HCI Project Part 2
"Project Part 2 "
Establishing Requirements
"Gathering Requirements - User Analysis"
Proposed tasks
- Give extra homework to academically weak students
- Notify students about homework
- Notify students about bringing the right textbooks
The Personas
"Archetype"
- Age: 45-55
- Lives in Kuala Lumpur
- Is a teacher
- Busy work schedule
- Takes many classes per day
- Students saying, “I forgot my books.”
- Students saying “I didn’t bring [material]”
- Students saying, “I forgot what the homework was.”
- Parents asking about the progress of the student.
- Students flustered for not bringing books and materials.
- Students struggling in keeping up with their studies.
- Some students misbehaving.
- Parents worried about the student’s academics.
Says and does:
- Checks students homework.
- Talks with parents.
- Monitors student behaviour.
- Monitors student academic performance.
Thinks and feels:
- Thinks about how to provide feedback on students progress effectively.
- Feels bad for students who are bad at studies and wants to give them more practice.
- Feels bad for students who don’t bring the proper students and materials.
- Thinks about how to reward children for their good behavior.
Pain:
- Can’t provide extra homework to selected students.
- Can’t provide feedback on homework effectively, so that both students and parents can see.
- Can’t give notifications to students so that they don’t forget textbooks and materials.
- Can’t note down and point students bad and good behavior.
Gain:
- Can give weak students re-enforcement tasks to do at home.
- Student’s homework feedback can be given effectively, which is viewed by both parents and students.
- Can notify students about bringing certain books and materials to class.
- Can give students points for good behavior.
Ahmad Bin Adam
"Archetype"
- Age: 9-12
- Lives in Kuala Lumpur
- Is a Student
- Has class from 8 am to 4 pm
- Likes to play and have fun
- Teacher says “Where are your books Bablu?”
- Teacher says "Where is your homework?”
- Teacher says “You need more practice”
- Teacher says "Be on good behavior”
- Grades decreasing.
- Teacher scolding for not doing homework.
- Textbook not in bag.
- Teacher scolding for not behaving well.
Says and does:
- Doesn’t understand academic material properly. Say’s the concepts are too hard.
- Forgets to do homework.
- Forgets to bring textbooks.
- Behaves well or behaves badly.
- Feels confused about study material.
- Is frustrated when he doesn’t remember about homework notifications given in class.
- Feels afraid and sad when he forgets to bring the right book for the class.
- Feels sad when his good behaviors get unnoticed.
- Doesn’t get extra training outside of class.
- Doesn’t get automatically notified about homework
- Doesn’t get automatically notified about extra materials to bring in the next class.
- Doesn’t get rewarded for good behavior.
- Will get extra training outside of school.
- Will get notified about homework due automatically on the phone.
- Will get notified about the materials to bring to the next class on the phone.
- Will get rewarded for good behavior.
"Archetype"
- Age: 45-55
- Lives in Kuala Lumpur
- Is a businessman
- Busy work schedule
- Actively monitors his child’s academic progress
- His child complaining that they don’t understand the study material.
- His child’s teacher complaining that his child doesn’t do his homework.
- His child’s teacher complaining that his child doesn’t bring the right textbooks to class.
- His child complaining that he doesn’t get rewarded for good behavior.
- His child struggling to understand study material.
- His child doesn’t know what the homework is.
- His child frustrated because he got scolded for not bringing the right textbook to school.
- His child sad as his good behavior did not get noticed and rewarded.
- Says to his child that he needs to have more practice on the academic topic.
- Says to his child that he needs to carefully note down any homework notices the teachers shares to the class.
- Says to his child that he needs to carefully note down the materials notices that the teacher shares in class.
- Tells his child to always be on good behavior at school.
- Feels sad that his child is not getting enough practice for his studies.
- Feels surprised that his child doesn’t know what homework to do.
- Feels worried that his child doesn’t know what specific textbooks to bring in the next class.
