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Student Project in the course 'IN2000 Software Engineering with Project Work' at the University of Oslo
Overview
Overview
Type: Student project (6 weeks)
Team: 3 design students
Tools: Figma, Miro, pen & paper, Android Studios
My role: UX Designer (research, facilitation, concept development, prototyping, user testing)
Process
Process
Phase 1: Research & Exploration
Phase 1: Research & Exploration
We started by defining our scope: how do children currently decide what to wear, and what are the challenges in that process? To explore this, we conducted a survey with pre-school teachers and observational studies with children aged 3-7.
My contributions:
My contributions:
Developed interview guides and activities tailored to children.
Collected data around weather understanding, independence, and decision-making.
Started ideation
Key Insights:
Key Insights:
Children don’t always link weather conditions to clothing choices.
Adult involvement is often high, but children want more autonomy.
Visuals and clear feedback help children feel more confident in their decisions.
Phase 2: Defining the Problem & Concept Development
Phase 2: Defining the Problem & Concept Development
Synthesizing our data, we identified the core problem: children need support in making weather-appropriate choices, but without removing their sense of ownership.
We framed a central design challenge:
How might we support children in choosing the right clothes by making the process more engaging, intuitive, and empowering?
My contributions:
My contributions:
Led a collaborative ideation workshop using affinity mapping
Facilitated ideation exercises based on identified opportunity areas
Storyboarded key use cases and early design directions
Outcome:
Outcome:
Concept for a playful app where children dress a digital avatar for the current weather
Phase 3: Prototyping & Testing
Phase 3: Prototyping & Testing
We rapidly created low-fidelity wireframes, then translated these into a mid-fidelity Figma prototype. The prototype let users swipe to dress an avatar, with positive feedback for appropriate choices.
My contributions:
My contributions:
Built and iterated the prototype in Figma
Planned and conducted usability tests with children
Documented observations and implemented design changes
Findings:
Findings:
Younger children preferred fewer steps and large, recognizable icons
Adult feedback confirmed value in shared oversight
Engagement increased with a clear "goal" per session
Phase 4: Final Design & Reflection
Phase 4: Final Design & Reflection
The final concept was a simple, guided app with dual views for children and adults. Children could independently choose outfits based on weather, with adults able to offer support if needed.
Through the final user tests, we found that the children enjoyed the app, which was very important to us as it generates interest that leads to learning.
We also observed that the children responded to the feedback they received and were able to select appropriate outfits for the given weather conditions.
"Kleddy" won the award for the most creative solution at the Institute of Informatics that semester.
What i learned
What i learned
Designing for children aged 4–7 pushed me to think differently about research, communication, and usability. Working with such a young audience meant using creative and flexible methods to understand their needs. Through observational studies, short interviews, and surveys with parents, we were able to collect insights in ways that felt natural and engaging for the children.
Our team collaborated closely with Skreddern Kindergarten and the Norwegian Meteorological Institute, which added real-world relevance and constraints to the project. It was my first time working with an external partner, and it taught me the importance of aligning stakeholder expectations with user needs.
We worked using an agile “scrumban” methodology, combining structured sprints and backlog prioritization with a Kanban board for visualizing tasks. This gave us a great overview of the work and helped structure collaboration in a newly formed, interdisciplinary team.
Throughout the project, I helped create both low-fidelity prototypes in Miro and high-fidelity designs in Figma. We tested our concept with both kindergarten and school children, which was eye-opening — even small design changes had a big impact on how easily they understood and interacted with the app.
This project reminded me how valuable iteration, hands-on testing, and open collaboration are, especially when designing for users who can’t always express what they need with words.
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