Our Journey

This week, we focused primarily on creating our explainer video for the final event. After several unsuccessful attempts to generate the visual materials using Gemini and OpenArt, we decided to switch to Google Flow, which provided much more realistic and high-quality results that were better suited to an Israeli 7th-grade classroom environment. Miryam, our team member, volunteered to be the narrator for the video, and we recorded her voice-over at the School of Communication

This week, we continued preparing for our final presentation event and focused primarily on producing ClicKita’s explainer video. After several attempts, we realized that the content we created did not meet the quality standard we were aiming for. As a result, we decided to change direction and use AI tools to generate the visual materials. One of the main reasons for this decision was the difficulty of recruiting students and filming in a real classroom, a process that requi

This week we conducted our final validation sessions for ClicKita with educators, focusing on the clarity of the flow, the classroom experience, and the educational value behind the product. The feedback was very encouraging. The teachers understood the purpose of the app quickly and responded positively to the idea of using short, playful activities to help students create new connections in class. One of the strongest insights we received was that ClicKita is not only usefu

This week, we added 3 new screens to the teacher side of the app, designed to support the class activity once the game has already started. The new teacher screens are synchronized with the classroom display. While students see the game stages on the main screen, the teacher can follow the activity from her phone, control the flow, and stop the game at any point if needed. This gives the teacher closure for the process she started before the lesson, creating a complete experi

Last week we received feedback that visualizing each student in a different color made the screen look as if the students were already divided into groups. It also made it harder to distinguish between them, especially when several students appeared in the same color, such as orange. Therefore, this week we decided to change all students to one unified color. This makes the visualization cleaner, easier to read, and helps present the students as one shared social fabric rathe

This week, we continued developing the app while running ongoing user validations and collecting additional feedback to refine the experience . Based on the insights we gathered, we made several key changes: We decided to split the game creation flow into two separate screens. This makes the process easier to follow and reduces visual load, allowing the teacher to focus on one step at a time. It also reflects the structure of the game itself, which is built around two stages—

This week, we continued developing ClicKita on several important ways. First, we designed all of the existing screens by adding colors, icons, and branding elements, making the app feel more vibrant, clear, and visually engaging. In addition, we conducted another round of validations with 10 users and received mostly positive and encouraging feedback about the concept and overall experience. We also received some valuable feedback for improvement: One user mentioned that hav

This week, we conducted usability testing for ClicKita , with the goal of examining whether users are able to understand and complete the process of creating, editing, and configuring a game until it is launched in the classroom , while clearly understanding each step and the available options on every screen. To support this, we built an interactive prototype of the screens using Claude, where buttons are clickable and transitions between screens simulate a real app experien

After receiving feedback last week that it was time to choose a name for our product, we finally did. We are now ClicKita — a combination of “click” (connection) and “class” (where our solution takes place). In addition, we designed the full set of screens for the product experience — including screens for the teacher, the classroom display, and the students. For each screen, we defined its purpose and what we want the user to do. This process allowed us to go deeper and bui

During the semester break, we took a moment to pause, look back at what we had done, and dive deeper into the work in a more focused way. One of the main things we did was improve the service design, while trying to better understand how it would actually play out in a real classroom. We shifted from thinking on a conceptual level to thinking in terms of flow, timing, and what happens at each moment in class. In addition, we explored how to present what’s happening in the cla

This week marks the final week of the semester. All the hard work, thinking, and effort we invested throughout the past months came together at the closing point of Semester A. It was an exciting and meaningful moment for us to present our work so far to our lecturers and to the experts who joined us to review our project. After a long process of research, iterations, and decision-making, we were finally able to present our progress and solution. At this stage, we have a sol

Following the insights from last week, where we realized our solution kept all the information to the teacher, we spent this week improving our concept and conducting stronger validation. We spoke with four teachers to test our updated direction. The goal was to move away from a system that just "monitors" students, to a tool that actively creates connections. We wanted to design something that doesn't just live on the teacher's phone, but lives in the classroom space itself

Over the past week, we conducted an initial validation of our solution. To do that, we created a visual concept in Canva to illustrate our idea: We interviewed two homeroom teachers — one teaching 8th grade in a middle school and another working in a religious high school. During each interview, we presented our scenario and walked them through a first demo of the solution. Mixed Feedback The feedback we received was mixed, with a clear tendency toward critical reflection rat

Following our Speed-Mentoring session , this week was insightful. This session was a pivotal moment for our project, providing us with a flood of diverse perspectives, questions, and suggestions from experienced mentors. The challenge wasn’t just listening to the feedback, but processing it . We received a wide range of comments—some contradictory, some inspiring, and some challenging our core assumptions. To make sense of it all, we sat down as a team and structured the feed

This week, we worked on the 4 Steps Flow task, where we were asked to describe our solution as 4 key steps representing the user’s interactions with the app. We initially defined the four steps, but through a discussions with our course mentors, we realized that something was missing. The solution felt too technical and lacked emotion. It didn’t fully express the values we want the application to stand for. Our Core Values After further discussion, we identified the core va

This week, we focused on refining our scenario. It wasn’t a simple task — and at times, it even created some confusion for us. As we challenged our initial assumptions, we realized that our scenario needed stronger grounding and clearer logic. To address this, we went back to research. We looked for additional studies that could help us better validate and shape our approach. One insight was: When socially strong students have a positive and meaningful relationship with th

In this week’s session, our team focused on transforming early ideas into a clearer direction for our solution. We began with a fast-paced brainstorming exercise using a board and sticky notes, where we generated as many ideas as possible without filtering. Afterwards, we grouped the ideas into three categories: feasible (such as an anonymous feelings-sharing app, AI-based mapping for the teacher, a growing class symbol, or a help-request feature), not feasible, and surprisin

This week, our team's main focus was refining our understanding and validating the scope of our project. Our main task was preparing a comprehensive presentation that clearly articulated our project's foundation and direction. The Preparation Process Building the presentation was an intensive process that forced us to meticulously organize and defend our findings: Deepening Our Focus: Compiling the material—from defining the user (the Educator) to structuring the narrative—he

In this week’s session, we took a significant step in shaping the direction of our project. Instead of jumping to ideas, we slowed down and worked with a structured template to deeply understand our target user: the teacher . Understanding the Teacher We profiled a typical teacher — around 35 years old, teaching a diverse 8th-grade class, juggling heavy academic responsibilities alongside social-emotional ones.Her reality includes constant movement, multiple tasks, and limite

Last week, we took a deeper step into the Discover phase by interviewing experts — a school psychologist, a principal, and several experienced educators. Our goal was to understand the real problems behind social cohesion, not just what we assume is happening. These conversations gave us a lot of insight. One strong pattern kept appearing: During middle school, students go through a crucial stage of identity formation, and much of it happens through belonging to peer groups.