(S.S) I Would like to ask you about your latest projects you made on the OrCam Learn device. I saw that you made a target audience shifting during your design process. Could you please tell us how and why you made the change from B2C to B2B ?

(R.D) First of all, I must point out that we did not abandon B2C, we simply created another target with the understanding that it must also be included in the overall concept of the Orcam learn device. It has many primary and secondary users as you saw in the case study. This complexity forced us to think more broadly about our target audiences. I have to say that When we started the development of the Orcam Learn product, we immediately included the possibility to receive analytics on usage performance in reading accuracy, WCPM and more. However, I saw that the need for parents of these analytics is not clear. It was not clear why the parents received those kind of analytics. it was not so understandable why we did it. On the other hand, I began to clearly notice the need for school teachers to receive analytics based on the student's use of the device. As the product manager, product designer and I realized that the problem for teachers and school students was clear, we started moving to switch to a device model for schools.

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(S.S) How is the design of this product different from the competition?

(R.D) We offer to the many competitors that we offer learning We suggest that the student learn on the basis of the texts he was exposed to in school. This is a huge advantage that no other competitor has except Microsoft. Another advantage is that a student can sit in the classroom in the way he likes and read independently of a computer screen from a book drum or an iPad without any problem.

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(S.S) What problems in characterization do you remember that would be difficult for you to solve?

(R.D) I remember one case that the product designer, the product manager and I had a really hard time solving. And this is the problem of making an Aktov device accessible and putting a student as an assistant into the device. When we conducted user tests, we received very low success rates and task execution times. The amounts of errors were huge and well above average. We are already in serious trouble. Combining an interface with a physical device is undoubtedly one of the most difficult challenges to crack as a user experience designer. I tried to read a lot of material about this but I couldn't get enough information on how to solve this problem. The only way is to do in-depth research inside our processor and draw conclusions from that. The questions were as follows: How do we make the most intuitively accessible to the teacher because an active device does not necessarily make it available because it must be defined under extraterritoriality.

he absence of the screen on the device cannot detect that it is being used without a stranger. And that was a real problem in cross-platform design. The way we solved it was according to a mental model of users. Our team presents devices that are connected to the device and then according to the slots the user understands that he must connect a device to the device.

(S.S) What design in retrospect would you have taken differently?

(R.D) Architecture in complex systems is one of the most challenging and undoubtedly important things to do. In retrospect as a researcher and U designer I would undoubtedly spend X time researching card sorting and mental models in order to understand how people perceive categories of students vs. teachers, device vs. students. Analytics of operations versus analytics of trends and progress. I did not attach much importance and in retrospect I would have devoted all my time not only to interviews but also to the additional methods I mentioned.

(S.S) Does the way the device is used match what you expected?
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(R.D) Actually, not. I must say that a very philosophical and deep question arose in my mind in the design of this project. Is a technological study like ours designed to make texts accessible to students or to train them to read better. Such a question can be asked, for example, about waze Grammarly, etc.. Is there something like these apps that remove the need to train your brain and do the work for you? Are they things that should be adopted? In fact, these interfaces can actually teach you to write better or drive better, but that's it. . We will always go to the first one. If so, why will they see a need - the need for the device to read for you or the fact that it can train you to read better. It seems to me that the answer lies in the fact that the real user is generally the teacher and he of course prefers that someone else do the work for him. If so, it is in the teacher's interest, not the student's.

(S.S)What did you learn most from this company?

(R.D) I don't really know how our product will actually be used, it's something that always surprises me. You design and plan according to a serious goal and suddenly you discover that your product solves other problems that you never thought about and did not think that it was something that could help someone else. He always shakes me but on the other hand also makes me happy as a designer.