Compiled: 2025-10-09
Sources: combined interview transcript and the note‑taking matrix template.
Write short, clear notes. Quotes are verbatim when the exact words matter.
| Quote (verbatim) | Need or Pain | How Often? | Impact (who/how) | Rule or Limit (constraint) | Opportunity or Idea |
|---|---|---|---|---|---|
| “Before you enter the game, it should have a list of people that you can select… [people] you have already known… will not appear in the game.” | Skip people I already know to save time. | Likely at first‑run (onboarding) and as knowledge grows. | Players avoid wasted reps; faster focus on unknown names. | Must not remove ability to practise known people later. | Onboarding flow to mark known/unknown; toggle to revisit. |
| “I’m more familiar with students in grade 12 and 11… is there a way to choose the category of the grade…?” | Filter practice set by grade. | Frequent; practice by specific cohort. | Tailors practice; improves motivation. | UI should make filters obvious/persistent. | Grade filter (already present but unclear). |
| “Maybe their grades should also appear so that we kind of know their grade level.” | Not enough context on card; add grade text. | Every question when revealed. | Better recognition & learning cues. | Avoid biasing multiple‑choice guesses. | Show grade alongside name/house when revealing. |
| “Co‑curricular/club groups… practise people in the same club.” | Filter by club/interest. | Sometimes; large clubs. | Relevant practice sets. | Needs reliable roster data per club. | Club filter; “my groups” quick filters. |
| “If you continually don’t know one person’s name, it just appears and appears until you actually know [them].” | Adaptive repetition for weak items. | When user struggles. | Faster mastery; targeted practice. | Avoid over‑repetition fatigue. | Spaced/adaptive scheduler. |
| “See the result… people I know are… in which group/co‑curricular.” | Personal insights about where knowledge comes from. | After a practice session; over time. | Reflection; plan who to meet/learn. | Respect privacy; student‑only view. | Per‑user report linking known people to groups. |
| “Pie chart of the houses you know best and the grades you know best… teacher’s end: who is most well‑known.” | Visual reports for students; analytics for adults. | Periodic (weekly/monthly). | Students see gaps; staff spot outreach needs. | Role‑based access; aggregate to avoid singling out unfairly. | Student dashboards; staff dashboards. |
| “Same people coming up in the distractor pool pretty often.” | Distractor repetition reduces variety. | Observed during play. | Boredom; learning bias. | Keep target round‑robin logic; also diversify distractors. | Improve distractor selection, track recent usage. |
| “Autocomplete one‑photo ‘test’ mode… more valid statistics.” | A mode that measures true recall (not elimination). | As needed for assessment/analytics. | Higher‑quality data on “knownness.” | Must be fast to answer (autocomplete or name list). | Test mode: single photo + type‑ahead, or photo + many names. |
| “A mode that’s one photo and like eight names… / Duolingo‑style matching.” | Alternative UIs to keep it engaging. | Sometimes; variety. | Engagement; different skills. | Keep results comparable across modes. | Variants: 1‑photo‑many‑names; matching grid. |
| “Timer… different levels… harder modes put more people in… add a streak.” | Difficulty & gamification. | Optional modes. | Motivation; replay value. | Don’t penalize learning; keep practice mode low‑pressure. | Timed mode, larger option sets, streak & combo scoring. |
| “Delete the Next Question button… automatically jump to the next question.” | Reduce friction between questions. | Frequent. | Faster flow. | Only after answer is locked; make it a setting. | Auto‑advance toggle with small delay. |
| “Hard to tell when you’ve gotten a question right… screen animation… fireworks/green screen.” | Clear feedback on correctness. | Every answer. | Confidence; delight. | Respect accessibility; subtle in test mode. | Success/failure animations, haptics, sounds (configurable). |
| “Grade filter works once then stops… can’t change restriction while a question’s active.” | Bugs in filters; state locking. | Reproducible in session. | Blocks practice; confusion. | Must be stable; safe to change mid‑session or clearly disabled. | Fix grade filter bug; allow/disable changes consistently. |
| “Record pronunciation / write phonics… earlier NameCoach tool had glitches.” | Share correct name pronunciation. | As needed per person. | Inclusion; respect for names. | Storage & consent; playback UX. | User‑uploaded audio; phonetic hint field. |
| “Add people besides students… faculty, staff.” | Whole‑community coverage. | School‑wide launch. | Improves belonging, service connections. | Data import for all roles; filters by role. | Include non‑students with role tags. |
| “Don’t make the photo black and white after we click the right [answer].” | Visual treatment preference. | Each correct answer. | Aesthetics; clarity. | Keep contrast/readability. | Alternative reveal styles (border/glow/check). |
| “Finite amount of questions… exclude the previous answer from appearing on the next question’s options.” | Avoid immediate repeats; reflect finite roster. | Every session. | Removes trivial elimination; variety. | Still allow target to reappear later. | Enforce ‘no previous target in next options’ rule. |
| “Live Kahoot‑style showdown… or asynchronous group challenge.” | Play together or compete over a window. | Events; teams; advisories. | Community‑building; motivation. | Needs rooms/challenges & anti‑cheat basics. | Live rooms + asynchronous challenges with leaderboards. |
Below, each job story links to one or more user stories with acceptance criteria. Not every criterion is “happy path”; edge/negative cases are included.