- Feels pity for his child who didn’t get their good behavior rewarded by the teacher.
- His child doesn’t get extra practice for the topics he is weak in outside of class.
- His child doesn’t get automatically notified about their homework. The child often forgets his homework if he doesn’t note them down.
- His doesn’t get automatically notified about extra materials to bring in the next class, and so may not know which material to bring.
- His child doesn’t get rewarded for good behavior, so a positive attitude in not encouraged at the school.
- His child will get extra practice outside of school.
- He and his child will get notified about homework due automatically on the phone.
- He and his child will get notified on the phone about the materials his child has to bring to the next class.
- His child will get rewarded for good behavior, which will instill good manners in him.
The Scenarios
1)
Task 1: Teacher giving extra homework to
academically weak students
Mr. Amir, a passionate math teacher, recently dove into the
fascinating world of algebra with his group of eager students. After a thorough
exploration of the chapter's ins and outs, he told the students to solve the
end-of-chapter exercises to gauge how well his class had grasped the material.
While many students effortlessly tackled the problems, Mr. Amir couldn't help
but notice that some were grappling with the foundational concepts needed to
kickstart their problem-solving journey.
Understanding the importance of building a strong mathematical foundation, Mr. Amir identified specific students who might benefit from a bit of extra support. With an insightful approach, he crafted customized homework assignments featuring simpler and more accessible objective questions. This thoughtful strategy is geared towards empowering those students who are finding the subject a bit challenging, helping them solidify their understanding of algebraic principles. By taking this step, Mr. Amir hopes to provide a supportive environment for his students to thrive and confidently tackle more intricate mathematical challenges down the road.
2)
Task 2: Students getting notified about
homework
Ahmad is attending his final lesson of the day, biology. Ahmad is exhausted after a long day of back-to-back sessions, and he is eager for the
class to conclude. After discussing the animal world in great detail, the
instructor writes on the white board the homework that the pupils must do by
the following class. In those moments, Ahmad goes for his notebook and begins
copying word for word what the teacher has put on the board concerning the
assignment.
Ahmad understands that if he does not do this, he will
forget about ever having biology homework when he returns home. In this case,
he would not have done his assignment for the following class, which would
result in a strong reprimand from the teacher. So, despite his tiredness and
annoyance at having to write down homework chores every time, he deftly
complies for his own benefit.
3)
Task 3: Parents getting the notification
about the textbooks the students have to bring
After a difficult day at work, Adam finally has the
opportunity to sit down with this kid in the evening and check up on his
academic accomplishments. Adam is eager to assist his kid with his schoolwork
and does his best to explain things to his son even before the school's classes
have covered them. So, during his meetings with his son, Adam asks about
whatever subject his son is now studying and what they will teach him in the
upcoming lesson. Adam's kid says they're studying astrophysics and will learn
more about asteroids in the next session.
Adam asks which book his son will need in the next class as
there are many books for the physics subject. His son remembers the verbal
notification the teacher gave in class about which book to bring in the
following class, so he is able to pick up the right book and show his father. Adam then goes to passionately explain about asteroids to his son.
"Gathering Requirements - Task Analysis"
Introduction
The system we are testing is the current manual process at the
SMA Riyadatul A’mal school. We were told that they were not implementing any
technological system in the school to tackle the following requirements of managing
student performance, homework feedback, resource management, and discipline
monitoring. So, we are assuming that all those requirements are currently being
met by traditional and manual methods. Hence, the academically weak students’
performance management relies on manual identification of struggling students,
without a systematic approach for targeted support, and then individually assigning
extra work to those students. Homework assignment notifications are given
verbally and/or written down on the white board, which the students have to
hastily jot down on their notebooks, and the feedback for homework is given in
class which lacks a structured system, making it challenging to provide
comprehensive evaluations. Resource management involves students having to
remember notifications given by teachers in class and then manually checking
for required materials, that may lead to potential confusion and oversight.
