@@ -97,6 +97,8 @@ Q3: If the user wants to change the linear dimension of the boat, is a slider or
Goal: We want to observe the parameters of the paper boat the user would change.
Measurement: (completing task, ???)
Question: If the user was asked to build a paper boat and modify it, would they be able to complete the task? And if they were, what changes would they make? What did that interaction, between the user and the widget, look like?
We will provide the student with an A4 (8.5x11 in) paper with the task to create a paper boat using folds. We will then repeat the process but this time with the task to manually change one or more of the paper boat's parameters.
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@@ -107,6 +109,8 @@ Paper Boat Parameters: base length, base height, sail width, sail height (can th
Goal: We need to implement/utilize a widget that changes the geometry of the boat. If there is no widget, we will then resort to creating a widget.
Measurement: (completing task, time to complete task)
Question: If the user wants to change the parameters of the boat, do they want a slider or a dial? What will make it easier for them?
We will provide the user with an interface that contains a widget (ie. slider) . They will be given the following tasks: Double the *parameter* (ie. length) of the boat, Make the boat twice as *parameter* (ie. long). The user will do something, while we observe them on a screen that shows the boat along with a *widget* (ie. slider).
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@@ -119,6 +123,8 @@ Repeat with Dial " " "
Question: If the user wants to change the linear dimension of the boat, is a slider or dial better? (In terms of efficiency, creativity)
Measurement: (creative vs. effiecient)
We will provide the user with an interface that contains a *widget* (ie. slider). The will be given the following task: ________________________. The user will do something with the parameters of the boat using the *widget*. (Here we will be grading the widget based on efficiency and creativity, depending on time and design (changes).)
