep them playing for a long time
Differences in interview design with children:
Encouraged child participation during caregiver interviews
Used storytelling to help them relate and engage
Modified methods:
Longer icebreaking to build rapport
Asked similar questions at once, considering their short memory span but strong immersion
Used real dolls to help them focus and respond
Differences in interview design with children:
Encouraged child participation during caregiver interviews
Used storytelling to help them relate and engage
Modified methods:
Longer icebreaking to build rapport
Asked similar questions at once, considering their short memory span but strong immersion
Used real dolls to help them focus and respond
Interview Design
Interview Design
Goal: To gather feedback from children on what keeps them engaged in virtual pet games
Participants: 12 children aged 6–8
Method:
Face-to-face interviews with storytelling and doll-assisted prompts
Period: August 3–9, 2024
Goal: To gather feedback from children on what keeps them engaged in virtual pet games
Participants: 12 children aged 6–8
Method:
Face-to-face interviews with storytelling and doll-assisted prompts
Period: August 3–9, 2024
*Permission to use interviewee photos in this portfolio has been obtained.
Insight
Insight
The Importance of Difficulty Design for Sustained Engagement
The Importance of Difficulty Design for Sustained Engagement
Kids lose interest quickly when there’s no challenge, but give up just as fast when it’s too hard.
Balanced difficulty keeps them engaged over time.
Kids lose interest quickly when there’s no challenge, but give up just as fast when it’s too hard.
Balanced difficulty keeps them engaged over time.
Cuteness Draws Them In, Interaction Keeps Them There
Cuteness Draws Them In, Interaction Keeps Them There
Visual “cuteness” attracts their attention at first, but it’s not enough to sustain it.
Continuous engagement comes from interaction and autonomy.
Visual “cuteness” attracts their attention at first, but it’s not enough to sustain it.
Continuous engagement comes from interaction and autonomy.
Open-Ended Play Boosts Immersion & Autonomy
Open-Ended Play Boosts Immersion & Autonomy
Kids enjoy cuteness without real-life burdens, like with virtual pets.
They prefer sandbox-style play where they can make their own rules.
Kids enjoy cuteness without real-life burdens, like with virtual pets.
They prefer sandbox-style play where they can make their own rules.
Observation
Observation
Because kids are sensitive to being watched, I observed them naturally.
Because kids are sensitive to being watched, I observed them naturally.
Observed over 7 months while working part-time at a kids café.
Observed over 7 months while working part-time at a kids café.
*Permission to use interviewee photos in this portfolio has been obtained.
Me !
Observed needs
Observed needs
Collecting drive
Collecting drive
Nurturing drive
Nurturing drive
Exploring & experimenting drive
Exploring & experimenting drive
Creating & manipulating drive
Creating & manipulating drive
Autonomy & self-control drive
Autonomy & self-control drive
Examples of observed behaviors in kids cafés
Examples of observed behaviors in kids cafés
Stacking, hiding, or gathering things like ball pit balls, play food, or blocks.
Stacking, hiding, or gathering things like ball pit balls, play food, or blocks.
Role-playing caregiving with dolls, play kitchen sets, or doctor play tools.
Role-playing caregiving with dolls, play kitchen sets, or doctor play tools.
Constantly exploring new spaces, figuring out how unfamiliar toys work, and climbing complex slides in different ways.
Constantly exploring new spaces, figuring out how unfamiliar toys work, and climbing complex slides in different ways.
Building with LEGO or blocks, changing the structure of track toys, or creating unique dishes with play kitchen tools.
Building with LEGO or blocks, changing the structure of track toys, or creating unique dishes with play kitchen tools.
Deciding and maintaining play themes, methods, and duration on their own without being taught.
Deciding and maintaining play themes, methods, and duration on their own without being taught.
Empathy Map
Empathy Map
Ages 6–8 : “It’s the most fun when I make it and move it myself!”
Ages 6–8 : “It’s the most fun when I make it and move it myself!”
What do they
What do they
See?
See?
Used to bright, tactile, sound-filled toy environments.
Used to bright, tactile, sound-filled toy environments.
See many options on YouTube, games, and virtual spaces
See many options on YouTube, games, and virtual spaces
Follow what my friends like
Follow what my friends like
Prefer open play to fixed rules
Prefer open play to fixed rules
What do they
What do they
Say and Do?
