Mission I.M. Possible | Irina Sthapit

Mission I.M.Possible

PRODUCT DESIGN, UX RESEARCH

As a part of my class project for ‘Beyond Bits and Atoms’ at Stanford University, I along with two other students created Mission I.M. Possible. Mission I.M. Possible is a line of maker kits that uses a transmedia storytelling approach, allowing kids to learn about physical fabrication through making and building while leveraging the power of role models from various STEM* fields as digital mentors.

*STEM refers to Science, Technology, Engineering and Mathematics.

3 Months

Project I.M.Possible aims to provide STEM learning experiences through a lens of empowerment and confidence towards STEM fields, especially for groups typically not equally represented in those fields, such as women and minorities. This will be accomplished through an app platform paired with hands-on maker kits.

Diverse mentors guide users through the challenges by providing content knowledge and encouragement along the way, in the form of videos accessible through QR codes purposely placed on different elements of the kit, for kids to find throughout their journey. Kids experiment with UV light to uncover clues, build a simple buzzer circuit to transmit morse code, and navigate space to discover constellations.

USERS

Our target learners are middle school students.

NEED

By the time today’s kids graduate and start working, they will be going into fields we haven’t even heard of yet. Science, technology, engineering, and mathematics (or STEM) activities are on the rise, but in this digital age it is crucial that we don’t forget the value of physical making and building, and even more important that we recognize the intersection between the digital and the physical world.

While maker kits on the market today provide activities for hands-on learning, many rely heavily on written instruction manuals and do not prioritize opportunities for collaboration. Mission I.M.Possible focuses on helping kids to discover their own potential as innovators and problem-solvers, but also to work alongside others, as an activity that lends itself well to parent and family collaboration.

ETHNOGRAPHIC RESEARCH & SURVEY

We conducted a survey with 70 participants globally, all of whom identified as women STEM. Some questions were open-ended, while others asked participants to rank or choose answers. We also conducted in-depth interviews with two girls.

74% survey reported not feeling competent in her field as a female and 67% referenced the lack of female role models in STEM fields.

55.7% survey respondents said that persistence is one of the most important skills for women in STEM today.

FINDINGS

While many of our survey respondents came from families that supported them in their STEM interests, they still felt incompetent in their professional life.

In our interviews, kids talked about being good at maths because they “practice over and over” and they “can do it in 1 second”. They said they are no longer good at maths when it takes them longer or they encounter problems they cannot easily solve.

INSIGHTS

Kids know that practice can help them get better but worry that repeated failure will make them no longer seen as “smart”.
Kids see STEM careers as the moment they are able to help others and make an impact but don’t see value in the process of getting there.
Kids do not see making and building as “science”, but as play

“I want to help hurt animals under the sea.”

"I want to be an engineer and help all kinds of people in need ."

“So you are making a toy for girls?

You should make a toy house. It is very easy"

FINAL PRODUCT

Physical pieces: We laser cut a wooden box featuring a large lock and a QR code on the top. The decision to etch a QR on the surface was made in order to draw in potential users even before they get to open the box. QR codes link to our digital mentor videos that outline the mission. Inside the box is a control panel with a Morse code table and a removable mission panel, which has stars and planets etched on it, painted with UV ink – a type of ink that is only visible under UV light. The box also features a deck of constellation cards with information on 10 different constellations. Additionally, we included UV lights and a Morse code circuit kit featuring a QR code that links to a tutorial.

Mentor videos: The current prototype has links to five mentor videos that give information and hints for the next challenge. Our current array of videos were recorded with diverse STEM students and professionals featuring three females and two males from a highly diverse combination of cultural backgrounds.

GAMEPLAY & MECHANICS

Our first kit addresses challenges faced in outer space, presenting kids with the mission to turn the Mars rover 'Curiosity' back online. Kids experiment with UV light to uncover clues, build a simple buzzer circuit to transmit morse code, and navigate space to discover constellations. Future kits will focus on a variety of STEM centered themes, such as marine biology, architecture, and game design, available in a monthly subscription model.

Upon starting the mission, the user is informed that the Curiosity rover has mysteriously gone offline and the space station is unable to locate it. However, the user’s spaceship is close enough to receive signals from the rover. To start the spaceship, they need to decipher a lock combination. Once this is done, they receive further information: the rover is sending signals that are hard to interpret, however by searching the stars, they may find clues as to what the signals mean. Curiosity is communicating its location relative to the Ursa Major constellation and the user needs to communicate this back to the space station.

Collaborators: Emily Rapada and Eszter Mészáros