When we say "science-backed," we're not just throwing that around like "world's best coffee" (yes, that was an Elf reference).
So what do we mean when we say that we've thoughtfully designed our products based on research and evidence? Below, you'll find some of the research we've used when designing our products.
As an overview, some of the benefits of using our visual systems make a lot of logical sense when we think about them.
"Digital apps – due to their sheer efficiency – make you more susceptible to overextending your to-do list and striving to do too much with limited time, energy and attention. Work overload can lead to high stress, chronic fatigue, health problems, and burnout," says Dylan Williams.
"While a digital tool can make automatic updates and allow drag and drop, paper planning forces you to manually migrate unfinished tasks to another day," she continues. "Analog tools increase your awareness of when you’re procrastinating or planning poorly."
Digital vs. Analog Planning
Huang, Y., Yang, Z. & Morwitz, V. G. (2023). How using a paper versus mobile calendar influences everyday planning and plan fulfillment. Journal of Consumer Psychology, 33, 115–122. https://doi.org/10.1002/jcpy.1297
Kim, Mi Jeong & Cho, Myung Eun, Studying children's tactile problem-solving in a digital environment, Thinking Skills and Creativity, Volume 12, 2014, Pages 1-13, ISSN 1871-1871,
Mental Heath Benefits
O'Connell, Mary Ellen, & Boat, Thomas et al (2009). Preventing Mental, Emotional, and Behavioral Disorders Among Young People Progress and Possibilities. National Research Council (US) and Institute of Medicine (US) Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions.
Including Children in Planning their Routines
Stenberg J, Fryk L. Making School Children’s Participation in Planning Processes a Routine Practice. Societies. 2021; 11(1):3.
Using Visual Schedules for Individuals with ADHD or Autistic Individuals
Banda, D. R., & Grimmett, E. (2008). Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review. Education and Training in Developmental Disabilities, 43(3), 324-333.
Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45, 157-178.
Quill, K. A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10, 10-20.
Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20, 140-149.