Say and Do?
Adapt quickly to new tech and games.
Adapt quickly to new tech and games.
Want to freely explore and make what they like
Want to freely explore and make what they like
Love collecting and decorating (items, characters, spaces)
Love collecting and decorating (items, characters, spaces)
Respond strongly to instant feedback and replay often
Respond strongly to instant feedback and replay often
Friends
Friends
“This is so fun!”, “Let’s collect!”, “Look what I made!”
“This is so fun!”, “Let’s collect!”, “Look what I made!”
Family
Family
“Stop playing,” “Study too.”
“Stop playing,” “Study too.”
Influencer
Influencer
“You should try this,” “It’s trending now.”
“You should try this,” “It’s trending now.”
What do they
What do they
Hear?
Hear?
Motivation
Motivation
want to explore, collect, create, and care on their own to feel accomplished.
want to explore, collect, create, and care on their own to feel accomplished.
What’s Important to me
What’s Important to me
like fun, sensory-rich, and self-led play.
like fun, sensory-rich, and self-led play.
What I’m worried
What I’m worried
dislike boring repetition, limits, or being scolded for failing.
dislike boring repetition, limits, or being scolded for failing.
What do they
What do they
Think and Feel?
Think and Feel?
Pains
Short attention span and easily distracted
Lose interest in structured or rule-heavy play
Struggle with boredom and need quick stimulation shifts
Feel anxious in failure situations
Gains
Instant gratification and sensory stimulation
Enjoy sharing and being recognized for what I create
Prefer self-directed play through collecting, exploring, nurturing, and creating
Engage through cuteness and interaction, then stay immersed in open-ended play
Behavioral Pattern Analysis
Behavioral Pattern Analysis
Caregiver: “If they play anyway, I want this game to help with childcare.”
Caregiver: “If they play anyway, I want this game to help with childcare.”
Research Overview
Interview participants: 23
Survey participants: 53
Target group: Alpha-generation parents and educators
Period: July 31 – August 6, 2024
Project Goal
Project Goal
A virtual pet that fosters responsibility & emotional comfort beyond real pets
A virtual pet that fosters responsibility & emotional comfort beyond real pets
Journey Map
Journey Map
Emotional journey mapping for kids
Emotional journey mapping for kids
Iteration
Iteration
Unlike a regular story game, it gives penalties to make players feel responsibility
Unlike a regular story game, it gives penalties to make players feel responsibility
AS-IS: Routine-based basic pet care
TO-BE: Enhanced immersion & retention through pet traits and responsibility features
User Interaction Scenario
User Interaction Scenario
When Play Becomes Responsibility
When Play Becomes Responsibility
Scenario Sketch
Scenario Sketch
It moves in and out like a real pet. We can see it at home without glasses.
It moves in and out like a real pet. We can see it at home without glasses.
When the pet is at home
When the pet is at home
When the pet is at home, it greets the child from its nest.
When it’s tired, it returns to the nest to rest, and the child goes to bed with it.
When the pet is at home, it greets the child from its nest.
When it’s tired, it returns to the nest to rest, and the child goes to bed with it.
Metaphorical image
‘Greets the child after school’
‘Sleeps together with the child’
When the pet goes outside to play
When the pet goes outside to play
When the pet is outside, the child follows it around the house.
With XR glasses, the pet appears to move in the real space. The child can give it snacks, take it for walks, and play together.
When the pet is outside, the child follows it around the house.
With XR glasses, the pet appears to move in the real space. The child can give it snacks, take it for walks, and play together.
Metaphorical image
Stays within the child’s view
Plays and moves with the child
Motif
Motif
The pet’s home is the Nest, and their bond is inspired by an eclipse.
The pet’s home is the Nest, and their bond is inspired by an eclipse.