Discipline monitoring currently is just teachers observing the students and
keeping a mental note on their behavior, which lacks an efficient system for
tracking and communicating merit and demerit points. The above-mentioned methods
are the existing manual processes that allow teachers, students, and parents to
accomplish their goals in the current system.
3 tasks that we chose for observation:
- Notifying about bringing books
- Giving homework feedback
- Give extra homework to academically weak students
Derivation of HTA
1) HTA for Task 1 - Notifying about bringing books
This task involves notifying the students and
their parents about the books that are needed in the following class. The main
actor of this task is the teacher, while the students and parents are simply
viewers. Any notification given by the teacher is assumed to be transmitted to
all students, and by extension to their parents. The purpose of this task is to
specify to the students the exact book that they need in the class, as they
tend to have many books for the same subject.
Type of User – Teacher
Task 0: Notifying about bringing books
Task 1: Check which topic they will teach in the next class
Task
1.1: Check the topics in the syllabus
Task
1.2: Determine the specific topics in the next class
Task
1.3: Note the day and date of the next class
Plan 1:
Do task 1.1, 1.2 (repeatedly) and then 1.3
Task 2: Determine which book to have the students bring
Task
2.1: Consider the appropriate books for the subject
Task
2.1: Evaluate the book which corresponds to the topic to be taught in the next
class
Plan 2:
Do task 2.1, 2.2 (repeatedly, until the required nnumbers of books are chosen)
Task 3: Notify the students about brining the book verbally
or writing on the board
Task
3.1: Announce verbally the name of the book and in which day's class to bring
it.
Task
3.2: Write on the board with a marker the name of the book and the date and day
of the class.
Plan 3:
Do task 3.1 or 3.2, or both
Plan 0: Do Task 1, 2 and then 3
Type of User – Student
Task 0: Get notification about bringing books
Task 1: Be present in class
Task 2: Actively listen and note when teacher verbally notifies
Task 2.1:
Bring out text book
Task 2.2:
Listen to each word
Task 2.3:
Write on the notebook the notification word for word
Plan 2: Do Task 2.1, 2.2 then 2.3
Task 3: Note down when teacher writes notification on board
Task
3.1: Bring out text book
Task 3.2:
Scan the white board
Task
3.3: Write on the notebook the notification word for word
Plan 3: Do Task 3.1, 3.2 then 3.3
Task 4: Refer to notebook note while taking books for next
class
Plan 0: Do Task 1, then Task 2 or Task 3 (depending on mode
of communication of teacher), then task 4
Type of User – Parent
Task 0: Get notification about bringing books
Task 1: Ask child about showing homework notification
Task 2: Wait for child to bring notebook
Task 3: Check the written notification
Task 3.1:
Take the note book from the child
Task
3.2: Ask which page the notification is in
Task 3.3:
Open the notebook to the appropriate page
Task 3.4:
Read the written notification
Plan 3: Do task 3.1, 3.2, 3.3 then 3.4
Task 4: Order child to put in the bag the books corresponding
to the notification
Plan 0: Do Task 1, then 2 or 3 (depending on where the
notebook is), then task 4.
Differences observed: The task is dramatically different
between each user. While the teacher has to actively carryout processes to
deliver the notification message to the students by verbal methods or by writing
on the board, the students have to make an effort to listen and copy the
notification on their notebook. The parent on the other hand simply has to tell
the student to bring their notebook, and view the notification in there. We can
also see that the communication link is different from user to user, where the
teacher communicates to the student, and the student in turn communicates to
the parent.
2) HTA for Task 2 - Giving homework feedback
Task 2 involves the process of providing
feedback on homework assignments to students. The primary actor in this task is
the teacher, who evaluates and comments on students' homework. The purpose of
this task is to offer constructive feedback to students, helping them
understand their strengths and areas for improvement in their academic work.
