ROI Case File No.258 | 'African Education Startup's Challenge'

Chapter One: Walls to Learning—Invisible Barriers

The week following the resolution of SwissGuard Insurance's NPS case, a consultation arrived from Africa regarding education service design. This case, the 258th episode of the twentieth volume "Integration of Practice," concerned the challenge of deeply understanding learners' inner worlds to meet genuine needs.

"Detective, we operate an online education platform in Kenya, but despite rich educational materials, learning retention rates are extremely low. Surface surveys don't reveal what barriers learners face."

Amani Mwende, co-founder of EduBridge Africa from Nairobi, visited 221B Baker Street carrying deep concerns. In her hands, she held a catalog of high-quality educational content alongside stagnant retention rate data—a stark contrast.

"We provide an online learning platform for middle and high school students across East Africa. We've prepared excellent math, science, and English materials at an affordable monthly price of ¥300. However, 78% of registered students stop using it within one month."

EduBridge Africa's Business Situation: - Founded: 2020 (ed-tech startup) - Registered Students: 80,000 (Kenya, Uganda, Tanzania) - Course Count: 1,200 courses (comprehensive by subject) - Monthly Fee: ¥300 (considerate of local economic conditions) - Retention Rate: 22% after 1 month (78% churn)

The numbers showed serious attrition. Confusion was etched on Amani's face.

"The problem is we can't see 'why they don't continue using it.' Surveys only yield superficial responses like 'busy' or 'too difficult.' We don't understand learners' daily lives, emotions, or real struggles."

Limitations of Surface Understanding: - Survey responses: "No time," "Too difficult" (lacking specificity) - Disconnect from reality: Time exists but not studying for other reasons - Invisible emotions: Can't measure frustration, loneliness, anxiety - Missing context: Can't see home environment, economic circumstances, social pressures - Unclear improvement direction: Don't know what to change for retention

"We're confident in the 'quality' of our materials but don't understand learners' 'reality.'"

Chapter Two: Using Empathy Maps—Into Learners' Inner Worlds

"Ms. Mwende, how are you currently understanding learners?"

Holmes inquired quietly.

Amani explained apologetically.

"Mainly through online surveys. Questions like 'What improvements to the service?' or 'Why did you stop using it?' But response rates are low and the information we get is superficial."

Current Learner Understanding Methods:

Online Surveys: - Question: "Why did you stop using it?" - Responses: "Busy," "Difficult," "Not interested" - Response rate: 15% (many non-responses) - Depth: Only superficial reasons

Usage Data Analysis: - Login frequency: Can see declining trends - Study time: Short sessions before leaving - However: Can't see "why"

I noted the lack of understanding of learners' inner worlds.

"You need to grasp the complete picture of what learners are 'seeing,' 'hearing,' 'feeling,' and 'thinking.'"

Amani responded with a serious expression.

"Exactly. But how can we understand their inner worlds?"

⬜️ ChatGPT | Catalyst of Conception

"See, hear, think, feel, say, do. Understand humans through six perspectives."

🟧 Claude | Alchemist of Narrative

"Empathy isn't imagination. It's deep understanding born from observation and dialogue."

🟦 Gemini | Compass of Reason

"Empathy Maps are maps of human understanding. Drawing inner worlds, not surfaces."

The three members began their analysis. Gemini deployed an "Education-Specific Empathy Map" framework on the whiteboard.

Empathy Map's Six Elements: - See - Environment and situations visible to learners - Hear - Voices and messages from surroundings - Think & Feel - Inner thoughts and emotions - Say & Do - Words and actions expressed outwardly - Pain - Fears, frustrations, obstacles - Gain - Desires, needs, definitions of success

"Ms. Mwende, let's deeply understand EduBridge's learners through Empathy Maps."

Chapter Three: Drawing Learner Experiences—Emerging Truth

EduBridge Africa's Empathy Map Creation:

Phase 1: In-Depth Interviews (2 months)

Visited homes of 20 departed students in Nairobi, Kigali, and Dar es Salaam.

