Figure 6.2 DE-I process that used Cognitive Walkthroughs and Wizard of Oz. techniques for evaluation of the prototyped solution for practical electronics laboratory sessions. 121 Figure 6.5 Number of words from transcribed CW form responses about student experiences. and experiencing difficulties during the practical electronics laboratory session.
Introduction
- Introduction to research context and thesis
- Motivation and need for this research
- Aims and Objectives
- Definitions used in this thesis
- Chapter Summaries
This thesis presents a first step towards the design of a new learning aid in the context of educational practical electronic laboratory sessions of educational engineering institutions. When we look at the timeline of technology, specifically in the context of education, it has always played an important role in shaping classroom learning experiences.
State of the Art-Literature Review
- Introduction
- Understanding challenges in engineering educational practical laboratory
- Use of Ubiquitous Computing technologies in education
- Insights from the state of the art-literature review – gaps, and opportunities 39
- Chapter Summary and Conclusion
In the context of education, such objects offer an advantage over mobile devices that may resemble ubiquitous computing but intrinsically cannot provide the educational capabilities that interfaces of smart objects and intelligent contexts promise (Dede, 2008). The review ends by asking relevant research questions for the dissertation and presenting a research framework.
Design Research Framework and Methodologies
Restating the Research Questions
Based on the literature review in chapter 2, the following research questions were raised which are reformulated as follows.
Design Research Methodology and Framework to investigate Research
This HCD approach involves an iterative cycle of design, implementation, analysis and redesign, see Figure 3.1, which enables improvement of pre-existing situations by integrating user needs or prototype experiences and creating a design solution that did not exist before. Duong, Farel, Stal-Le-Cardinal, & Boquet, 2015; Norman, 2002). The figure illustrates how multiple design and research methodologies are intrinsically linked and fuel the design-based research reported in this dissertation. It attempts to present an overall perspective on the nature of the research and methodologies adopted for experimental research conducted in the dissertation.
The numbers represent corresponding decision points as shown in Figure 3.2 (a) represented in the decision space. Stages 5, discussed in Chapter 5, relate to conceptualisation, design and development of Smart Learning System (SLS) prototype based on insights received from user research studies.
User Need Analysis through User Research Studies
Need Analysis through User Research Studies
Number of first-year engineering student participants who completed a questionnaire regarding their confidence level in various laboratory activities and the use of the Internet during laboratory sessions = 65. Workload assessment and an open-ended questionnaire completed by student participants during research stage 4 = 23, (See Appendix C4). Study -1 that was conducted to identify user needs, requirements and to understand how various new technologies can be integrated into practical electronic laboratory sessions.
Study – 2 was user testing of the early AR prototype, based on which further iterations and developments in the prototype design were made. Study -2 helped collect functional requirements and features of the prototype, based on which a complete Smart Learning System (SLS) prototype was developed and conceptualized for user testing and hypothesis validation.
Study – 1: Identifying user needs and requirements
An ideal workflow of students carrying out the experiment is represented in Figure 4.5. a) Clockwise from top left, frequency generator, digital multimeter, analog cathode ray oscilloscope and variable power supply. To be able to use multimeters for measuring parameters, troubleshooting circuits and identifying electronic component configurations. Referring to Figure 4.7, it is clear that simply managing a CRO - which is only part of the whole activity while experimenting - requires high effort and causes frustration.
This technology probe study was conducted among N = 10 randomly selected students from an electronics background, see Figure 4.12 (a) and (b). The AR prototype could only overlay the 3D circuit model on the table with the help of a marker, as shown in Figure 4.12 (c).
Summary of Findings from Study – 1
P3 "It should show the labels of components with values apart from color codes... also show the values of resistors." Based on the positive response received from the participants, further developments were made in our AR prototype, discussed in Chapter 5. While instructors can assist students in hands-on labs, it is noted that instructors themselves do not receive any assistance or feedback in reality - time.
We suggest that these problems can be identified by automating students' experimental activity using AR and smart objects. Through a technology probe study, we found that creating content for an AR application and how it is delivered to students is essential.
Study – 2: User testing with early AR prototype and gathering insights into
Before the user test, the students were informed about the functionalities of the AR application – which was installed on their smartphones with permission. Observational studies were also conducted to observe classroom dynamics and how students used the AR application. This indicates that the AR application should also have capabilities to capture data using the smartphone camera to improve the usefulness and usability of the application.
In Figure 4.17 (a), a student on the left has misplaced an electronic component on the breadboard. We also noticed that students' attention was limited only to the AR display while interacting with the AR application.
Consolidated findings from User Research Studies
A consolidated summary of the findings of Study -1 and Study -2 is presented in the following Section 4.5. Based on the findings from the studies, we proceeded to develop a SLS prototype that synergistically combines AR and smart objects along with other emerging AI and IOT technologies to work for the benefit of students and instructors in hands-on lab classes. One of our constraints during development was resource constraints, which forced us to develop light prototypes to demonstrate the usability of new aspects of our.
