Learning Outcomes

Here all the links for all the learning outcomes

Brainstorming - http://hci786.blogspot.com/2007/02/this-is-brainstorming-which-was-carried.html

Target Audience - http://hci786.blogspot.com/2007/02/target-audience.html

Secondary Audience - http://hci786.blogspot.com/2007/02/secondary-audience.html

Questionnaire - http://hci786.blogspot.com/2007/02/questionnaire.html

Hierarchical task analysis - http://hci786.blogspot.com/2007/03/hierarchical-task-analysis.html

Design Principles - http://hci786.blogspot.com/2007/03/design-principles.html

Heuristic Evaluation - http://hci786.blogspot.com/2007/03/evaluation-heuristic-evaluation.html

Cognitive Walkthrough - http://hci786.blogspot.com/2007/03/cognitive-walkthrough.html


Brainstorming - http://hci786.blogspot.com/2007/02/this-is-brainstorming-which-was-carried.html

Persona 1 - http://hci786.blogspot.com/2007/02/persona-1.html

Persona 2 - http://hci786.blogspot.com/2007/03/john-male-fast-tracking-pre-schooler.html

Persona 3 - http://hci786.blogspot.com/2007/02/persona-3_3962.html

Persona 4 - http://hci786.blogspot.com/2007/02/persona-4.html

persona 5 - http://hci786.blogspot.com/2007/02/persona-5.html

Questionnaire - http://hci786.blogspot.com/2007/02/questionnaire.html

Hierarchical Task analysis - http://hci786.blogspot.com/2007/03/hierarchical-task-analysis.html

Results Analysis - http://hci786.blogspot.com/2007/02/results-analysis.html

Use case diagram - http://hci786.blogspot.com/2007/02/usecase-diagram.html

Market Research1 - http://hci786.blogspot.com/2007/03/product-1.html

Market Research 2 - http://hci786.blogspot.com/2007/03/product-2_28.html

Market Research 3 - http://hci786.blogspot.com/2007/03/product-3.html

Market research 4 - http://hci786.blogspot.com/2007/03/market-research-product-4.html

Market research 5 - http://hci786.blogspot.com/2007/03/market-research-product-5.html

questionnaire 1 - http://hci786.blogspot.com/2007/03/persona-1-timothy-jones.html

questionnaire 2 - http://hci786.blogspot.com/2007/03/persona-2-john-anderson.html

questionnaire 3 - http://hci786.blogspot.com/2007/03/persona-3-george-tyler.html

questionnaire 4 - http://hci786.blogspot.com/2007/03/persona-4-john-smiths-questionnaire.html

questionnaire 5 - http://hci786.blogspot.com/2007/03/persona-5-sarah-collins.html

feedback questionnaire - http://hci786.blogspot.com/2007/03/persona-feedback.html

Conclusion- http://hci786.blogspot.com/2007/03/conclusion.html

Evaluation1 - http://hci786.blogspot.com/2007/03/evaluation-heuristic-evaluation.html
http://hci786.blogspot.com/2007/03/cognitive-walkthrough.html

Analysis
final design - http://hci786.blogspot.com/2007/03/final-design.html
prototype 1 - http://hci786.blogspot.com/2007/03/prototype-1_29.html
prototytpe 2 -http://hci786.blogspot.com/2007/03/prototype-1.html
prototype 3 - http://hci786.blogspot.com/2007/03/prototype-2.html

Conclusion

User Centered design process was followed in order to develop the all-in one educational devise for age group of 11 and under. Lectures by Dr Beale and our supervisors gave us guidance in the direction that should be followed in order to complete the project.

The project involved regular communication between team members, supervisors and our persona’s. This was carried out so we could complete a successful project.

Our persona’s played a pivotal role in establishing the requirements and identifying problems with our prototype. We established three prototypes, all which catered for the idea of an educational device. However they had different characteristics in terms of colour, size of the devices and the location of buttons.

Our chosen prototype was ‘prototype3’. We had then presented this to our personas who identified problems with the device. These problems were rectified and the final prototype was evaluated using heuristic evaluation and cognitive walkthrough. The result was positive.

We had completed a successful project implementing user centered design process and developed a product that was effective and efficient in delivery the user requirements.

Cognitive walkthrough

This will allow selected aspects of the final prototype to be evaluated in terms of usability.

The task: Participate in maths activity
Actions Required:
1. Select ‘Maths’ from main menu
2. Select level
3. Start activity
4. Complete activity
5. Check Score

Evaluation
Searching for a subject that you wish to participate in is very simple. This is allowed by the large and clear icons that represent functionality

Selecting levels are carried out without difficulty, however it is difficult to establish whether a particular level is the right for the user, this is only established when the user has accessed the activity and may then go back and change level as it is to basic or difficult for him.

The whole process of carrying out the activity is well communicated in terms of how many questions you have taken and are going to take to complete the activity. Once the activity has been completed the score is shown automatically without delay. This increases the efficiency of the product.


The Task: Play with second player
Actions Required: Select multi-player connectivity from main menu
Select second player connectivity
Play activity
Get scores

Evaluation:
The user friendly navigation of the device allows easy acknowledgment of
How to connect to a second user. Starting the activity is made simple with wizard, which guides you to the second player and the starting of the game. Once the game is complete your scores are show automatically.

The Task: Change Appearance
Actions Required: Select Appearance from the main menu
Choose colour
Select colour
Press OK

Evaluation:
The change of appearance may have been improved further by changing the label. ‘Appearance’ from the main menu. This label may mean anything to a to do with appearance and not necessary the changing of the device colour scheme. The functionality in general is carried out efficiently it allows the device to appeal to are larger market audience as every body have different colour choice.

