Interaction Design Project Report             ClassPal : the Classroom Assisting System Jatin Pherwani                    ...
Research PhaseThe project demanded a lot of research to bedone since our areas of interest were too wideand had to be conn...
different learning environment Ronald Schmeck and Dan Lockhart 1983“Most students are neither totally introvertednor total...
Primary Research                               Survey                                               The first step was to ...
him about the experience a student goes                                               Focus Group/ Discussionsthrough in t...
Research Analysis Phase                                                                      40Secondary Research         ...
• Their might be issues of breaching the   discipline through the portal if it             Flow Model and Affinity Analysi...
Chart of the User Interview analysisObservation                   Inference                       OpportunityInstructor as...
Brainstorming                                        Problem StatementAfter an intensive research analysis we sat         ...
Scenario                                                                                                     Persona Build...
Task Flow
Information Architecture                                                                  Home                            ...
PrototypeScenario WireframesThe following screens show thewireframes of the platform for a simpletask of posting a doubt. ...
Conclusion                                        ReferencesThe project done is a part of genericproblem solving. As stude...
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Class pal report

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ClassPal : An interactive Doubt clearance portal | Aug 2012 - January 2013
Done under the course in Interaction Design, developed an Interactive doubt posting/clearance
portal to enhance the learning experience for a lecture based classroom. Applied a User-centered
approach to come up with a system for the classroom and interface for individual student. The project
has been selected for publication in the journal Design for All, March ‘13 issue.

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Class pal report

  1. 1. Interaction Design Project Report ClassPal : the Classroom Assisting System Jatin Pherwani Vikas Luthra Bhasker Sharma 10020518 10020544 10020512Abstract We chose to explore and do research on theIn this paper we describe the process and related topics of personality traits likeoutcome of our work developing an Interactive introverts and extroverts. The learningdoubt clearance portal to enhance the learning techniques preferred by the students hadexperience for a lecture based classroom. enough variety, which allowed us to searchDuring the project we have learned about the for a problem area which might be present invarious forces playing part in effective learning the rigid methods of teaching, which existranging from discussions in the class to effect throughout classrooms in a school. While weof personality traits on the participatory explored the area of interest, there wereactivities. findings that indicated how learning is primarily a social activity and participationKeywords in the social life of the school is central for effective learning to occur. We set ourselvesIntrovert learning, Doubt Clearance, out to come up with a solution that wouldInteractive Assistance help maintain the balance of social and individual learning at the same time not disturb the various complex dynamics ofIntroduction individual personality traits.ClassPal is the name of our concept portalwhich will help enhance the learningexperience of a traditional lecture classroom.Many different features of this application areinspired from real life experiences such asDoubt clearance, Quiz attempt and Studentfeedback. We started our process by choosingthe topic of Education and confining it to thedomain of learning experience in a classroom.Another area that fascinated us was the varietyin personality traits that exist within studentsand teachers, how these make the The portal as discussed, willphenomenon of learning an even more have an experience of interactive classroom bycomplex process. making use of network technology and social interactions
  2. 2. Research PhaseThe project demanded a lot of research to bedone since our areas of interest were too wideand had to be connected logically. Since we asstudents have been through the situation oflearning in the classrooms, there were manydecisions where we were tempted to use ourown discretion and act as the user. Howeverthat would not be the way a designer works tosolve such a problem. Thus there was extensiveliterature study done to get the conceptsrelated to personality types and theireffects on learning right. The famous ted talk by Susain Cain describing the nature of introverts and whySecondary Research the society can’t afford to ignore them.Reading research papers cleared our Ref. www.ted.comassumptions about the factors playing role inlearning in a classroom for differentindividuals. We chose to concentrate on four The following is an abstract from a papertopics mainly. First, the learning activity for a called Reflections on Being anclassroom based environment. Secondly, the Introvert in the Classroomtypes of personality traits that exist and their by Jeanne Briggs, 96behavior towards an activity like learning. “If I offer my idea in class, however, I feel asThird, the different researches that have been though it is unconnected and makes no sensedone to support demarcations in learning in the conversation. For this reason I oftenstyles of extroverts and introverts. Fourth, the keep my ideas to myself. I sometimes end upvarious interactive platforms that exist to