We provided several use cases as scenarios during demonstrations of our prototype to student users to help them understand the primary purpose of our product, which was designed to assist them during hands-on laboratory sessions. The second design experiment (DE-II) was conducted with the final version of the lightweight working SLS prototype that was demonstrable to the users.
Chapter Summary
The SLS model was used during the first design experiment (DE - I) using the Wizard of Oz technique and cognitive reviews. Chapter Abstract: This chapter discusses work on an SLS prototype designed based on user feedback received from user research studies.
Introduction
In general, the goal of the conceptualized system is to have a combined effect on improving student's activity in the laboratory, their cognitive functioning in terms of. The proposed prototype (see Figure 5.6) is based on several layers of technological concepts expressly adopted from a user-centered design perspective to aid usability and usability during learning and teaching. We considered AI that looks at learning from a contextual point of view, that is, it is cultural and from a background of students and is only a layer in the whole scheme of things.
How to provide instruction that allows students to learn on their own, to reflect on their actions and gain the ability to understand where they go wrong and why they go wrong. Finally, we also want to make it clear at this point that our final design solution for the identified need is an AI-enabled product that augments users' ability to work in the complex learning environment.
The basic working of Smart Learning System Prototype
This feature enabled our AR module to become a part of IOT. iii) Connect to smart objects – allows the user to establish interaction between the AR module and smart objects (eg the intelligent breadboard) to allow them to use both together. As a proof of concept to show how these computational capabilities could be embedded in a breadboard, we developed an 'intelligent breadboard'. For this we developed a hardware module that can be put on any breadboard to convert it into an 'intelligent breadboard'. breadboard.'' The prototype solution designed for a specific use-case, i.e. the superposition theorem practical experiment (see Appendix D3 for the experiment details), which is commonly given to first-year undergraduate students undergoing hands-on electronics laboratory sessions. These instructions are delivered to the user through text-based and voice-based functions on a smartphone and via AR display on a personal computer (see Figure 5.13 (c)).
The instructions displayed on a tablet screen (see Figure 5.13 (b)) are "check the links in row 30 or row 35, the answer does not match". The following pseudocode, Figure 5.14, partially defines the steps used to detect the loose connection in a circuit debugging board.
Design Heuristics for Embedding Intelligence
Through the UCD approach, we can capture a wide range of user experiences in laboratory sessions that can be used to enhance student learning. By identifying objects that are most frequently used by students and have a high probability of interaction errors, they can be chosen to be embedded with computational capabilities to detect such errors. From such a system, further developments can be made to define which types of instructions are most suitable for students depending on the condition observed by TUI.
To adequately convey these instructions to students, several types of output modalities can be defined. When we further consider how an SLS can be scaled up to further meet the needs of instructors and students on a large scale, the potential of IoT can be utilized.
Facilitating teaching through SLS using an IOT approach: A conceptualization
These logs can be analyzed to inform instructors to tailor content to the needs of individual students to improve their overall learning experience. This log of information can be presented visually to instructors through a digital tablet interface, helping them better visualize classroom behavior. All logs are sent to a centralized server or "cloud". This is where the potential for AI comes into play.
If so, what is the most appropriate type of instruction to provide these students. This platform can be used by instructors to help them teach large groups of students.
Formulating posits and working hypotheses to test the SLS prototype
Chapter Summary
Evaluation of the SLS Prototype
Introduction
Design Experiment – I: Formative assessment of SLS prototype
Design Experiment – II: Effect of SLS on Students’ Workload
Results and Analysis from DE-II
Inferences
Chapter Summary
Design Implications and Heuristics towards Smart Learning System
Introduction
Design Heuristics and Implications for Designers
Advantages of SLS in simplifying instructor’s task when implemented
Chapter Summary
Contributions of the Thesis and Limitations
Contributions
These gaps suggest that there are not many new technologies designed to meet the human-centered needs of users in a practical electronics laboratory context. This thesis attempts to bridge these gaps by developing a system of devices assembled from new hardware, new software and human ware (user) input. This thesis contributes to formulating a possible 'design methodology' for the development of 'learning products' based on new technologies such as Augmented Reality, Smart object, Artificial Intelligence.
The human-centered focus and user-centered design approach adopted in this thesis suggest a viable method (as validated by user testing) for designing functionally useful products to facilitate human work in complex learning environments and aid in better learning outcomes. emerging systems can afford technology. Finally, this thesis attempted to develop design heuristics for product designers planning to use new products based on AR, MR, IoT and AI.
Limitations of this research
In the second survey using this prototype, three groups of eight children were called upon to interact with the device and were asked to stand near a specific key. They were viewed and interpreted iteratively as discussed in the interaction analysis literature by Jordan et al (1995). In the clips below, white dotted lines have been used on the photos to emphasize these actions.
For the two boys in the last three rows of Figure 5, we inquired with their classroom teachers about their disposition in the classroom. This observation about their observant nature is noted in the fifth row of Figure 5 as “naturalistic.”
