Technologies · Year 9

Active learning ideas

User Research: Personas and Empathy Maps

Active learning works well here because students need to experience the limitations of static designs firsthand. When they test ideas with peers or observe real user behaviors, they quickly see where their assumptions break down. This tactile, iterative process builds empathy and sharpens their ability to respond to feedback, which is essential for user-centered design.

• ACARA Content Descriptions
• AC9DT10P05

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Pairs

Simulation Game: Paper Prototype Testing

Students create a mobile app interface using paper and sticky notes. One student acts as the 'computer' (moving the paper 'screens'), while another acts as the 'user' (tapping the buttons). This helps identify confusing navigation paths instantly.

Design for users with different levels of technical literacy.

Facilitation Tip

During the Paper Prototype Testing activity, circulate with a timer and prompt groups to focus on one task at a time, such as logging in or finding a search bar, to avoid overwhelming testers with too many actions.

What to look for

Provide students with a brief scenario of a new app idea. Ask them to write down 3 key characteristics of a potential user (e.g., age, occupation, tech skill) and one question they would ask this user to understand their needs better.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: Visual Hierarchy Audit

Groups are given a screenshot of a popular website and must use transparent overlays to trace the 'eye path' a user would take. They then redesign the layout to change what the user notices first, presenting their reasoning to the class.

Analyze the role empathy plays in the engineering of a digital product.

Facilitation Tip

For the Visual Hierarchy Audit, provide colored highlighters and a printed screenshot so students can physically mark up areas of focus, reinforcing visual analysis through tactile engagement.

What to look for

Display a partially completed empathy map for a common digital tool (e.g., a social media app). Ask students to identify one missing element in the 'Says' or 'Thinks' section and explain why it's important for understanding the user.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Low-Fi vs. High-Fi

Students discuss in pairs when it is better to use a quick paper sketch versus a polished digital mockup. They share their conclusions, focusing on the trade-offs between speed, cost, and the type of feedback they need.

Evaluate methods to validate assumptions about what a user actually wants.

Facilitation Tip

During Think-Pair-Share, assign specific roles—one student defends the low-fi choice, the other the high-fi choice—to push students to justify their design decisions logically.

What to look for

Students create a persona for a classmate based on observation and brief interaction. They then present their persona to the classmate, who provides feedback on its accuracy and completeness, focusing on whether it captures their key motivations or frustrations.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling the design process yourself. Start with a quick, messy sketch of a user interface, then verbally walk through your thought process while testing it with a student. Point out where your assumptions were wrong and how the feedback changed your approach. This transparency shows students that iteration is part of the craft, not a reflection of their skill. Avoid spending too much time on theory; instead, let students grapple with real usability issues early and often. Research shows that early, low-stakes failure leads to deeper learning and more resilient design thinking.

Students will demonstrate the ability to create functional prototypes that test specific design choices, gather meaningful feedback, and iterate based on those insights. They will also show they can identify and articulate user needs through empathy maps and personas, using clear evidence from testing sessions.

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Watch Out for These Misconceptions

• During Paper Prototype Testing, students may believe a prototype needs to look polished to be effective.

  During Paper Prototype Testing, remind students that the goal is functionality, not aesthetics. Hold up a deliberately 'ugly' example—a paper sketch with mismatched fonts and uneven lines—and ask students to test it. Point out that users often critique these rough designs more honestly because they don’t feel intimidated by a polished look.

• During the Visual Hierarchy Audit, students may assume their first wireframe is the strongest because it was their initial idea.

  During the Visual Hierarchy Audit, require students to create at least three different wireframe versions of the same screen. Display these side by side and ask them to compare which layout guides the eye most effectively. This forces them to reflect on their process and recognize that later iterations often solve problems the first version missed.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share