Type of User – Teacher
Task 0: Giving Feedback on Homework
Task 1: Collecting Homework from Students
Task
1.1: Prepare to collect homework
Task
1.2: Move around the class to collect homework from students
Task
1.3: Check each student's name off the list while collecting homework
Plan 1: Do Task 1.1, 1.2 (repeatedly), and then 1.3
Task 2: Reviewing Homework
Task
2.1: Sort homework by student
Task
2.2: Read and evaluate each student's homework
Task
2.3: Provide written feedback on each homework
Plan 2: Do Task 2.1, 2.2 (repeatedly), and then 2.3
Task 3: Returning Homework to Students
Task
3.1: Prepare to return homework
Task
3.2: Move around the class to return homework to students
Task
3.3: Hand back each student's homework and provide verbal feedback
Plan 3: Do Task 3.1, 3.2 (repeatedly), and then 3.3
Plan 0: Do Task 1, then 2, and finally Task 3
Type of User – Student
Task 0: Receive Feedback on Homework
Task 1: Submit Homework
Task
1.1: Prepare homework for submission
Task
1.2: Hand in homework to the teacher
Plan 1: Do Task 1.1, then 1.2
Task 2: Await Feedback
Task
2.1: Be present in Sit in class
Task
2.2: Wait for the teacher to review and provide feedback
Plan 2: Do Task 2.1, then 2.2
Task 3: Receive and Review Feedback
Task
3.1: Listen to the teacher returning the homework
Task
3.2: Collect the homework
Task
3.3: Read the written feedback on the homework
Plan 3: Do Task 3.1, 3.2, then 3.3
Plan 0: Do Task 1, 2 and then 3
Type of User – Parent
Task 0: Receive Information on Homework Feedback
Task 1: Ask Child about Homework Feedback
Task 2: Wait for Child to Bring Homework
Task 3: Check the Written Feedback
Task
3.1: Take the notebook from the child
Task
3.2: Ask which page the feedback is on
Task
3.3: Open the notebook to the appropriate page
Task
3.4: Read the written feedback
Plan 3: Do Task 3.1, 3.2, 3.3, then 3.4
Plan 0: Do Task 1, then 2 or 3 (depending on where the
notebook is), then Task 3.
Differences observed: The task varies significantly
for each user involved. For the teacher, the process includes assessing and
providing detailed feedback on each student's homework. Students, on the other
hand, have the responsibility of actively submitting their homework and then
receiving and understanding the feedback. Parents play a minimal role in this
task, as their involvement is generally limited to discussing the feedback with
the student if needed. The communication link primarily occurs between the
teacher and the student, with parents being informed indirectly through
discussions with their children
3) HTA for Task 3 - Giving Extra Homework to Academically Weak Students
Task 3 involves the assignment of extra
homework to academically weak students. The main actor in this task is the
teacher, who identifies students requiring additional academic support and
provides them with extra exercises to enhance their understanding of study
materials. The purpose of this task is to offer personalized assistance to
students struggling academically, aiming to improve their performance through
targeted exercises.