speaking at the end of class, when I have fullyenhance the classroom learning experience. processed all of the ideas that have beenLearning at school requires students to pay presented and therefore feel able toattention, to observe, to memorize, to contribute my opinion, but by then it isunderstand, to set goals and to assume usually too late. My preference for anresponsibility for their own learning. These introverted learning style does not mean thatcognitive activities are not possible without I never speak in class or that I dont like tothe active involvement and engagement of speak in class. I actually enjoy participating inthe learner. A few ways the teacher can a lively, thought-provoking discussion, asassure this of are : long as it is structured in a way that allows me• avoid situations where the students are to contribute. “ passive listeners for long periods of time. “Eysenck’s theory places assumption on the• Provide students with hands-on activities, difference in the nervous system of people with such as experiments, different personality traits. Introverts are observations, projects, etc. assumed to have a weak neural inhibition• Encourage participation in classroom That the stimulation of senses easily prompts discussions and other collaborative activity in the brain, while extroverts have activities strong neural inhibition making it difficult for- Elmore, Peterson & McCarthy, 1996; sensory stimulations to activate the brain.”Piaget, 1978; Scardamalia & Bereiter,1991. -Introverts and Extraverts require
  3. 3. different learning environment Ronald Schmeck and Dan Lockhart 1983“Most students are neither totally introvertednor totally extraverted. They require both quietas well as stimulating learning environments.The challenge thus is one of(1) Providing the majority of students with an environment that may sometimes be too stimulating for the teacher. School of One is one radical initiative that(2) Providing a little extra stimulation for the aims at Reimagining the classroom to extraverted children. meet the needs of every student(3) Keeping all this stimulation from interfering with the learning of extremely introverted students.”-Introverts and Extraverts requiredifferent learning environmentRonald Schmeck and Dan Lockhart 1983 The Office of LYCS Architecture is typically extroverted: light, open, and airy to facilitate collaboration. A Playground for Leif by Designliga A playful environment designed specifically for introvert toddlers.
  4. 4. Primary Research Survey The first step was to identify the range ofThe User research was done within the personality traits in a typical classroom inpremises of our campus, IIT Guwahati. the college. The questionnaire wasThe students and teachers can serve as a carefully designed to serve two mainreflection of many higher education purposes. One, to identify the personalityinstitutes and universities in our country. trait of a student and secondly a fewThe strategy followed for research were opinion questions to know about theirdivided into two phases. First to get a wide problems with the existing methods ofrange of general opinion on the context, we teaching and interaction in class.carried out surveys for a large group ofpeople. Second phase was done to get the in The survey research was done with 94depth knowledge of the matter and freshmen in the lecture theatre after theincluded activities like observations, user class. The method followed was to modifyinterviews and expert interviews and focus an approved personality test, to suit ourgroup study. purpose. Items were drawn from the Eysenck’ personality questionnaire which is a simple test with 15 multiple choiceObservation questions to help determine the person’sWe conducted observation sessions in two traits on a fair range of introversion.types of classrooms to see the activities ofstudents and teachers. There were manyinteresting findings from this method.Techniques like Shadowing, and Fly onthe wall were used to observe and recordbehavior of students without interfering intheir activities. A time lapse video and ourown notes recorded the usefulobservations which were used in furtheranalysis. Students filling in the survey questionnaire Subject Matter Expert (SME) Interviews The matter of classroom learning required knowledge of knowing different social Frames from the Photographs and time factors influencing a participatory activity lapse videos as a part of the activity like doubt asking. We consulted Dr. Naveen observation. Kashyap a professor of Psychology department at IIT Guwahati. We asked
  5. 5. him about the experience a student goes Focus Group/ Discussionsthrough in the class and the problems theymight face in interaction sessions or doubt Without much analysis, one may infer thatclearance. teachers/instructors are an essential part of learning in the classroom. As a part of carrying the research, we interviewed aUser Interviews few of the very experienced professors at IITG to know their side of the context withWe have till now interviewed 8 students interactivity in a classroom. An informalas a part of the research. We chose these session carried out in a relaxedpeople from the result of their surveys. environment helped ignite many sparks ofHaving done the analysis of the scores in ideas for the concept and motivated us tothe personality questionnaire, we picked a the right path.sample size of 8 people who reflected theextreme and moderate personality typesfor getting to know the differentperspectives and experience. Questionswere asked in a friendly manner to makethe students as comfortable as possible (soas to get the natural responses). Theirresponses for having a more interactiveclasses were quite apparent however a fewinsights were more of findings. Group discussion with teachers at IITG. User interviews being conducted.
