1. Applicable Page Elements Associated List items
Frame
SU1 • Complete Frame -Feedback on learners goals
o Cognitive overload is minimized by having all the different functions in the frame
separated into sub-elements. - Design takes advantage of verbal and non-
o Cognitive overload is minimized by having all “action” buttons proportionally larger than verbal input channels
surrounding elements and by having distinct “button” appearance.
• Current Hacks - Design avoids cognitive overload
o Gives users an overview of progress toward multiple learning goals
o Manages cognitive load by giving simple graphical representations of the users progress - Design makes learning outcomes relevant
toward goals. to students
o
• Mind Hacks - Design captures learners' interest
o Allowing the user to create their own content will help ensure that the learning
outcomes are relevant to the user, allow users to format the information in an - Design facilitates open content
interesting way, and serve as a form of pre-assessment (in order to formulate questions
and answers for the system the user must have a minimum understanding of the - Design determines learner's prior
material. In addition, content creation will indirectly serve as an independent learning knowledge and goals
activity).
o The search and edit functions allow the user to search, and edit content created by other - Design promotes student satisfaction
users. The edit function will not only allow the user to edit an existing Mind Hack but will
also allow the user to create a “mash-up” by adding or removing questions from - Sequencing reflects a scheduled
separate Mind Hacks. framework
• Multitask
o Helps facilitate user participation in the rehearsal schedule without having to dedicate
large amounts of time to study.
• Communication
o Genius Status helps to build user confidence. It also serves as an extrinsic motivator by
introducing competition into the learning activity. Genius Status also helps to promote
user satisfaction by providing a reward for their satisfactory performance.
o Reminders help encourage the user to follow the scheduled rehearsal plan.
SU 2 • Question /Answer - Design captures learners' interest
o Allowing for multimedia in the question/answer gives the user the opportunity to create
questions that are interesting to them, helping the user better attend to the content. - Design promotes student satisfaction
This also helps with the overall usability of the learning tool by limiting the amount of
reformatting the user has to do in order to make the content work with the learning tool. - Design maintains learners' attention
• Grouping
o Allows the user to create groups for different types of questions. This could aid the user - Design enables learner to efficiently
toward “chunking” the information. "chunk" facts

2. • Sequencing
o Allows the user to think on a macro scale to determine how questions relate to each - Design facilitates open content
other.
• Import Option
o Helps the limit the time and effort required to create content.
SU 3 • Complete Frame - Includes knowledge-of-correct-response
o Providing elaborative feedback during the creation of content is necessary in order to feedback
take full advantage of the learning tool. The user benefits from an indirect learning
experience during the process of content creation. - Elaborative feedback is available for low
• Multiple Choice Feedback / Notes certitude responses
o The user will indicate why incorrect responses are incorrect in addition to adding
contextual notes. - Design provides low prior-knowledge
• Free Response Feedback / Notes students with response-contingent
o The user will provide contextual notes in regard to the question. The area containing the feedback
correct response will be highlighted.
- Design provides high prior-knowledge
students with topic-contingent feedback
MT 1 • Multitask - Sequencing reflects a scheduled
o The Multitask tool is a widget that can be used to study Mind Hacks without requiring framework
the user to dedicate large blocks of time.
o The Multitask widget is particularly useful in helping users stay up to date on with their - Design builds learner confidence
rehearsal schedules
LE 1 • Complete Frame - Design determines learner's prior
o This frame will appear if this is the first time that a user has accessed the Mind Hack and knowledge and goals
the Mind Hack has not been created by the user.
• Brain Scan - Sequencing reflects a scheduled
o Will take you to frame BS 1 for a pre-assessment. framework
• Goals
o Users will be given the option to choose between setting goals for “Session Time” or - Presentation of each item is discrete and
“Quantity”. spaced
 “Session Time” will be a goal based on the amount of time the student wants to
spend per learning session. - Design provides for at least one
 “Quantity” will be a goal based on the number of questions the student wants to intersession interval of anywhere between
complete per learning session. one and thirty days
o Users will be given the option to choose between setting goals for “Learning period”
and/or “Retention period”
 “Learning period” will be a goal based upon how long the user wants to take to
learn the material. From this goal the spacing will be optimized. Once the user has

3. come to the end of the learning period the information will no longer be reviewed.
 “Retention period” will be a goal based upon how long the user wants to retain the
information. From this goal the system will dynamically adjust the spacing (ramp up
frequency for learning then tone it down for retention).
BS 1 • Complete Frame - Design determines learner's prior
o This pre-assessment will randomly pose questions to the user in order to determine their knowledge and goals
prior knowledge.
o If the Mind Hack has groups, the system will assess the users knowledge based off of
each group.
LE 2 • Complete Frame - Design determines learner's prior
o This will be the frame that will appear if the user has created the content themselves or knowledge and goals
it is not the first time they have accessed the Mind Hack.
• Progress Stats - Results of learning session are related to
o Statistics regarding the previous learning sessions will be presented as they relate to the learner goals.
user goals.
- Sequencing reflects a scheduled
framework
- Presentation of each item is discrete and
spaced
- Design provides for at least one
intersession interval of anywhere between
one and thirty days
MC1, FR1 • Progress Bar - Periodic feedback relates tracked data to
o The progress bar will indicate how the user is performing based off of predetermined learner goals
user goals
• Certitude Check - Elaborative feedback is available for low
o In order to submit their response students will self evaluate their certitude by either certitude responses
clicking on the “Hesitant” or “Convinced” buttons.
MC2, • Progress Bar - After each response, feedback is
MC3, FR2, o Immediate feedback is provided giving users response verification and knowledge of immediate.
FR3 correct response feedback.
- Includes knowledge-of-correct-response
feedback
MC4, FR4 • Formative Feedback - Design provides high prior-knowledge
o Formative feedback is provided. students with topic-contingent feedback
o Response verification and knowledge of correct response feedback is provided.

4. o Users with high prior knowledge will not receive information on why their answer was
incorrect.
MC5, FR5 • Formative Feedback -Design provides low prior-knowledge
o Formative feedback is provided. students with response-contingent
o Response verification and knowledge of correct response feedback is provided. feedback
o Users with low prior knowledge will receive information on why their answer was
incorrect.
Overall • A dynamic expanded rehearsal schedule will be based off of user performance. After the user -Design builds learner confidence
system answers correctly the system will push the question back two learning sessions. Once the
functions user is retested, if the response is incorrect the question will stay in the same rehearsal - Sequencing reflects a scheduled
schedule. If the user responds correctly the question will be pushed out 4,6, 8 … learning framework
sessions.
• In order to build user confidence, questions from previously existing Mind Hacks will be - Presentation of each item is discrete and
ranked by difficulty (based off of pervious users performance). Questions will be ordered so spaced.
that the content becomes progressively more difficult.
• The program will not permit the user to access the same question sequentially. Presentation - Design determines learner's prior
of each item is discrete and spaced. knowledge and goals.
• The system will require that one intersession interval before covering material again.
However, the user will not be limited to a specific time between intervals (i.e. the user could
possibly participate in multiple learning sessions back to back).
• After the initial assessment of prior knowledge, users “prior knowledge record” will continue
to be dynamically adjusted based off of their learning session performance.