Task: Design the main page

Context

The "Uchitsya - Legko!" main page should not start with a questionnaire, age selection, role, or skill level.

Key idea: a single vertical feed where every user naturally "stumbles" upon their own level of knowledge, interest, and need.

The user is not required to know in advance who they are in terms of the system or which section they need. They simply interact with what they are already able to recognize and use, or scroll further down to more relevant content.

This is especially important due to the platform's very diverse audience: from a child who doesn't yet know letters to a school student, university student, adult professional, or teacher.

Basic UX Principle

The main page is a feed of increasing complexity where the user naturally stops at their own level of knowledge and interest.

Routing happens not through a preliminary choice of user category, but through the content itself.

Example:

• a young child sees large familiar pictures and words at the top, starts interacting, and goes deeper into the product;
• an adult might click around this block a bit, but it is not relevant to their need, so the adult almost automatically scrolls lower;
• the next screen already contains fewer pictures, smaller text, and more complex topics;
• further down, abstraction, subject complexity, and specialization increase.

Each block of the main page must simultaneously satisfy two conditions:

1. be clear and attractive enough for its audience so they can immediately start interacting;
2. be easy enough to ignore and scroll past for those who do not currently need it.

First Screen

The logic for the first screen is fairly clear.

It is dedicated to the first level of mastering literacy — reading words.

The main page does not need to immediately show the second level of reading. A user who cannot read yet does not need the second level yet. A user who can already read needs neither the first nor the second — they will simply scroll past this layer.

Therefore, the first screen should remain as basic as possible:

• large images of familiar objects;
• large words;
• first-level elements of the current mechanics;
• minimal need to read anything in advance;
• the ability to interact immediately.

Deeper exploration within the reading section can already lead to the next level of literacy: sentences, punctuation, pauses, intonation, and the structure of written expression.

However, on the main page itself, the first screen should remain strictly the first level, so as not to mix different stages of mastery.

Logic of Subsequent Screens

Starting from the second screen, the structure becomes more complex.

Here, it is no longer enough to linearly increase complexity within a single domain. It is necessary to simultaneously account for:

• level of abstraction;
• level of complexity;
• knowledge domain;
• domain intersections;
• the number of further paths opened by a specific entry point.

After basic literacy, the space becomes effectively two-dimensional:

• vertically, the complexity of thinking and abstraction increases;
• horizontally, various areas of knowledge and their intersections diverge.

The main page must not turn into a catalog of dozens of school subjects.

If we simply list:

• mathematics;
• physics;
• chemistry;
• biology;
• philosophy;
• programming;
• history;
• Russian language;
• etc.,

it will result in a standard directory of sections that poorly expresses the platform's idea and requires the user to classify their own interest too early.

At the same time, overly broad abstractions like "world," "thinking," or "technologies" will be too vague: the person will not understand where exactly they can dive in.

We need to find the middle level of granularity.

Possible Logic for the Second Screen

Instead of school subject names, we can consider several major types of objects and operations that are already intuitively clear and open up multiple directions at once.

For example:

• Numbers and Quantities — arithmetic, measurements, money, time, proportions;
• Form and Space — geometry, coordinates, movement, maps;
• Substance and Change — physical and chemical processes at a basic level;
• Living Things — humans, animals, plants, basics of biology;
• Thought and Language — logic, meanings, categories, argumentation, early philosophical questions.

This is just a working hypothesis. The task should separately determine the optimal number and composition of such entry points.

The main criterion: the block must be both recognizable enough and capacious enough to open up several further paths from it.

Third Screen and Beyond

Further down, more formalized areas can appear:

• mathematics;
• physics;
• chemistry;
• biology;
• programming;
• philosophy;
• other disciplines.

However, it is important not to limit ourselves only to disciplines as isolated containers.

We must also show domain intersections, because that is where the commonality of knowledge becomes visible and transferability becomes possible.

Examples of intersections:

• mathematics × physics → quantities, dependencies, graphs;
• mathematics × programming → algorithms, functions, logic;
• physics × chemistry → energy, structure, and transformation of matter;
• chemistry × biology → biochemical processes;
• language × logic → argumentation and structure of expression;
• philosophy × science → proof, causality, observation, model.

Such intersections are especially important for the overall project idea, because the same essential skill or operation can appear in different disciplines under different names and in different notations.

Criteria for Selecting Domain Entrances

The main page does not need to display all possible fields.

It is useful to evaluate each potential entry point according to at least two criteria:

1. How easily the user recognizes their current interest or need in it.
2. How many further areas and paths it opens up after entry.

Preference should be given not just to popular topics, but to nodes with high connectivity, from which the user can naturally move further.

This will avoid two extremes:

• too many sections → the main page turns into a meaningless catalog;
• too few sections → the user has nothing to catch onto and nowhere to dive.

Working hypothesis: at one conceptual level of the main page, there should be about 5–7 major domain gates, but the exact number needs to be determined separately.

Age Should Not Be the Main Segmentation Principle

After the first reading level, the rest of the feed should not be structured strictly by age.

An adult might be poor at math and interested in a very basic topic.

A child might significantly exceed the age norm in certain areas.

Therefore, the main axis is not age, but the complexity of the model that a person is already capable of recognizing, understanding, and using.

Age can influence the delivery, visual language, and examples, but should not be the primary way to determine the user's path.

Connection to the Overall Platform Philosophy

The main page itself must demonstrate the "Uchitsya - Legko!" principle:

• not asking the user what they know;
• not forcing them to choose the right route in advance;
• showing objects of varying complexity;
• allowing them to start with what is already familiar;
• opening the next level as they become ready;
• using transitions between domains and shared knowledge entities.

Thus, the main page becomes not just a marketing page, but the first working model of the entire learning platform.

What Needs to Be Addressed Within the Task

• determine the overall vertical structure of the main page;
• determine the number of semantic screens/levels;
• establish that the first screen is dedicated solely to the first reading level;
• determine the logic for the second and third screens;
• build a map of key knowledge domains;
• determine the optimal granularity level for domain entrances;
• identify the most connected domains that open up many further paths;
• determine which discipline intersections are worth showing directly on the main page;
• decide how many entry points should be at each level to avoid both overload and emptiness;
• determine how complexity should grow visually and in content during scrolling;
• verify that each level is easily ignored by the irrelevant audience and retains the relevant one;
• verify that the main page does not turn into either a segmentation questionnaire or a subject catalog;
• connect the main page to the internal learning architecture so that diving into any block opens up a further path of appropriate complexity.

Key Formula

The main page is a feed of increasing complexity and abstraction, where every user naturally finds their level and dives into the relevant domain without prior classification.