Menu
Where's Walid?
Where's Walid?
Overview
In this gamified micro-lesson, learners engage with the topic of cognitive bias and anti-Muslim racism. The lesson starts with a game that allows learners to explore their own cognitive biases and how these biases may impact their perceptions of Muslim individuals.
The lesson is meant to serve as supplemental material in diversity, equity, inclusion, and belonging trainings.
I created “Where’s Walid?” in Articulate Storyline 360. It is optimized for desktop and mobile devices and can be accessed through a web browser.
Learning Outcomes
By the end of this lesson, learners will be able to:
- Identify the cognitive biases that may impact their interactions with Muslim individuals,
- Understand the impact of unconscious bias on individuals and communities,
- Apply that knowledge to overcome their own biases and help create a more inclusive world.
Primary and Secondary Audience
“Where’s Walid?” was originally designed as part of a larger program for faculty and employees at one of the Big Ten universities in the United States.
However, the lesson is free of academic jargon and is ideal for anyone who is interested in understanding their own biases and learning how to create a more inclusive environment.
It may be particularly useful for individuals who work in diverse environments or who are interested in working with individuals from different cultural or religious backgrounds.
Instructional design approach
“Where’s Walid?” was designed using a learner-centered approach that incorporated principles of gamification and storytelling.
The lesson content was broken down into smaller, bite-sized pieces to help learners retain information and increase engagement. I have also incorporated branching scenarios and decision-making activities to encourage critical thinking and problem-solving skills.
The use of storytelling and relatable characters was also employed to create an emotional connection with learners and increase motivation to learn.
Primary and Secondary Audience
“Where’s Walid?” was originally designed as part of a larger program for faculty and employees at one of the Big Ten universities in the United States.
However, the lesson is free of academic jargon and is ideal for anyone who is interested in understanding their own biases and learning how to create a more inclusive environment.
It may be particularly useful for individuals who work in diverse environments or who are interested in working with individuals from different cultural or religious backgrounds.
Instructional design approach
“Where’s Walid?” was designed using a learner-centered approach that incorporated principles of gamification and storytelling.
The lesson content was broken down into smaller, bite-sized pieces to help learners retain information and increase engagement. I have also incorporated branching scenarios and decision-making activities to encourage critical thinking and problem-solving skills.
The use of storytelling and relatable characters was also employed to create an emotional connection with learners and increase motivation to learn.
Accessibility considerations
“Where’s Walid?” was designed with accessibility in mind, to ensure that all learners, including those with disabilities, can participate in the learning experience.
The course was built to comply with Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards, which include considerations for users with visual, hearing, and mobility impairments. There are closed captions, transcripts, and audio descriptions to ensure that learners with hearing impairments can access the content. The use of color and contrast was also considered to ensure that the course is visually accessible for learners with color vision disabilities. Additionally, the course was designed to be compatible with screen readers and keyboard navigation to accommodate learners with mobility impairments.
Accessibility considerations
“Where’s Walid?” was designed with accessibility in mind, to ensure that all learners, including those with disabilities, can participate in the learning experience.
The course was built to comply with Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards, which include considerations for users with visual, hearing, and mobility impairments. There are closed captions, transcripts, and audio descriptions to ensure that learners with hearing impairments can access the content. The use of color and contrast was also considered to ensure that the course is visually accessible for learners with color vision disabilities. Additionally, the course was designed to be compatible with screen readers and keyboard navigation to accommodate learners with mobility impairments.
Gamification
“Where’s Walid?” draws inspiration from the classic book series “Where’s Waldo?” in which readers search for the titular character hidden among a crowd of people.
Similarly, “Where’s Walid?” challenges learners to find a character in a crowd, but with a more serious purpose: to raise awareness about the harmful effects of cognitive biases and stereotypes towards Muslims.
By drawing on the familiar format of “Where’s Waldo,” this gamified lesson engages learners in a fun and interactive way, while also challenging their assumptions and promoting critical thinking.
Gamification
“Where’s Walid?” draws inspiration from the classic book series “Where’s Waldo?” in which readers search for the titular character hidden among a crowd of people.
