user personas journey wiki - RutgersGRID/DanceAutism GitHub Wiki

User Personas & Journey Maps

The Brain Dance Game has been designed around four detailed user personas, each representing key target audiences. These personas guide development decisions and help ensure the game meets diverse user needs at each stage of their experience.

See also: HMRC's Virtual Empathy Hub

Persona 1: Alex (16 years old)

Background

  • Young adult with high-functioning autism
  • Enjoys technology and video games
  • Struggles with physical coordination and social interaction
  • Often avoids group activities due to anxiety
  • Parents concerned about lack of physical activity

Goals

  • Find enjoyable ways to be more physically active
  • Improve coordination in a low-pressure environment
  • Build confidence in movement capabilities
  • Potentially connect with others who share similar interests

Challenges

  • Sensory sensitivities (particularly to loud sounds)
  • Gets frustrated when unable to master activities quickly
  • Difficulty maintaining focus on physical tasks
  • Prefers predictable, structured activities

User Journey: Alex

Stage 1: Discovery

  • Alex's occupational therapist recommends the Brain Dance game
  • Parents research the game and find it's designed specifically for neurodivergent individuals
  • Alex is initially hesitant but becomes interested when learning it can be played at home

Game Elements That Address Needs:

  • Evidence-based therapeutic foundation provides credibility for recommendation
  • Clear explanation of benefits for coordination challenges
  • Home-based system removes social pressure barriers

Stage 2: First Experience

  • Parents help Alex set up the game on the home laptop
  • Alex begins with the intro sequence and explores the Hub World
  • Initially gravitates toward the Breath component as it seems least challenging
  • Completes first session with minimal frustration due to positive reinforcement

Game Elements That Address Needs:

  • Simple setup with standard equipment removes technical barriers
  • Predictable Hub World interface with clear navigation options
  • Option to start with simpler movement patterns
  • Non-competitive scoring system prevents frustration

Stage 3: Building a Routine

  • Alex starts playing 2-3 times per week, gradually spending more time on each session
  • Progresses to the Tactile and Core-Distal components
  • Parents notice improved focus during and after play sessions
  • Alex begins to take pride in unlocking achievements and seeing progress

Game Elements That Address Needs:

  • Progress tracking provides concrete evidence of improvement
  • Gradual progression of difficulty maintains engagement
  • Sensory customization options enhance comfort
  • Achievement system builds confidence through visible rewards

Stage 4: Advancement

  • After several weeks, Alex attempts the more complex Cross-Lateral component
  • Initially struggles but persists due to the game's encouraging feedback system
  • Begins to show improved coordination in daily activities
  • Starts to share game achievements with therapist and a few select friends

Game Elements That Address Needs:

  • Cross-Lateral exercises specifically target coordination challenges
  • Positive feedback helps persistence despite initial struggles
  • Visible progress metrics provide motivation
  • Shareable achievements facilitate limited social interaction

Stage 5: Long-term Engagement

  • Alex incorporates game into regular routine, 3-4 times weekly
  • Uses the customizable settings to adjust for sensory preferences
  • Parents observe increased confidence in physical activities
  • Alex eventually attempts the multiplayer feature with a cousin, marking a significant social step

Game Elements That Address Needs:

  • Customizable settings for sensory preferences
  • Consistent structure supports routine formation
  • Multiplayer option provides bridge to social interaction
  • Progressive difficulty maintains challenge and engagement

Persona 2: Maya (21 years old)

Background

  • College student with ADHD and anxiety
  • Previously enjoyed dance but stopped due to self-consciousness
  • Seeking mindfulness and stress-relief activities
  • Tech-savvy but limited experience with motion-tracking games
  • Lives in a small apartment with roommates

Goals

  • Find a low-stress physical activity that doesn't require going to a gym
  • Improve focus and mind-body connection
  • Develop a consistent exercise routine
  • Manage anxiety through movement

Challenges

  • Limited private space for physical activities
  • Inconsistent motivation and difficulty maintaining routines
  • Self-conscious about movement in front of others
  • Gets bored with repetitive activities

User Journey: Maya

Stage 1: Discovery

  • Maya sees a social media post about Brain Dance for stress relief
  • Researches and learns about the game's benefits for focus and emotional regulation
  • Downloads the game during finals week as a stress management tool

Game Elements That Address Needs:

  • Connection to mental health benefits in promotional materials
  • Focus on stress relief and anxiety management
  • Emphasis on private, at-home practice

