Empowering at-risk refugee children to be their own safety superheroes
Empowering at-risk refugee children to be their own safety superheroes
8 months (graduate thesis)
Research, UX, Strategy, Game Design, Social Impact
This project was selected for the Paula Rhodes Award for quality and originality in thesis conception.
Even though this was a solo project, the development wouldn’t have been the same without the enriching conversations with my advisors, and so many talented people I met along the way.
The ongoing Rohingya crisis has left more than 400,000 children fighting for survival in chaotic refugee camps, where child trafficking is one of the biggest perils they face. Children as young as seven often need to trek through the camps alone. Unaware of the potential dangers, they become easy targets for traffickers.
Most existing efforts are geared towards helping victims and few, if any, address prevention — what if we empower children to look out for themselves?
MightyUs is a workshop that helps refugee children, ages 7 to 10, exercise vigilance and be more confident. Through interactive storytelling, games, and songs they learn to assess risks, practice caution, and be their own safety superheroes. Its learn-through-play approach makes the experience fun and not overwhelming for young children.
MightyUs introduces five essential safety skills in the form of superpowers, and takes children on a journey to becoming safety superheroes.
To help children better understand these superpowers, they are introduced in a three-step approach illustrated below. *Due to request of privacy, the images below are blurred.
I imagine MightyUs workshop to be a part of already established learning centers in the refugee camps and can be conducted by trained volunteers, who will be referred to as the “Safety Marshals”.
A safety marshal receives a guidebook, which is the only item needed to conduct the workshop. The guidebook contains all the pertaining information about the workshop (all five superpowers, their related games and songs) and its structure. It also illustrates Safety Marshal’s role and the “dos and don’ts” of working with children based on psychological research.
The Rohingya crisis had just begun when I was brainstorming for a graduate thesis topic, and designing for children has always had a special place in my heart. So I started thinking about how can I contribute to improving the well-being of these refugee children. I immediately immersed myself in whatever information I could find about the crisis, primarily in two ways.
This research helped me uncover many interesting observations about the difficulties that Rohingya children face in the refugee camps. Here are some of the important ones that reveal areas for possible improvement.
As the next step, I identified the problem areas and classified them in different tiers based on how directly they affect the safety and well-being of refugee children in camps.
Before starting to develop solution ideas, I wanted to identify the unknowns. I considered them assumptions, so I can later create a hypothesis to verify them. I mapped them on two axes: high versus low risk and known versus unknown.
Based on the “high risk, unknown” assumptions, I decided to test the hypothesis that if we incentivize children to stay at CFS for more hours, it will increase their safety. We would know that this is true if the number of exploitation incidences reduces after implementing the solution.
As I began thinking about testing my hypothesis, I realized that it was more difficult in my project than in most: it was nearly impossible to devise a prototype, have it quickly tested by my target users (Rohingya children in refugee camps), and check if my hypothesis is correct. For one, there were many logistical barriers. But more importantly, safety is hard to measure quantitatively, and even if we try to measure it, this would require observations over a long period of time.
Hence, given the time frame, I chose to reach out to more volunteers working in the Rohingya refugee camps, and validated my assumptions through one-on-one interviews.
And in one such interview, I had an “Aha!” moment. During our conversation, one of the volunteers (name omitted by request) insinuated that while children will be safe when they attend CFS, not all children can attend CFS regularly. Also, some children need to go out alone in the camp to get ration and water. What can we do about their safety? This made me rethink my approach to safety for this project and revealed the opportunity I was looking for.
I began to further develop my idea by identifying all involved stakeholders and mapping their needs.
After exploring several different approaches, I arrived at the basic structure of my solution. MightyUs would be a workshop that teaches safety skills to children in the form of superpowers. Each skill would be explained in multiple ways — using hand gestures, games, songs, etc. A safety marshal would conduct the workshop with a small group of children.
My first prototype involved an “adventure walk”, during which the safety marshal would lead the children outdoors, and tell the story of a princess who is lost in the jungle and needs to return home safely. The children would think and advise the princess to use superpowers at each step of the way using what they have learned.
The adventure walk was a good idea as it helped children be more comfortable in using the superpowers in the real environment. However, in my preliminary testing I observed that it was too long and did not leave enough time for explaining the superpowers to begin with. In the next iteration, I translated the adventure walk into an indoors experience that facilitated metacognitive learning through guided discussions.
Phase 1: Warm up
Long before reaching the testing phase, I had begun investing efforts to be able to go to a Rohingya refugee camp in Bangladesh to test my prototype. Unfortunately, the intricate logistics of the process did not permit such a visit in the short time frame. Hence, I had to come up with a Plan B for testing.
I decided to have two detailed tests of my prototype, both with children of ages 7 to 10. I conducted the first with children in the US. In this test, my primary goal was to answer two question: Do my engagement strategies work with children of my target age group? And do children like the games I have designed to practice superpowers?
The second test was conducted with children in India by a safety marshal that I trained. Here, my goal was to observe how changing factors affect the implementation of MightyUs. Would children still be able to learn about the safety concepts if they have not been exposed to formal safety education in the school? What happens when MightyUs is conducted in a different language? Is anything lost in the translation? Do the examples and conversations still work? Is the guidebook self-sufficient for training the safety marshal?
These two tests helped me validate my key design decisions, and revealed fascinating insights.
USER TESTING 1.0
USER TESTING 2.0
Is the workshop the right length?
When I first tested MightyUs, my time estimates were way off. What I thought would take an hour actually took 2 hours. I had also forgotten to incorporate breaks. In the next testing, I removed not-so-important phases of the workshop to make the experience more easy to digest, and added a break every 30 minutes. While it was wonderful to see children enjoying the workshop, 2 hours was a long time to keep up with all that energy!
Is introducing all five superpowers overwhelming?
I was skeptical at first. But surprisingly, the sequence of learning each superpower — a hand gesture followed by a game followed by a conversation — proved to be extremely engaging. It created pockets of physical and mental activities, and the change maintained their attention throughout the workshop.
Are conversations boring for ages 7-10?
While children of ages 8 and younger were more interested in the games and the hand gestures, children closer to age 10 were quite invested in reflecting over their choices. They found the conversation part to be intellectually stimulating.
Is the experience consistent across different contexts?
When the second user test was conducted in a different country, in a different language, and in a different cultural context, the safety marshal needed to use new context-appropriate examples to explain the same concepts. This demonstrated the need for contextual translation of the safety marshal guidebook into different languages to ensure a consistent experience.
Working on this project and navigating through the challenges it posed taught me a lot, both about design and about myself as a designer. Here are some of the important learnings that will stay with me forever.
At the outset of the project I didn’t have a specific goal. All I knew was that almost 60% of Rohingya refugees were children, many were orphans or separated from their parents, and amid all the chaos, they were suffering.
After narrowing down my focus to safety and well-being, my initial explorations were more at systems level, and viewed the problem through an architectural lens. I explored the possibilities of building a resilient community by creating safer environments for children and improving wayfinding using color-coded tents. However, the bylaws and difficult logistics turned out to be the biggest roadblock.
Learning from this, my focus further narrowed down to improving the existing learning centers at the camps, which already provide a safe environment for children but deal with the problem of a low retention rate. I explored different ways of incentivizing children to stay engaged at the learning centers. The key insight from this exploration was that “safety is the way of thinking”, which made me realize: if we don’t empower children to look out for themselves, they will still be at risk whenever they go out in the camp. This was my “aha moment” that led me to design MightyUs.
You can read more about these explorations here.