Heuristic Evaluation

1. Feedback:

The educational device displays results of activities that have been undertaken by the users. These feedbacks allow communication with the user of what is happening so they can ensure effective use of the device

2. Language:

The device makes use of simple language as the product is aimed at children we have taken into consideration that their range of vocabulary is limited.

3. Undo:

if the user enters an incorrect entry to questions they have are able to undo their inputs to an alternative.

4. Consistency:

When users decide that they want to go back to the main menu, the route of transferral is consistent from all activities.

5. Recognition:

The use of icons has allowed easy recognition of the functions each icons represents.

6. Simple:

The use of large features such as LCD touch screens, buttons and no clutter of unnecessary information have allowed the effectiveness of the product by integrating simplicity to the design.

7. Expert Use:

Short cut keys have been integrated to our design to allow quick and easy access to functions of the device. This increases usability of the device.

8. Error Recovery:

Error messages have allowed the device to be efficient in solving problems for the user. For example if a user accidentally presses ‘stop second player’ there is a confirmation message that appears to ensure the request was genuine.

9. Documentation:

This is short, precise and accessed when requested.

Final Design Analysis

Finally we are able to present our final design. The final design had many changes from the previous design (prototype 2) the feedback gained from personas and testing has enabled us to make the following changes

The Removal of the sliding touch pad has enabled us to change the design. The pad was removed because of perosna 2 accidentally breaking the pad. The pad was weak in design and not as secure as the rest of the features it could not survive the small knock abouts that are given to it by kids. Under careful consideration it was decided best that we do not adapt the sliding touch pad component this has enabled us to change the design and make the shape look and fell allot better than the previous prototype 2.

The USB and memory slot ports have been removed from the bottom of the panel and put on the right hand side of the panel this has made it easier for persona 5 whom complained about the wires affecting his performance and disliking the product because of this

The buttons have been changed the wireless on and off button has been added to let the user choose when to he uses the wireless and when not this was mainly done to avoid confusion with the on and off button and to save power.

The final design has been made waterproof persona 4 managed to wet the screen and it was not the best outcome the device started to have unimaginable outcomes, however this has now been amended and the device is not only waterproof but is shatterproof also

The screen has been enlarged due to the layout being changed which has enabled us to make the keyboard 1 cm bigger than before this was mainly done on the outcome of the results from the prototype questionnaire.

Prototype Specification

Dimension: 180mmx84mmx20mm
Reason: A size that will help sufficient to display all features of the devices without the needing to scroll, which decreases usability.

Power: Built in Lithium-ion battery
Reason: This will allow sufficient supply of power for the usage of the device. As they are long lasting and rechargeable they would be preferable by the end users.

Wireless Internet Connectivity:
Reason: The wireless feature allows the user to connect to the internet and compete with their friends over the net

AC Port
Reason: The charging of the battery when it reaches its low level point of power supply.

Built-in-headphones port
Reason: To allow users to connect their headphones so they can listen privately without disturbing others around them.

Built in speakers

USB Port
Reason: This will be used to import new sounds and games from external sources such the Internet. Allowing this will encourage the users to continue using the device as they will not get bored.

4.7 inch 17:5 widescreen LCD touch screen
Reason: This screen will allow the clear visualisation of the activities on screen. This will aid usability, as the instructions of how to play activities will be clear. The touch screen will aid usability in terms of accessing activities with ease and not pressing awkward buttons which persona's do not prefer.

Memory card port
Reason: To store new sounds and games which may interest the user.

Keypad
Reason: To allow the entry of text and numbers to the device when participating in activities.

Game Controls
Reason: To navigate through the activities which the users may choose to participate in.

Short-cut keys
Reason: This will aid navigation and improve usability by accessing functions of the device more quickly and efficiently. This feature was requested by our persona's to minimise boredom.

Persona's Feedback on Prototype 2

The feedback from personas is shown below regarding the design there is room for improvement yet.


Persona1

Timonthy Jones
" It looks cool I would like a paint feature on it though"

Persona 2

John Anderson
"The product is good but i don't like it because the shape is awkward it stick's out on the left

Persona 3

George Tyler
" It's something new i like it"

Persnona 4

John Smith
"It's great however i don't like the colour "


Persona 5

Sarah Collins
"The product is good but the usb and memory slot come in my way"

Menu Design

• English :

– This option takes the user to the alphabet games, help to aid the child’s learning in English literature. The games consistent of letter recognition, matching the letters with the objects, fill in the blanks, I Spy, scrabble – joining the letter to make up a word.

– Allow the user to select a level, these multi-levels of difficulty to challenge the child’s learning and adaptation.

• Maths :

– This option takes the user to the number games consistent of basic mathematic problems to help with their learning (e.g. number recognition, addition, subtraction, multiplication, division)

– Also have the multi-levels of difficulty to challenge the child’s learning and adaptation.

• Multiplayer connectivity :

– Allows the user to connect to other similar devices to make a competitive gaming tool, as they can compete with other users, such as their friends who may own the same device, family members, etc.

• Home screen :

– Takes the user back to the main screen, ‘Home’ screen of the device.

• Appearances :

– Gives the user options to change the appearance of the gaming device, such as colour scheme, layout, noises, etc.

• Characters :

– Allows the user to select his/her favourite cartoon character(s).

• Web connectivity :

– Option which will allow the users to connect to the web via a wireless connection to download latest educational games to keep up-to-date with the games available (constraints will be applied in terms of what types of games they can and cannot download).