Stage 2: First Experience

  • Sets up in her bedroom with laptop on desk
  • Appreciates the private, judgment-free environment
  • Starts with the Breath component and connects with the calming aspects
  • Enjoys the music transitions between "the soothe" and "the groove"

Game Elements That Address Needs:

  • Works in limited apartment space
  • Private setting removes self-consciousness barrier
  • Calming "soothe" music elements support anxiety reduction
  • Varied musical styles maintain engagement

Stage 3: Exploration

  • Maya explores different components based on her mood
  • Uses Vestibular exercises when feeling anxious
  • Discovers the Head-Tail component helps with focus before studying
  • Appreciates being able to play in short sessions between classes

Game Elements That Address Needs:

  • Flexibility to select different components based on current needs
  • Vestibular exercises specifically help with anxiety
  • Variety of movement patterns prevents boredom
  • Short sessions accommodate busy schedule

Stage 4: Integration

  • Establishes a morning routine with the game to start her day
  • Notices improved ability to sit through lectures after playing
  • Begins to connect specific movements to emotional states
  • Customizes difficulty levels based on energy and focus levels

Game Elements That Address Needs:

  • Variable session lengths fit into irregular schedule
  • Adjustable difficulty accommodates energy fluctuations
  • Clear connection between movements and benefits
  • Progress tracking maintains motivation despite ADHD challenges

Stage 5: Sharing and Growth

  • Invites a trusted roommate to try the game
  • Begins to incorporate learned movements into her daily stress-relief practices
  • Uses the game's progress tracking to maintain motivation
  • Reports improved mind-body awareness to her therapist

Game Elements That Address Needs:

  • Multiplayer option facilitates selective sharing
  • Transferable skills for daily stress management
  • Progress visualization helps maintain routine
  • Scientific basis provides credibility for discussing with therapist

Persona 3: Jamie (10 years old)

Background

  • Child with autism spectrum disorder
  • Highly visual learner who responds well to patterns and symbols
  • Limited physical activity preferences, mostly sedentary
  • Strong interest in video games and technology
  • Attends weekly occupational therapy sessions

Goals

  • Improve sensory integration
  • Develop better coordination and balance
  • Increase comfort with physical activities
  • Build confidence through mastery of skills

Challenges

  • Difficulty with transitions between activities
  • Sensory processing issues that can lead to overwhelm
  • Struggles with movements that cross the body's midline
  • Needs clear, consistent instructions and feedback

User Journey: Jamie

Stage 1: Introduction

  • Occupational therapist introduces the game during therapy sessions
  • Jamie is initially drawn to the visual elements and game structure
  • Parents purchase the game for home use after seeing positive response
  • Jamie is excited to continue the "therapy game" at home

Game Elements That Address Needs:

  • Visual elements and game structure appeal to visual learning style
  • Gamification makes therapeutic movement engaging
  • Professional introduction establishes trust and interest
  • Clear connection between therapy and home practice

Stage 2: Beginning Play

  • Parents help set up the game in a quiet area of the home
  • Jamie responds positively to the consistent structure across activities
  • Particularly enjoys the visual representations of movements
  • Initially focuses on mastering just the Breath and Tactile components

Game Elements That Address Needs:

  • Labanotation symbols provide visual cues for movement
  • Consistent structure across activities helps with understanding
  • Simple components first builds confidence
  • Clear visual feedback confirms correct performance

Stage 3: Establishing Comfort

  • Develops a routine of playing after school for 15-20 minutes
  • Parents notice improved ability to transition between activities
  • Jamie begins to remember and anticipate the movement patterns
  • Shows particular interest in the Labanotation symbols in the game

Game Elements That Address Needs:

  • Predictable patterns help with transitions
  • Consistent activity structure builds comfort
  • Visual symbols support pattern recognition
  • Manageable session length prevents overwhelm

Stage 4: Skill Development

  • Gradually attempts more challenging components
  • OT notes improvement in cross-lateral movements during therapy
  • Jamie takes pride in showing parents new achievements
  • The game becomes part of the daily routine with minimal prompting

Game Elements That Address Needs:

  • Incremental difficulty progression supports skill building
  • Achievement system provides concrete progress metrics
  • Cross-lateral activities specifically target midline crossing
  • Engaging design reduces need for external motivation

