New proposition

The Tovertafel is a device that projects games onto a table for people with cognitive challenges. Initially designed for individuals in the late stages of dementia and used in long-term care facilities, the Tovertafel has since expanded its offerings. Tover developed versions tailored for adults with intellectual disabilities and children with autism. However, the product for children struggled commercially, as it was challenging to reach customer groups able to afford it.

Tover continued to receive requests from other underserved customer groups, many of which focused on children. These organizations recognized the benefits of incorporating playful activities into their programs. Their backgrounds varied widely, including schools for special education, children's hospitals, rehabilitation clinics, women’s shelters, and disease advocacy organisations. How could Tover develop a proposition that meets both customer needs and business requirements effectively?

The challenge

Tover’s initial attempt to enter the children's market was not commercially successful. Therefore, it was crucial to have a clear understanding of the 'critical assumptions'. These are assumptions that must be true in order to build a viable business:

We can create a desirable product

• Hosts acknowledge the beneficial effects on children

• Children love to play with it

We can sell the product

• We can identify and reach a substantial target market

• We can actually close deals

We can deliver and sustain the product

• We can make a ‘launch proposition’ within 4-6 months

• We can expand the offering over time with a concise team

The process

The process was designed to effectively validate the critical assumptions, whether they were correct or not.

1) Define and rank possible target markets

At the start we conducted research to discover potential customer segments and markets that aligned with our envisioned product. We ranked them in a ‘paired comparison analysis’ to identify the top 5 markets for further investigation.

2) Understand user needs and test prototypes

Through interviews with the target group, we gained insights into their preferences, challenges, and expectations. We conducted 20 interviews with teachers, paediatricians, behavioural therapists, child welfare workers, physiotherapists, counselors and other professionals that work with children.

Additionally, we learnt a lot about the needs of our primary users: the kids! By testing our games with children from different backgrounds and challenges, we initiated the co-designed process for a new game portfolio.

3) Develop value proposition

We developed a clear value proposition and further refined game prototypes through iterative testing with potential customers: teachers in special education schools and day activity centers.

4) Make business case

We analysed the market opportunity, financial projections, and risks to determine the viability of our proposed product.

In the initial project stages, we tested critical assumptions, providing valuable input for de-risking the project and making fact-based decisions. This laid the foundation for a solid business case.

5) Create game portfolio

After receiving a 'green light' from Tover’s executive team, we designed a diverse range of engaging games tailored to meet the needs and preferences of our target markets. In a co-design process, teachers (of special education schools) and children in various developmental stages were involved.

6) Make go-to-market plan and materials

In close collaboration with the marketing team, we developed a go-to-market strategy focused on innovators in the special education sector. We also created marketing materials to effectively launch and promote the product in the selected markets.

7) Introduce proposition

Six months after initiating the project, the new product was introduced. It was received with great enthusiasm by the target market as well as adjacent target groups, indicating clear opportunities for further development and growth.

The result

Tovertafel for kids, designed for and with children in special education:

‘The Tovertafel is suitable for all children with developmental delays or behavioural disorders, regardless of their level. This allows everyone to play together. And that's important because finding a suitable cooperative activity can be challenging in special education. Together, we create a positive and pleasant atmosphere in the classroom.’

Impact on Tover’s Customers:

• Teachers at special education schools gain access to an appealing product that stimulates children to enjoy themselves, develop, and play together.

• Children benefit from a fun activity that enhances social, cognitive, and physical skills. Most importantly, they have fun!

Impact on Tover:

• The project opens up a completely new target market, significantly expanding the total addressable market.

• The proposition for children helps to advance Tover’s position as a thought leader and market leader in e-health games.

The customer's response

"The most beautiful thing to see is often that children of all different levels can play together with this." · Team leader in a Special Education School

"They help each other, are more patient with each other. While playing with the Tovertafel, they learn different skills than when they play normally." · Teacher in a Special Education School