  6. 6. Research Analysis Phase 40Secondary Research 35After the research done at secondary level 30 Sample Size: 94(mostly reading research papers), it was 25implied that the introvert students face No of studentsproblems in a gathering of people to share 20their ideas or ask doubts. Where many findings 15from secondary research also indicated that a 10quiet personality may not be the only 5restriction for an individual get his/her idea 0through the social barrier. A few very crude exterme extrovert low introversion and high introversion and extreme introvert high extroversion low extroversionconclusions and ideas that came after Question: I don’t like over stimulating environment?( I am not comfortable in going for horror movies orsecondary research were : roller coaster ride or loud rock concerts) Question: Do you prefer studying on your own than having group studying session?• The establishment of a fruitful collaborative 40 35 35 and co-operative atmosphere is an essential 30 25 30 25 part of school learning at any level. 20 20 15 15 10 No of Students 10 No of Students 5 5 0 0• It is essential to create circumstances for students to interact with each other, to express their opinions and to evaluate other Question: I am often able to share my ideas with Question: Do you often ask doubts in a class ? group of people effectively and easily ? students’ arguments. 40 50 35 45 30 40• Where a platform for sharing of ideas and 25 20 35 30 25 opinions /asking doubt may be 15 20 10 No of Students 15 10 No of Students 5 5 advantageous for the students who like to be 0 0 in their shell, it is not going to hamper the learning style of an extrovert student. Focus Group and Discussion session• Social networking and blogging was an activity the student section of society is very As mentioned earlier, a group session with active in, this can be incorporated within the three very experienced teachers at IITG was classroom scenario too. done to get their take on our idea and an insight on their side of problem. They expressed concern over the diminishing Survey Analysis trend of discussions and idea sharing The survey brought results of 94 students and within the class. Through the discussion, we were able to identify the students, with we were intimate about the following whom we should interact with for further important issues : research. Also from the analysis we were able to get the opinion of freshmen on the teaching • The class hours have been shrinking methods and the idea of doubt clearance over the years, because of which within the class. discussions and doubt clearance within the class is not promoted. However the doubts are entertained via email after the class.
  7. 7. • Their might be issues of breaching the discipline through the portal if it Flow Model and Affinity Analysis supported anonymity , also students After the intimation of all the different factors may not concentrate on the instruction. involved in the activity of doubt clearance • The teachers backed the idea to be within the class, we developed a flow model to implemented in tutorial and problem reflect the system. solving sessions since they are not all about grasping concepts by the means of instruction. User Interviews In a question answer session carried with 10 primary users i.e. the students, their were many insights developed and got to know the problems they came across while sharing ideas or asking a doubt. All the sessions were a very open and we tried to promote the sharing of experiences with us. Where many common findings were recorded, we analyzed all user statements and then prepared a chart to get the clear understanding. Affinity AnalysisFlow ModelDoubt Clearance in a REFERENCE SOURCESclassroom Left Disregarded Left Disregarded INSTRUCTOR PEER DOUBT Feedback/ Attention Clearance Instruction Noise/Distraction STUDENTS
  8. 8. Chart of the User Interview analysisObservation Inference OpportunityInstructor assumes that the There is a feedback in A system for betterconcept taught has been some form from the feedback from the studentsgrasped well by the students but lacks assurity. can be made.students but not sure.Students prefer a concept, The learning of a new The student may have anrepeated multiple number concept strengthens on option of going back andof times. repetition. repeating the concept for himself.Teacher seemed the most Doubt clearance is most Need of an instant systeminterested during the class likely to be entertained with the features of havingregarding the topic. well by the instructor doubts cleared within the during the class. class.Verbal Interaction during a A sudden break/change in A change in the media ofclass is always appreciated the course of a instruction, a dialogue withby students. monotonous lecture is the instructor, an idea good to bring back interest. shared.Majority of students have Speaking in a gathering is A platform to share themany times not asked a mainly not welcome, with doubt and have lessdoubt due to the fear of personality type playing a influence of speaking inpublic speaking. small role. public.Doubt asking was not If not very important or A discussion platformentertained within the supported well, asking the where all the doubts getclass due to lack of time doubt may cause a break in accumulated andwith the teacher. the class flow and waste entertained by the precious class time. instructor after the class.Students do express their It is easier for all the A platform where studentsopinions and ideas on individuals to have can post their ideas,platforms like social discussions on the internet opinion in public ornetworks and blogs. which if not equally, is very communities and initiate a effective to an interaction discussion. ‘in person’ .