Type of User – Teacher
Task 0: Giving Extra Homework to Academically Weak Students
Task 1: Identifying Academically Weak Students
Task
1.1: Review students' academic performance
Task
1.2: Identify academically weak students
Plan 1: Do Task 1.1, then 1.2
Task 2: Preparing Extra Homework
Task
2.1: Determine appropriate exercises for each weak student
Task
2.2: Compile extra homework assignments for each identified student
Plan 2: Do Task 2.1, then 2.2
Task 3: Assigning Extra Homework
Task
3.1: Communicate with academically weak students
Task
3.2: Hand out or send extra homework assignments to the identified students
Plan 3: Do Task 3.1, then 3.2
Plan 0: Do Task 1, then 2, and finally Task 3
Type of User – Student
Task 0: Receive Extra Homework Assignment
Task 1: Be Notified about Extra Homework
Task
1.1: Listen to the teacher's announcement
Task
1.2: Wait for written notification or announcement
Plan 1: Do Task 1.1, then 1.2
Task 2: Receive Extra Homework Assignment
Task
2.1: Be present in class
Task
2.2: Collect the extra homework assignment from the teacher
Plan 2: Do Task 2.1 then 2.2
Task 3: Complete Extra Homework
Task
3.1: Set aside time to complete the extra homework
Task
3.2: Work on the assigned exercises
Plan 3: Do Task 3.1, then 3.2
Task 4: Submit extra homework
Task
4.1: Be present in class
Task
4.2: Submit homework to teacher
Plan 0: Do Task 1, 2, 3 and then 4
Type of User – Parent
Task 0: Be Informed about Extra Homework
Task 1: Ask Child about Extra Homework Assignment
Task 2: Wait for Child to Bring Extra Homework Assignment
Task 3: Check the Extra Homework Assignment
Task
3.1: Take the notebook from the child
Task
3.2: Ask which page the extra homework assignment is on
Task
3.3: Open the notebook to the appropriate page
Task
3.4: Review the extra homework assignment
Plan 3: Do Task 3.1, 3.2, 3.3, then 3.4
Plan 0: Do Task 1, then 2 or 3 (depending on where the
notebook is), then Task 3
Differences observed: Task 3 exhibits distinct roles
for each user involved. For the teacher, the process entails identifying
academically weak students and assigning them specific exercises. Students must
actively engage in completing the extra homework to reinforce their understanding
of the subject. Parents, while not directly involved in the assignment process,
may become aware of the additional workload and support their children as
needed. The communication link is primarily between the teacher and the
student, with parents informed indirectly through student communication.
The Design requirements
The Design requirements
The envisioned app should aim to redefine the traditional boundaries of educational interaction by prioritizing portability and flexibility. Unshackling the educational process from the constraints of class periods, our app should empower teachers to seamlessly assign homework, provide feedback, and award merit points anytime, anywhere. In turn, students and parents should enjoy the freedom to access crucial information like feedback, assigned homework, and notifications at their convenience. Furthermore, the app should incorporate automated features to identify academically weak students, ensuring timely intervention and support. Additionally, the merit assignment system must boast a diverse array of descriptive choices, enhancing the precision and clarity of recognizing and rewarding positive student behavior.
Improvements Specified:
1) For Task 1: Notifying about bringing books
User - Teacher
What to keep?
- In the HTA for teachers notifying about bringing books, the existing workflow involves a systematic process of checking the upcoming topics, choosing the relevant book, and then notifying students. This process ensures clarity and organization through the teacher's decision making, which are elements that should be retained in the final app. The teacher's ability to dynamically decide and communicate the required materials on any given day is a crucial aspect that needs to be preserved. This flexibility caters to the unpredictability of class content.
What to re-design?
- While the manual process involves both verbal and written notifications, the re-design should focus on enhancing communication channels. Implementing a digital notification system will provide a more efficient means of reaching students. An integrated calendar feature can allow teachers to plan and schedule book notifications in advance, promoting a proactive approach.
User - Student
What to keep?
- For students, there may still be a need to actively listen as the teacher may decide to verbally notify in class. This will reflect a sense of responsibility and engagement, and the essence of being present in class and capturing notifications accurately is a practice worth preserving. Along with this, the action of referring to the notification and taking books for the next class has to be the same to still accomplish the task of bringing the appropriate books to school.
What to re-design?
- To enhance the student experience, the app should introduce features such as automated notifications or reminders directly to students' devices. Redesigning the process could involve integrating a notification center within the app, allowing students to receive and review notifications systematically. This would eliminate the dependence on verbal communication and manual note-taking, promoting a more streamlined and accessible approach.
User - Parent
What to keep?
- Parents, in the current manual system, use the notification to tell the child to get the appropriate books and put it their bags. This direct involvement in their child's education is a valuable aspect to maintain. Keeping the parental role focused on overseeing their child's preparedness fosters a collaborative relationship between parents and students.