Learner A: John (16, Nairobi suburbs)

See: - Small room shared by 5 siblings - Only 1 smartphone for entire family, fought over - Friends not using learning apps - Almost no university graduates in neighborhood

Hear: - Father: "Stop studying, work and help with household finances" - Mother: "Education is important but we don't have money" - Friends: "University is impossible for us" - Teacher: "Without passing exams, there's no future"

Think & Feel: - "Want to attend university but anxious whether it's really possible" - "Don't want to disappoint family, but worried about tuition" - "Feel lonely studying alone" - "Can't ask anyone when I don't understand problems"

Say & Do: - Says "busy, no time" (true feelings different) - Studies on phone for only 30 minutes at night after family sleeps - Skips problems he doesn't understand (can't ask questions) - Gives up after 2 weeks, stops opening app

Pain: - Lack of learning environment (no quiet place, no dedicated device) - Loneliness (no peers to study with) - Economic pressure (guilt toward household) - Can't ask questions (can't proceed without understanding)

Gain: - University admission, improving family life - Want to study with friends, encourage each other - Want to accumulate small successes - Want to believe in future possibilities

Phase 2: Insights from Empathy Maps

Integrated 20 maps, discovering common patterns.

Critical Discovery:

Previous Hypothesis (Wrong): "Learners seek material quality and price"

Truth (From Empathy Maps): "Learners battle loneliness, desperately trying to protect small hopes within environmental constraints"

Overlooked Needs: 1. Want to connect with peers, encourage each other 2. Want to build confidence through small successes 3. Want family understanding and support 4. Want someone to ask questions 5. Want to maintain hope for the future

Chapter Four: New Forms of Education Services—Innovation Born from Empathy

Phase 3: Empathy-Driven Service Redesign (4 months)

New Service "Together We Learn":

Addressing Pain:

Eliminating Loneliness: - Learning group function: Form groups of 5-8 nearby learners - Weekly online gatherings: Share progress, encourage each other - Peer mentor system: Senior learners support juniors

Addressing Environmental Constraints: - Offline learning: Download materials, study without internet - Lightweight app: Comfortable operation even on low-spec phones - Audio learning: Study with headphones even in noisy surroundings

Can't Ask Questions Problem: - In-group questions: Casually ask peers - AI simple tutor: Immediate answers to basic questions - Weekly online Q&A: Instructors answer directly

Addressing Gain:

Small Successes: - Micro-learning: 5-minute learning units - Immediate feedback: Instant praise for correct answers - Growth visualization: Progress graphs for tangible growth

Peer Connections: - Group achievement celebrations: Rewards for all when entire group reaches goals - Mutual encouragement function: Notifications when peers study, send encouragement messages - Regional events: Monthly in-person study sessions

Family Understanding: - Parent reports: Share child's growth with parents - Family guide: How to support child's learning - Success story sharing: Senior students' university admission success stories

Results After 12 Months:

Dramatic Retention Improvement: - 1-month retention: 22% → 68% (3x) - 3-month retention: 8% → 45% (5x+) - Learning group participants: 82% retention (2.4x non-participants)

Learning Outcomes: - Average study time: 30 min/week → 3 hours/week (6x) - Test score improvement: Average +18 points - University admission rate: 35% of group participants admitted to university

Student Voices:

John (16): "Can persevere because of group peers. Just thinking I'm not alone makes such a difference."

Parent: "My child studies happily with group peers every week. Seeing progress in growth reports makes me want to support them."

Chapter Five: The Detective's Empathy Diagnosis—Heart-Reading Design

Holmes compiled his comprehensive analysis.

"Ms. Mwende, the essence of Empathy Maps is 'understanding human inner worlds.' By comprehensively understanding not superficial words but what they see, hear, and feel, genuine needs become visible. Empathy isn't imagination—it's deep understanding born from observation and dialogue."

Final Report After 24 Months:

EduBridge Africa became a platform bridging East Africa's education gap.

Final Results: - Registered students: 80,000 → 350,000 (4x) - Retention rate: 22% → 72% (3x+) - University admissions: Cumulative 8,500 (bringing hope to regions) - Social recognition: UN SDGs Education Award

The letter from Amani contained deep gratitude:

"Through Empathy Maps, we transformed from a 'company providing materials' to a 'partner accompanying learners' lives.' Most important was understanding learners' inner worlds, empathizing with pain, and realizing genuine desires. Now 350,000 students pursue dreams not alone but with peers."

The Detective's Perspective—Innovation Created by Empathy

That evening, I contemplated the power of empathy.

The true value of Empathy Maps lies in understanding humans multidimensionally. Observing humans from six perspectives—see, hear, think, feel, say, do—creates deep insights never obtainable through surveys.

True innovation springs not from technology but from deep empathy for humans. Understanding that pain and responding to those desires. That's what creates services that change people's lives.

"Technology is merely a means. Only technology that empathizes with human hearts has the power to change the world."

The next case will also depict the moment when human understanding opens up the future.

"Empathy isn't a technique. But a technique to systematize empathy exists. Empathy Maps are that most powerful tool."—From the Detective's Notes