  9. 9. Brainstorming Problem StatementAfter an intensive research analysis we sat Interaction and doubt asking in classrooms hasdown to join the parts of the problem that we been on a decline over the past years. This isknew. The Brainstorming session was purely supposed to increase interest in the class anddone to draw relations and associations have participatory learning. A medium can bebetween the concepts we were working on. provided in the classroom and tutorial sessions for the college students (IITG students here)As the associations were made, we derived which allows them to ask doubts and sharewhat and where the problem can be solved via ideas within the class without any hesitation ordesign intervention. fear which is ubiquitous amongst a large audience.We decided to consolidate our problem here tobuild an in class portal for the students at IITG Vision Statementwhich shall assist in class interaction in To Design an interactive networking portal forparticularly doubt asking. This will cater the the students of IITG which allows Idea sharingneeds of the shy and the introverts while build and Doubt clearance within the class such thatin an interactive and interesting lecture which the students get actively involved in thebrings back the lost excitement of a lecture existing topic and build interest in class .class. Writing the observation Observation and Inferences of Classroom Design concept of the background system.
  10. 10. Scenario Persona BuildingDeriving the insights from user interviews and The user statements reflected a generalanalysis of all the research, we represent the character of the students for classpresent situation in the form of a scenario. interactions. Keeping the opinions in mindHaving different instances that often occur and applying our own insight, we developed aduring a general class with a lot of gathering. persona. This was referred to at all stages of designing the platform. Name : Harshit Gupta Age: 20 Occupation : Undergraduate student at Guwahati University Gender : Male Nationality : Indian Likes : • To read books • Write blogs, social networking and • internet surfingRamesh enters the classroom, he has not • Study and learn through online websites Ramesh inquires from a nearby batchmateattended the last two classes. He had inquired about the on goings in the course and a few • Playing Musicfrom his friend the current topic of discussion, updates about an upcoming exam, syllabus etc.and decided to attend the class. He takes abackseat so that he doesn’t feel crowded. Dislikes: • Going out to parties • Giving presentations/addressing people • Taking part in cultural activities. Motivations : Harshit is a curios and shy person. He attends lectures in the college daily and makes notes during the class. He generally faces many doubts during a lecture, which he usually gets cleared from his friends or batchmates. He doesn’t ask doubts from the professor in front of too many people due to the fear of public speaking and embarrassment. If a doubt bothers him much, he may go to the concerned instructor during office hours or search it online.As the instruction session proceeds Ramesh The topic is taught, Ramesh is able to follow. Goals:encounters a doubt in understanding the order There occurs another doubt in his mind • To have a good job and excel in itof differential equation. Before approaching the regarding the method taught to solve a second • To write a book on his lifeinstructor, he chooses to ask his batchmate and order equation, he thinks he has a better way • To do substantially good projects atthe doubt is cleared. The topic was taught in of doing it. Again, before approaching thethe last class which he didn’t attend. instructor, he chooses to ask his batchmate. Needs: college This is might be a new way of solving this, his • To learn from fruitful interactions within the class. friend is impressed and thinks Ramesh should • To have his doubts cleared and feel motivated to learn ask the instructor about his idea. • To have interesting lecture. Name : Rahul Mishra Age: 19 Occupation : Undergraduate student Jorhat Engg. College Gender : Male Nationality : Indian Likes : • Debating Out of the motivation which his friend The instructor listens to his idea and • Write blogs, social networking and provided, Ramesh dares to interrupt the acknowledges it however his may not be the • internet surfing teacher and raise his hand to ask the doubt. method they would be taught and deal with for • Socializing, partying all equations. He regards the doubt as a silly one and continues with the lecture. Ramesh is • Listening to rock Music left puzzled and a little demotivated. Dislikes: • Reading books • Giving presentations/addressing people Motivations : • Taking part in cultural activities. Harshit is a curios and outgoing person. He doesn’t attend lectures in the college daily and borrows notes during the exam time. He generally faces many doubts during a lecture, for which he usually doesn’t take any initiative. However during exam time he wishes to have hi doubts cleared. He doesn’t have much fear of public speaking and embarrassment but would rather not ask the doubt. If a doubt bothers him much, he may go to the concerned instructor during office hours or search it online. Ramesh after the class feels a little Goals: demotivated however his idea of solving the • To have a good job in the advertising industry equation is very much in his mind and he decides to search it on the internet. Bingo! • To write a book on his life What Ramesh had suggested during the class • To make friends and have a large social circle. was a classic way of solving the problem called Needs: Murrs anaylsis. He feels confident again and writes an email to the instructor about his • To learn from fruitful interactions within the class. doubt and the new discovery he had made • To have his doubts cleared and feel motivated to learn within the class. • To have interesting lecture.