Job story. When I first start using the app and want practice to be efficient, I want to quickly mark people I already know so the game focuses on unknown names.
User story A (Student). As a student, I want an onboarding screen to mark known people so early practice targets only unknowns.
Acceptance criteria.
Job story. When I want to focus on a cohort, I want to filter by grade/house (and clubs) so practice is relevant.
User story B (Student). As a student, I can filter by grade and house to scope the practice set.
Acceptance criteria.
User story C (Student/Club member). As a student, I can filter by my co‑curricular groups to practise people I’ll meet.
Acceptance criteria.
Job story. When I keep missing a person, I want that person to reappear more often so I eventually learn them.
User story D (Student). As a student, I want the app to repeat missed targets more frequently until I answer correctly twice in a row.
Acceptance criteria.
Job story. When I reflect on my progress, I want to see which grades/houses/groups I know best so I can plan practice.
User story E (Student). As a student, I can view charts (e.g., pie charts) showing recognition by house/grade and drill into where I know people from (classes/clubs).
Acceptance criteria.
Job story. When supporting community connection, I want aggregate data on who is widely known and who isn’t so we can act.
User story F (Staff). As staff, I can see aggregate “knownness” trends over time and identify less‑known individuals or groups.
Acceptance criteria.
Job story. When collecting accurate data, I want a recall‑focused interface so guesses aren’t driven by elimination cues.
User story G (Student). As a student, I can take a “Test” where I must type/select the correct name for a single photo, with autocomplete to keep it fast.
Acceptance criteria.
User story H (Variant). As a student, I can take a “1 photo : many names” test variant (e.g., 8–10 names) to increase difficulty.
Acceptance criteria.
Job story. When I want extra challenge or a group activity, I want timers, streaks, and leaderboards (live or asynchronous).
User story I (Student). As a student, I can enable a timed mode (e.g., 5/10/20s) and see streaks that boost score.
Acceptance criteria.
User story J (Group). As a class/team, we can join a live room (Kahoot‑style) or an asynchronous challenge window and compare results.
Acceptance criteria.
User story K (Student). As a student, I never see the previous question’s correct target included as an option in the very next question.
Acceptance criteria.
User story L (Everyone). As a player, I don’t see the same distractors too frequently within a session.
Acceptance criteria.
User story M (Student). As a student, I can enable auto‑advance after a short delay once I answer.
Acceptance criteria.
User story N (Student). As a student, I get clear feedback (animation/sound) on correct/incorrect.
Acceptance criteria.
User story O (Community member). As a community member, I can add a pronunciation (audio or phonetic) for my name.
Acceptance criteria.
User story P (Organizer). As an organizer, I can include faculty/staff in the roster and filter by role.
Acceptance criteria.
User story Q (Student). As a student, I see grade (and house) shown clearly with the person’s name when revealed.
Acceptance criteria.
User story R (Student). As a student, I can change filters reliably; grade filter works repeatedly; changing restrictions mid‑question is either allowed safely or clearly disabled.
Acceptance criteria.
End of document.