@@ -51,6 +51,21 @@ Our work focuses on making it possible for a 5 year old to modify a paper boat,
points
– Outline your general argument and your paper
Software System (Final System)
- Components
- collection of designs
- set of parameters that designs can change
- collection of interactions w/ student (enables above)
Specific Questions:
If a student wants to change the parameters of the boat, do they want a slider or a dial? What will make it easier for them?
If a students wants to change the linear dimension of the boat, is a slider or dial better? (In terms of efficiency, creativity)
Goal: We need to implement/utilize a widget that changes the geometry of the boat. If there is no widget, then we will resort to creating a widget that changes the geometry of the boat.
## 3. Literature Review
– A discussion of findings from other researchers
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@@ -75,15 +90,7 @@ Contents
– Descrption of methods and procedures for obtaining data
– Description of methods and procedures of data analysis
For my research project, my aim is to meet with a 5 year old volunteer for at least 3 sessions. The first session would be to observe the child drawing boats using their imagination.
Session 1: The purpose would be to initially observe the child drawing boats using only their imagination. I would provide white paper, construction paper, markers, and crayons for the child to use. During the session I would start by asking the child to draw a boat. After I would begin to ask them to draw boats based on a goal, task, or objective. Ideally the session would occur within the time constraint of an hour. At the end I would ask the children questions about their experience which would include questions that are open ended for more data to be gathered, as well as short questions that would require a yes or no, easy or hard, and a fun or boring answer. (should I include an answer in the middle? )
Session 2: Test the skills of a 5 year old with computer and tablet games/apps. (May split this into 2 sessions) After I would ask the child questions like, "which game/app was your fav?", "which computer game/app did you like the most?", "" with tablet, "Which game/app was the most difficult to use?", (sepreate them into computer and tablet questions too)
Session 3: Try to build a GUI by this point and test it on them. (not 100% sure yet, need to complete more literature review (design principles))
### 1. Experimental Procedure
Children and Adults have different uses and expectations of computers (desktop and/or laptop) and tablets. Adults generally user tablets for content-consumption and computers for content creation. But tablets are easier to use among children for content-consumption and content-creation because mice and keyboards are not as intuitive. (https://www.diffen.com/difference/Laptop_vs_Tablet_computer, deisgn principles)
#### The main questions these sessions should answer or provide insight to are the following:
Questions to answer: How is a paper boat modifiable?
Scale ——— Efficiency vs. Creativity
Creativity will be based on uniqueness to other users designs, could take longer time.
Efficiency, usability will be based on getting the task done in the quickest manner.
Session 1: Modifying a paper boat
Session 2: Modifying a robot boat using widgets (slider and dial)
When children are given a task, does a widget affect their execution of the task?
Goal: We need to implement/utilize a widget that changes the geometry of the boat. If there is no widget, then we will resort to creating a widget that changes the geometry of the boat.
When children are told to modify a boat from a library, does the type of widget make it easy for them to exceute the task?
Question: If a student wants to change the parameters of the boat, do they want a slider or a dial? What will make it easier for them?
When children are told to modify a boat from a library, does the type of widget allow them to be more creative?
We will provide the student 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).
Conduct with Slider " " "
Repeat with Dial " " "
Session 1: make paper boat modifiable, see how volunteer modifies it
Question: If a students wants to change the linear dimension of the boat, is a slider or dial better? (In terms of efficiency, creativity)
Session 2: Ask user to make modification to a boat using different widgets
We will provide the student 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).)
Session 3: Ask user to make personal boat using widget 1
Conduct with Slider " " "
Session 4: Ask user to make personal boat using widget 2