Motif 1 : Nest
Motif 1 : Nest
Motif 2 : Eclipse
Motif 2 : Eclipse
user
user
Physical space
Physical space
Virtual world
Virtual world
Interaction zone
Interaction zone
pet
pet
First encounter : real space
First encounter : real space
First meeting space
First meeting space
Pet care (feeding, giving snacks)
Watching the pet play in virtual space
Calling to connect and bond
Pet care (feeding, giving snacks)
Watching the pet play in virtual space
Calling to connect and bond
*Touchpad, buttons, voice recognition, and more
*Touchpad, buttons, voice recognition, and more
user
user
Physical space
Physical space
Virtual world
Virtual world
Interaction zone
Interaction zone
pet
pet
Bonding moment : interaction space
Bonding moment : interaction space
Eclipse zone
Eclipse zone
Pet care (feeding, giving snacks)
Watching the pet play in the virtual space
Communication space for bonding with the pet
Pet care (feeding, giving snacks)
Watching the pet play in the virtual space
Communication space for bonding with the pet
user
user
Physical space
Physical space
Virtual world
Virtual world
pet
pet
Interaction zone
Interaction zone
a space of imagination : Virtual space
a space of imagination : Virtual space
Pet identity space
Pet identity space
Emotional exchange between user and pet
Events that happen only in the pet’s world
Emotional exchange between user and pet
Events that happen only in the pet’s world
Product Concept
Product Concept
Cogmong : the space between virtual & real, where the pet & user connect.
Cogmong : the space between virtual & real, where the pet & user connect.
Co-gmong
Co-gmong
The virtual pet inside Co-gmong responds to simple touch and voice commands.
The virtual pet inside Co-gmong responds to simple touch and voice commands.
The pet’s world and a space of imagination.
The pet’s world and a space of imagination.
Virtual world
Virtual world
A moment of connection.
A moment of connection.
Interaction zone
Interaction zone
The first encounter.
The first encounter.
Physical space
Physical space
Interaction zone
Interaction zone
Pet Home Mode
Pet Home Mode
Hologram
Hologram
Pet With Mode
Pet With Mode
Augmented Reality XR
Augmented Reality XR
Technology
Technology
The hologram at the bottom edge of the device brings the virtual pet to life
The hologram at the bottom edge of the device brings the virtual pet to life
A laser from the bottom edge of the device creates the pet’s hologram.
A laser from the bottom edge of the device creates the pet’s hologram.
Front view
VR device storage location
VR device storage location
Top View
System Flow & Map
System Flow & Map
Interaction design between XR glasses and Cogmong
Interaction design between XR glasses and Cogmong
Cogmong
Cogmong
Hologram
Hologram
Floor display
Floor display
Transparent
OLED display
Transparent
OLED display
Interaction with the pet
Interaction with the pet
NO
NO
Has the pet stepped out of the Cogmong?
Has the pet stepped out of the Cogmong?
YES
YES
XR Glasses
XR Glasses
XR Glasses screen
XR Glasses screen
Pet’s outdoor activity detection
Pet’s outdoor activity detection
Control through XR Glasses
Control through XR Glasses
Cogmong
Cogmong
Information delivery
Information delivery
Visual feedback
/ touch panel
Visual feedback
/ touch panel
Voice interaction
Voice interaction
XR Glasses
XR Glasses
VR Interface(Application UI )
VR Interface(Application UI )
Receiving
Receiving
Display
Display
Delivery
Delivery
Character hologram
Character hologram
Transparent OLED
surface UI
Transparent OLED
surface UI
Floor display UI
Floor display UI
Scaling &
cropping module
Scaling &
cropping module
Image texture
receiver
Image texture
receiver
Processed
adjusted image
Processed
adjusted image
Video output
processing plugin
Video output
processing plugin
Screen image
capture module
Screen image
capture module
Video data
storage
Video data
storage
XR UI Guidline
XR UI Guidline
Stable focus, clear view, and low fatigue work better than fancy spaces.
Stable focus, clear view, and low fatigue work better than fancy spaces.
Usability Evaluation
Usability Evaluation
Conducted user testing with children using a smiley scale.
Conducted user testing with children using a smiley scale.
Goal
To evaluate how easily children understand the XR virtual pet service.
Method
Participants: 3–5 children aged 6–8
Tools: Clickable Figma prototype and simple AR video mock-up
Goal
To evaluate how easily children understand the XR virtual pet service.