Stage 5: Transfer of Skills

  • Parents and teachers notice Jamie attempting Brain Dance movements during play
  • Improved focus during seated activities at school
  • Increased willingness to participate in PE class
  • Jamie begins to explain the movements to younger siblings, showing mastery

Game Elements That Address Needs:

  • Movement patterns that transfer to daily activities
  • Brain integration supports academic performance
  • Increased body confidence affects other physical activities
  • Mastery provides opportunity to demonstrate knowledge to others

Persona 4: Dr. Taylor (42 years old)

Background

  • Occupational therapist specializing in neurodivergent youth
  • 15 years of experience incorporating movement in therapy
  • Early adopter of technology in therapeutic settings
  • Familiar with Brain Dance methodology but new to its digital application
  • Works in a clinic serving diverse clients with varying needs

Goals

  • Find engaging tools to supplement in-person therapy
  • Provide clients with consistent practice opportunities between sessions
  • Track clients' progress with movement patterns
  • Offer evidence-based recommendations to parents

Challenges

  • Limited time with each client during sessions
  • Varied access to technology among client families
  • Need for adaptable tools that work for different abilities
  • Requires measurable outcomes for therapeutic plans

User Journey: Dr. Taylor

Stage 1: Professional Discovery

  • Learns about the Brain Dance game at a professional conference
  • Researches the therapeutic foundations and evidence base
  • Requests a demonstration copy to evaluate for clinical use
  • Tests the game personally to understand the user experience

Game Elements That Address Needs:

  • Research-based Brain Dance methodology provides scientific credibility
  • Clear connection to established therapeutic practices
  • Professional documentation of benefits and applications
  • Intuitive interface requires minimal training

Stage 2: Clinical Implementation

  • Introduces the game in controlled sessions with select clients
  • Observes engagement levels and initial responses
  • Takes notes on which components resonate with different clients
  • Begins developing clinical protocols for incorporating the game

Game Elements That Address Needs:

  • Progressive structure allows targeting specific therapeutic goals
  • Engaging design maintains client interest during sessions
  • Measurable feedback provides immediate assessment data
  • Flexibility to adapt for diverse client needs

Stage 3: Expanding Use

  • Recommends the game to families for home practice
  • Creates custom goal-setting guides for different client needs
  • Uses the game as a warm-up activity for therapy sessions
  • Collaborates with parents on monitoring progress

Game Elements That Address Needs:

  • Standard hardware requirements make it accessible for diverse clients
  • Clear structure helps parents guide home practice
  • Progress metrics facilitate communication about improvements
  • Consistent methodology between clinic and home practice

Stage 4: Integration

  • Fully incorporates the game into treatment plans for appropriate clients
  • Develops complementary in-person activities based on game components
  • Uses client progress in the game to inform therapy goals
  • Presents early results at staff development meetings

Game Elements That Address Needs:

  • Detailed progress tracking for therapeutic assessment
  • Component-based structure allows targeted interventions
  • Scientific foundation supports clinical documentation
  • Consistent framework for measuring outcomes

Stage 5: Advocacy and Feedback

  • Shares success stories and data with game developers
  • Recommends enhancements based on clinical observations
  • Presents on the effectiveness at professional conferences
  • Mentors other therapists on incorporating the game into practice

Game Elements That Address Needs:

  • Research framework supports professional presentations
  • Feedback channels to development team
  • Alignment with professional practice and ethical guidelines
  • Data collection for professional validation

Cross-Cutting Design Elements for All Personas

Certain game elements serve the needs of all four personas throughout their journeys:

1. Structured Progression

  • Alex: Provides predictability that reduces anxiety
  • Maya: Offers clear milestones despite irregular usage
  • Jamie: Supports transitions between activities
  • Dr. Taylor: Aligns with therapeutic developmental sequence

2. Visual Feedback System

  • Alex: Provides clear indication of successful performance
  • Maya: Maintains engagement through immediate response
  • Jamie: Supports visual learning preferences
  • Dr. Taylor: Offers observable metrics for assessment

3. Customizable Experience

  • Alex: Allows adjustment for sensory sensitivities
  • Maya: Accommodates variable energy and focus levels
  • Jamie: Can be tailored to specific sensory needs
  • Dr. Taylor: Can be adapted for diverse client populations

4. Brain Dance Foundation

  • Alex: Addresses specific coordination challenges
  • Maya: Provides proven techniques for stress management
  • Jamie: Offers developmental movement patterns that support growth
  • Dr. Taylor: Aligns with evidence-based therapeutic practice