mySecondTeacher
Scaling global ed-tech with localized design — an interactive video player with embedded quiz checkpoints and diagnostic tools.
Product Owner, Design Team Lead
2019 — 2023
ED-TECH
Figma, Sketch
UX Research
Most digital learning platforms lean into passive content or replicate static textbooks without interactivity. Neither approach solves the core problem: students don't know where they stand, and teachers have no visibility into who's struggling.
mySecondTeacher was built to change that. The platform introduced diagnostic learning — a structured, curriculum-aligned approach where real feedback is embedded directly into the experience through an interactive video player with quiz checkpoints at every stage.
Formal platforms in 2019 had terrible interfaces. The middle ground — curriculum-aligned content with diagnostic feedback — was unoccupied.
School licensing required administrator reporting as a first-class feature for compliance. Student experience drove organic growth.
Benchmarked against Udemy, Khan Academy, BYJU'S across Asia. Qualitative research revealed formal ed-tech platforms replicated static textbook material with no real engagement.
Understanding the gap we were filling
| PRODUCT | CURRICULUM | ASSESSMENT | TEACHER TOOLS |
|---|---|---|---|
| Udemy | No structure | No assessment | No assessment |
| Khan Academy | Structured | Basic quizzes | No school admin |
| BYJU's | India-curric. | Strong | No teacher tools |
| mySecondTeacher | Curriculum-aligned | IVY embedded | Connected stack |
Persona 1: Student
"Online classes feel like reading a textbook on a screen."
Disengaged and unsure if learning
Skips through videos, ignores checkpoints
"I want to know where I stand."
Persona 2: Teacher
"I can't tell who's falling behind until the exam."
Blind to what students actually absorb
Grades manually, tracks attendance in spreadsheets
"Show me who's struggling now, not after."
UX Design
The research pointed to a clear direction. Students needed orientation within lessons. Teachers needed control over content. Administrators needed visibility at scale. The value proposition came directly from those gaps.
| CUSTOMER JOBS | PAINS | GAINS |
|---|---|---|
| Learn curriculum content | Passive video | Interactive quizzes |
| Track progress | No real-time feedback | Diagnostic tracking |
| Manage school ops | Fragmented admin | Unified LMS |
| Phase 1 — MVPFOUNDATION | Phase 2 — GrowthSCALE | Phase 3EXPAND |
|---|---|---|
| Curriculum-aligned content | Ebook and annotation | Testpaper |
| IVY interactive player with Quiz embedded | Classroom — Assignments, Video classroom, Chatroom | TV app for offline classes for no wifi areas |
| Mastery summary on completion | Class-level progress dashboard | — |
| Student, Teacher and Parent portals and mobile apps | Localized version for Indonesia — Jelajah Ilmu | — |
Designed for students, teachers, and parents across multiple products: mySecondTeacher, Apollo LMS, IVY video player, ebook reader, and Testpaper.
UI Design
Diagnostic Learning Ecosystem
Color
01Type
02Components
03What is the capital of Nepal?
Algebra I
72%
Jane Doe
Active now
Designed for students, teachers, and parents across multiple products: mySecondTeacher, Apollo LMS, IVY video player, ebook reader, and Testpaper.
Outcomes
100+
SCHOOLS DEPLOYEDRolled out across Nepal and Southeast Asia.
2
MARKETS LAUNCHEDNepal and Indonesia — distinct UX approaches for each context.
#1
BEST eLEARNING APAC 2023Recognized after four years of sustained product iteration.
Engagement is architecture, not animation
The improvement in lesson completion came from structural changes — progress bars and checkpoints — not visual polish. The player looked almost identical before and after. What changed was how students understood their place within it.
Product ownership changed my design decisions
Acting as Product Owner for Jelajah Ilmu meant writing user stories, running sprint reviews, and owning the backlog — not just designing screens. I made better design decisions because I understood the trade-offs firsthand, not from a brief.
Localization is pedagogy, not translation
Adapting for Indonesia meant rethinking assessment structure, lesson flow pacing, and mastery logic — not just swapping text. A culturally misaligned product, regardless of its quality, has no place in a local classroom.