Similarly, “Where’s Walid?” challenges learners to find a character in a crowd, but with a more serious purpose: to raise awareness about the harmful effects of cognitive biases and stereotypes towards Muslims.
By drawing on the familiar format of “Where’s Waldo,” this gamified lesson engages learners in a fun and interactive way, while also challenging their assumptions and promoting critical thinking.
Assessment and evaluation
In order to measure the effectiveness of the gamified micro-lesson, several assessment and evaluation methods were implemented. Pre and post surveys were used to evaluate the learner’s knowledge and attitudes towards cognitive bias and anti-Muslim racism. Additionally, formative assessments were integrated throughout the lesson to provide learners with immediate feedback on their progress. These assessments were designed to reinforce key concepts and encourage learners to apply their knowledge.
Assessment and evaluation
In order to measure the effectiveness of the gamified micro-lesson, several assessment and evaluation methods were implemented. Pre and post surveys were used to evaluate the learner’s knowledge and attitudes towards cognitive bias and anti-Muslim racism. Additionally, formative assessments were integrated throughout the lesson to provide learners with immediate feedback on their progress. These assessments were designed to reinforce key concepts and encourage learners to apply their knowledge.
success stories
Since implementing “Where’s Walid,” I have received overwhelmingly positive feedback from learners. In a recent survey, 92% of learners reported better understanding of how seemingly harmless stereotypes can contribute to racial profiling (of Muslims and Muslim-looking people) and fuel anti-Muslim sentiments and hate crimes.
Furthermore, 94% of learners felt engaged with the course content at least 90-95% of the time, and 91% of learners found the instructions to be clear and easy to follow. The visual content of the course was also highly effective, with 96% of learners reporting that it helped them better understand the written content.
Several learners even shared success stories of their own, saying that after taking the course, they were able to recognize and challenge their own biases in their personal and professional lives.
success stories
Since implementing “Where’s Walid,” I have received overwhelmingly positive feedback from learners. In a recent survey, 92% of learners reported better understanding of how seemingly harmless stereotypes can contribute to racial profiling (of Muslims and Muslim-looking people) and fuel anti-Muslim sentiments and hate crimes.
Furthermore, 94% of learners felt engaged with the course content at least 90-95% of the time, and 91% of learners found the instructions to be clear and easy to follow. The visual content of the course was also highly effective, with 96% of learners reporting that it helped them better understand the written content.
Several learners even shared success stories of their own, saying that after taking the course, they were able to recognize and challenge their own biases in their personal and professional lives.
Experience "Where's Walid?"
Ready to experience “Where’s Walid?” for yourself?
Click on “Start” below to access the module and start learning about cognitive bias, racial profiling, and anti-Muslim racism.
Saeide Mirzaei
Instructional Designer
All works on this website by Saeide Mirzaei are licensed under CC BY-NC-ND 4.0. The Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) grants visitors to this website the right to share and distribute the works by Saeide Mirzaei found on this website, as long as they give appropriate credit, do not use them for commercial purposes, and do not modify or create derivative works based on them. This license provides a clear and simple way for visitors to use and share the content on this website while protecting the integrity of the original works.
Saeide Mirzaei
Instructional Designer
All works on this website by Saeide Mirzaei are licensed under CC BY-NC-ND 4.0. The Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) grants visitors to this website the right to share and distribute the works by Saeide Mirzaei found on this website, as long as they give appropriate credit, do not use them for commercial purposes, and do not modify or create derivative works based on them. This license provides a clear and simple way for visitors to use and share the content on this website while protecting the integrity of the original works.
Saeide Mirzaei
Instructional Designer
All works on this website by Saeide Mirzaei are licensed under CC BY-NC-ND 4.0. The Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) grants visitors to this website the right to share and distribute the works by Saeide Mirzaei found on this website, as long as they give appropriate credit, do not use them for commercial purposes, and do not modify or create derivative works based on them. This license provides a clear and simple way for visitors to use and share the content on this website while protecting the integrity of the original works.