Method
Participants: 3–5 children aged 6–8
Tools: Clickable Figma prototype and simple AR video mock-up
Metrics
Comprehension speed: Time taken from explanation to first attempt
Engagement duration: How long they stay interested voluntarily
Recording: Observation notes and children’s spoken responses
Metrics
Comprehension speed: Time taken from explanation to first attempt
Engagement duration: How long they stay interested voluntarily
Recording: Observation notes and children’s spoken responses
*Permission to use interviewee photos in this portfolio has been obtained.
*Permission to use interviewee photos in this portfolio has been obtained.
Which face looks the most like how you feel right now?
Which face looks the most like how you feel right now?
😕
😕
😐
😐
🙂
🙂
😄
😄
😡
😡
Things kids said to their caregivers after the user testing.
Things kids said to their caregivers after the user testing.
I wish I could play it for real!
I wish I could play it for real!
When can I play it?? I wanna play now!
When can I play it?? I wanna play now!
Diary Study
Diary Study
Parents noticed real behavioral changes that reflected stronger responsibility.
Parents noticed real behavioral changes that reflected stronger responsibility.
Goal
To observe whether children develop a stronger sense of responsibility after one week of using the virtual pet prototype. (Only the game prototype was used, the hardware device was not implemented.)
Goal
To observe whether children develop a stronger sense of responsibility after one week of using the virtual pet prototype. (Only the game prototype was used, the hardware device was not implemented.)
Method
Participants: 5 children (ages 6–8) and their caregivers
Daily use of the prototype for one week, followed by caregiver feedback interviews
Method
Participants: 5 children (ages 6–8) and their caregivers
Daily use of the prototype for one week, followed by caregiver feedback interviews
My child seems more responsible than before. (4.3/5)
My child seems more responsible than before. (4.3/5)
Strongly Disagree
Strongly Disagree
1
1
2
2
Neutral
Neutral
3
3
Agree
Agree
Disagree
Disagree
4
4
5
5
Strongly Agree
Strongly Agree
My child started taking care of the pet on their own. (4.6/5)
My child started taking care of the pet on their own. (4.6/5)
Strongly Disagree
Strongly Disagree
1
1
2
2
Neutral
Neutral
3
3
Agree
Agree
Disagree
Disagree
4
4
5
5
Strongly Agree
Strongly Agree
“I was surprised to see her worry when the pet got sick. She treated it like a real living being.”
— Hwang, parent of an 8-year-old girl
“I was surprised to see her worry when the pet got sick. She treated it like a real living being.”
— Hwang, parent of an 8-year-old girl
“Now he tells me it’s feeding time before I even remind him.”
— Kim, parent of an 7-year-old boy
“Now he tells me it’s feeding time before I even remind him.”
— Kim, parent of an 7-year-old boy
Lesson Learn
Lesson Learn
Research methods must be adapted to children
Research methods must be adapted to children
The most memorable part was that interviews and user tests with children were completely different from those with adults.
Since children responded with actions rather than words, it required short and clear questions,
visual guidance, and immediate feedback. Because their attention span was short, the tests were divided into short rounds, and I used storytelling-style explanations and real toys to help them stay engaged. Grouping similar questions also worked well for their short memory span.
Through this, I learned that adapting research methods to the user’s characteristics is key to gaining meaningful insights.
The most memorable part was that interviews and user tests with children were completely different from those with adults.
Since children responded with actions rather than words, it required short and clear questions,
visual guidance, and immediate feedback. Because their attention span was short, the tests were divided into short rounds, and I used storytelling-style explanations and real toys to help them stay engaged. Grouping similar questions also worked well for their short memory span.
Through this, I learned that adapting research methods to the user’s characteristics is key to gaining meaningful insights.
Turning duty into desire
Turning duty into desire
At first, I focused on designing a product that teaches responsibility.
But I learned that for children, motivation from “I want to” works far more effectively than “I have to.” Instead of instructions, I designed small rewards, instant feedback, and emotional connection,
so that behavior change could naturally turn into habit.
In this project, the key was to use psychological persuasion in a positive and motivating way.
At first, I focused on designing a product that teaches responsibility.
But I learned that for children, motivation from “I want to” works far more effectively than “I have to.” Instead of instructions, I designed small rewards, instant feedback, and emotional connection,
so that behavior change could naturally turn into habit.
In this project, the key was to use psychological persuasion in a positive and motivating way.
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