Got It: An App for Struggling Apprentices

Client

BCIT Digital Design and Development/ConnectHer

Timeline

September 2025—December 2025

Role

UX Designer

Team Size

7 members

Development

VS Code, React.js, React bits, API calling

Software

Google Drive, Google sheets, Google Doc, Figma, Adobe Suite, Jira

Brief

Level 1 electrical students at BCIT, particularly those who are neurodiverse, face significant challenges with retention and are at higher risk of leaving the program before completing their Red Seal certification.

What was the result

We developed a webapp that help neurodiverse electrical apprentices turn dense study materials into accessible, easier-to-understand learning content. It lets students upload their own documents or open built‑in textbooks, then uses AI tools to simplify text, generate summaries, and create mind maps so they can quickly see the “big picture” and key points.

This was the process

Key Findings

My research exposed a gap between how neurodiverse electrical apprentices learn and how content is delivered. They struggle with dense, text-heavy materials and often make their own visual or hands-on supports, showing a need for guided, multimodal learning. I proposed a tool with visual aids, plain language, flexible modes, and accessibility features.

Digital Comfort and Textbook Barriers

Aspect	Detailed Findings	Evidence/Examples	Impact on Neurodiverse Learners	BCIT Context
Digital Comfort	Heavy reliance on personal laptops (nearly100% usage) Moderate overall comfort with digital tools Familiarity with apps like YouTube for tutorials	Survey: Laptops top device at 100%; phones/iPads secondary	Strong foundation for web-based solutions; reduces adoption barriers	BCIT Level 1 electrical apprentices comfortable with digital but need guided interfaces
Textbook Barriers	Dense math content with minimal breakdown Canadian Electrical Code: jargon-heavy, small fonts Few visuals/examples; large unbroken text blocks Overly technical language/acronyms	Participant quotes: "Dense text harder to absorb"; "No images = crazy not productive"	Cognitive overload Discouragement/falling behind Prefer self-made supports (notes, videos)	Program materials (e.g., Delmar's chapters) prioritize text over multimodal aids, misaligning with neurodiverse needs

Study Organization Struggles and Coping Strategies

Struggles	Coping Strategies	Evidence & Impact
Difficulty starting and organizing complex material Overwhelmed by large chapters (Delmar's 4-chapter reading blocks) Unclear prioritization for tests/labs Lose track across scattered resources	Breaking down text into chunks Highlighting key terms/rules Note-taking in own words Repeating concepts until they stick Hands-on lab practice Step-by-step visuals/diagrams YouTube tutorials for demonstrations	Participant quotes: "Every part only text without images... all boring + chapter most difficult" Why it works: Creates structure, reduces cognitive overload, builds confidence through visible progress Shows motivation: Students self-build multimodal supports despite program gaps

Struggles

Coping Strategies

Evidence & Impact

Difficulty starting and organizing complex material

Overwhelmed by large chapters (Delmar's 4-chapter reading blocks)
Unclear prioritization for tests/labs
Lose track across scattered resources

Breaking down text into chunks
Highlighting key terms/rules
Note-taking in own words
Repeating concepts until they stick
Hands-on lab practice
Step-by-step visuals/diagrams
YouTube tutorials for demonstrations

Participant quotes: "Every part only text without images... all boring + chapter most difficult"
Why it works: Creates structure, reduces cognitive overload, builds confidence through visible progress
Shows motivation: Students self-build multimodal supports despite program gaps

Participant Quotes from Survey

Issue	Quote Excerpt
No breaks/examples	"In every part only have text without images is test reading 4 chapter Delmar's and 2 questions on 40-go show and when 0% on the test... all the boring + chapter is most difficult and 1-2"
Dense presentation	"The more dense the text it (and English) the harder it is to absorb. Bold font for important words, images of concepts, empty space on the page... that helps"
Lack of visuals	"Without visuals or example/sample questions... just crazy it not useful/productive"

Accessibility Gaps and Specific Pain Points

Gap Category	Specific Pain Points
Institutional Services	Low awareness of BCIT accessibility services Mixed experiences (not visible, tailored, or aligned with daily challenges)
Content & Language	Confusing acronyms Overly technical language
Learning Resources	Limited real-world examples Scarce practice exams Scattered resources

Solution Category	Specific Features	Purpose
Visual & Comprehension Aids	Strong visual supports Simplified language Glossary	Reduce cognitive overload from technical jargon and dense text
Learning Flexibility	Diverse learning modes Accessibility settings Offline access	Support multimodal processing and varied study environments
Navigation & Organization	Search functionality Annotation tools Printable cheat sheets	Enable quick access, personalization, and on-demand reference

App Concept Overview

Purpose	Key Benefit
Consolidate fragmented study methods into one platform for neurodiverse learners	Integrates textbooks with accessibility features; eliminates tool-switching

Core Features

Category	Features
Study Tools	Pomodoro-style timer AI-powered summarization Simplification Mind mapping
Editing & Navigation	Highlighting Bolding Line-spacing adjustments Split-screen view (original vs. transformed content)

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