What to re-design?
- To enhance parental involvement, the app can introduce a dedicated parent portal or notifications directly to their devices. This would eliminate the need for physical access to the student's notebook, ensuring parents receive timely information about upcoming class requirements. The re-design should aim to provide parents with a more direct and efficient channel to stay informed, aligning with the digital age.
2) For Task 2: Giving homework feedback
User - Teacher
What to keep?
- The existing process involves teachers evaluating and providing feedback on students' homework. This core functionality should be retained in the app. The teacher's role in assessing assignments, giving constructive feedback, and guiding students in their learning journey is fundamental and should be a consistent feature in the redesign.
What to re-design?
- To improve the feedback loop, the app should introduce a digital interface for teachers to upload feedback efficiently. A feature allowing teachers to upload pictures of specific parts of the homework where the students made mistakes would increase the clarity of the feedback information provided. Moreover, introducing a system for tracking and managing students' progress over time would be a valuable addition, enabling teachers to identify trends or areas that may require additional attention.
User - Student
What to keep?
- For students, the process of receiving feedback, understanding areas for improvement, and implementing changes is crucial for academic growth. Retaining the element of students actively engaging with the feedback and making adjustments to their work is essential.
What to re-design?
- The redesign should focus on providing students with a user-friendly platform to access and comprehend feedback easily. Introducing a system that notifies students when new feedback is available can foster a more proactive approach to self-assessment and improvement.
User - Parent
What to keep?
- Parents, in the existing system, make the crucial effort to read the feedback from the teachers. This activity is at the heart of the function of gaining feedback. The transparency in allowing parents to be aware of their child's academic progress is a crucial aspect to retain.
What to re-design?
- The re-design should aim to create a more direct and interactive channel for parents to access and understand their child's homework feedback. Implementing a dedicated parent dashboard within the app can provide a comprehensive overview of the child's academic performance. Introducing features like trend analysis could offer parents valuable insights into their child's progress over time. The goal is to enhance parental involvement and understanding of their child's educational journey.
3) For Task 3: Give extra homework to academically weak students
User - Teacher
What to keep?
- The existing process involves teachers identifying academically weak students and assigning them additional exercises for improvement. This proactive approach to providing tailored support for struggling students is a key aspect to retain.
What to re-design?
- To streamline the process, the app should introduce features for keeping track of academically weak students based on performance data. At the same time, the app should include analytics tools where they can input and associate certain re-enforcement topics to specific students. Using the student data, the system should make some recommendations about the topics the extra homework questions should cover. Additionally, the teacher should be able to post their questions and add multiple answer options from which the student can select the appropriate answer/s. Later on, the teacher should also be able to view the student responses on the app.
User - Student
What to keep?
- From the student's perspective, the process involves receiving extra exercises as targeted practice for improvement. The emphasis on personalized learning and addressing individual academic needs is a crucial aspect to maintain.
What to re-design?
- The redesign should focus on creating an intuitive and engaging interface for students to access additional exercises. The app should present the teacher created questions to the students, and they should be able to select their answer/s from the choices, and these responses should be recorded.
User - Parent
What to keep?
- Parents, in the existing system, are informed about their child's academic challenges through viewing the assigned extra homework. The openness about their child's academic journey and the corresponding proactive measures taken by teachers through these extra assignments are aspects to retain.
What to re-design?
- The re-design should aim to provide parents with more direct insights into their child's academic challenges and the steps being taken to address them. Implementing a feature that notifies parents about the assigned extra exercises and specifying which topics are covered by these exercises would allow them to support their child's learning at home. This can enhance parental involvement and understanding, and create a more collaborative approach to addressing academic challenges.
Through the aforementioned design requirements, we can envision an app that not only streamlines administrative tasks but also transforms the educational experience into a dynamic, accessible, and responsive journey for all stakeholders.
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