  11. 11. Task Flow
  12. 12. Information Architecture Home Today’s Course highlight MaterialChemistry Maths Physics Tutorial Lab Instruction Notice Board Lecture* Lecture* Lecture* Chemistry Discussion Doubt Portal Lecture Slide Calendar Course Forum Promoting the Commenting / Posting a Searching an existing Answering the doubt answer doubts existing doubt Paper Prototype
  13. 13. PrototypeScenario WireframesThe following screens show thewireframes of the platform for a simpletask of posting a doubt. Login Screen Doubt Portal Screen • Enter User Name Student taps on the white • Enter Password Space to write his/her doubt. • Tap on Login Button Home Screen Doubt Portal Screen The page shows today Student types his/her doubt Schedule for a student through the keypad. Like today’s lecture Labs, Tutorial and notice Board where mails, Updates are available. Doubt Portal Screen Home Screen Question/Doubt get posted on • Student taps on which students can promote if • chemistry to go they have same doubt or to current lecture . comment if they know the answer. User’s question is differently coloured. Current Lecture Slide At top left side have 4 buttons. First icon takes you to doubt portal where student could ask doubt r elated to current lecture going on. Student taps on doubt portal icon. Doubt Portal Screen Left section of the screen Shows all the doubts asked by the students. Doubts blows up with increasing number of likes. (Which Implies many students have the same doubt.) Right section gives student a chance to post his/her question.
  14. 14. Conclusion ReferencesThe project done is a part of genericproblem solving. As students faced theproblem of not having their doubts cleared Introverts, Extroverts, andwithin the class or have a fruitful discussion. Achievement in a Distance LearningThe matter is required to be addressed and Environmentwe explored it and made an attempt at its -Baruch Offir, Rachel Bezalel, andsolution via design intervention. The Ingrid Barth 2007problem was treated to provide an Bar-Ilan University, Israelinteractive portal which was truly a job of aninteraction designer. Reflections on Being an Introvert in the ClassroomDuring the project we learned to apply by Jeanne Briggs, 96different Interaction design methods andtechniques. The framework of our project -Introverts and Extraverts requirehad research as its important component. different learning environmentWe learned about field studies, how to carry Ronald Schmeck and Dan Lockhart 1983out observation, how to conduct userresearch and make sure it is useful in theend solution. The analysis of data gathered -Personality type and Online versusby research was an interesting stage where in class Satisfactionmany insights started to develop and we Richard Daughenbaugh, Lyndawere able to picturize a solution in our head. Daughenbaugh, Daniel Surry and Mohammed Islam 2003There is still a lot of scope for development -of this initial concept and many features Relations Between Personalityneed to be consolidated with more research. Traits, Language LearningHowever, our next step will be to test the Styles.solution proposed till a satisfactory result is İsmail ERTON 2010gathered about the system loopholes and -usability of the interface. Designing Class Participation Experiences for the Introverted Student By: Jeanne Merkle Sorrell, DAEd Hazel N. Brown, EdD

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