Interactive Tool to Aid Conceptual Learning of Light in ... · In this project, I work on...

InteractiveTooltoAidConceptualLearningofLightinRuralChildren

INTERACTIONDESIGNPROJECTIIIINIII–108

By

SaloniMehtaRollNo.156330005

Guide:

Prof.AnirudhaJoshi

INDUSTRIALDESIGNCENTREINDIANINSTITUTEOFTECHNOLOGYBOMBAY

2017

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Declaration

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Acknowledgement

Iwouldliketobeginbythankingmyguide,Prof.AnirudhaJoshiforhisregulardirectionandfeedbackwithoutwhichIwouldhavedefinitelylostmyway,andProf.VenkateshRajamanickamwhogotmestartedandkeptmegoingwithhisadvice,faithandexcitement.

IlearnedatonfromthekidsatAbhyasika,IITBombayandatStateBoardSchool,MoriJoshiyan.Thankyouforsittingthroughmyclasses,playinghide&seek,andhavinglunchwithme.AlotofgratitudetowardstheteachersofschoolsatMoriJoshiyan,forallowingmetosqueezeinwiththemforthehour-longjourneytofaroffschools.ThankstoSavita’smomforshowingmearoundthevillage,feedingmeandgettingmefreshproducefromthefarms.

Thankyou,Anjana,Nazreen,ShreyaandUdbhavforconstantsupportandcompany,Ajinkya,Mayur&Gokulforhelpingoutatcriticalpoints,andVipulforbeingmysoundingboard.Thankyoumomanddad,forbeingmyalarmclockandensuringIeat.

Cheers!

Saloni

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Abstract

SeveralmillionruralfirstgenerationlearnersarenowapartofIndia’smassiveeducationsystem.Theygetnegligiblehelpathomeandoftenhavelessthanmotivatedteachersatschool.Moreover,thecurriculumislargelydesignedbyurbannativesandforenablingpeopletoliveinanurbansociety.Thisdisconnectstheruralstudent’sclassroomlearningfromtheirreallifeexperiences,andraisesquestionsofrelevanceandutilityoflearning.

Inthisproject,Iworkondevelopingalearningtooltosupplementschooleducationbyenablingself-learning.Thetoolisanaggregatorofconcept-wiseinteractivesthattakeanapplication-firstapproach.Eachinteractivewouldincorporatelocalcontexttoimproverelevance,andaddinteractivityforincreasedengagementwithcontent,whichprovidesconceptualclarity.

Usingthecontextderivedfromprimaryfieldstudies,Idevelopedasampleapplicationforteaching‘lensesinthehumaneye’.Itisusesaguideddiscoveryapproach,whichcombinesbothdirectinstructionusinganimatedaudio-visuals,andexperientiallearningviamanipulatableinteractivescreensthatsimulatealocally-relevantrealworldapplication.

Theprototypewasevaluatedforusabilityandengagementusingthink-aloudtestswithstudentsfromvillagesinRajasthan.Postthattheywereaskedapplicativequestionsintheformofareallifescenario.Thispreliminarytestingindicatedpositiveimpactofinteractivitytoimproveengagementwithcontent.Theself-pacedlearningstylealsoallowedthemtoreferbacktoandreplaythecontenttillthestudentperceivedconceptualclarity.Thetestingalsouncoveredsomeissueswiththecontent,presentationandinteractivity.Designideastoovercomethesewereidentifiedandimplemented.

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Prologue

ItallstartswiththetwodaysspentwithRadhaatKharpundivillagein2014.Shegoestocollegeatthenearesttown–Gadchiroli–10kmsaway.Thenearestmajorrailwaystationisalmost200kmsawayatNagpur(Maharashtra,IN).

Shehastwoyoungerbrothers,bothofwhoattendschool.Herparentsareseasonalfarmers,withtwosmallpatchesoflandcultivatingrice.Tofendfortheoff-seasonandtopayfortheirchildren’seducation,theyreargoats.Thericeandthegoatsfetchthemabout25,000rupeesayear.

Radha,likemostvillagegirls,helpswiththechoresatboththefarmandthehome.Thefactthatavillagegirldoesallthis,andgetstofocusonherhighereducationhasbeenrepudiatingallIhaveheardaboutthestateofaffairsinremoteIndianVillages.Atcollegesheisstudyingscienceandisdoingwell.Recentlyhowevershehasbeenthinkingofgivinguponeducation.

Atherhome,thisDecemberafternoon,weengageinadebateabouthermarriageplanswithhermother.Itisrevealedthat,inspiteofherbeinghighlyeducated,thereisnowaybywhichshe’llbeallowedtoleavethevillageforajob.Hereducationlevelwillhelpfetchheragoodhusband.Thatexplainedherparent’ssupportforhereducation,butwhathadkeptRadhagoingtillnow?Whatwasstoppinghernow?Shedidn’twanttogetmarriedyet.Shewantedtostayhomeandhelp.

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Shehadhopedthateducationwouldmakehermorecapable.Shewantedhereducationtobedirectlyusefulforherfarms.Butitwasn’t.At-leastshefeltitwasn’t.Andshequit.

Thisgotmewondering–waseducationreallyirrelevanttoherlife?Didshemaketherightchoice?Didtheeducatorsgetitwrong?

Ithinknot.Shewasdefinitelymuchbetteroffthanthosewhodidn’tgettogotoschoolever.Shelearnttomakemoreinformedchoices.

Shestilldidquit,becauseshefelteducationwasirrelevant.

Itseemstometobeacaseoflostintranslation.Theattemptmadebyeducation,drownedintheriveroftheorybeforereachingthelandofrelevanceandapplicability.

Howmanysuchstudentsquitmoderneducationbecauseofperceivedirrelevance?Wedon’tknow.

Thisprojectisanattemptatworkingalongtheshoreline,wheretheoryandpracticeareinseparable.

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Table of Contents

Abstract ix

Prologue xi

Chapter1:Introduction 11.1. Scope 21.2. Approach 21.3. Methodology 3

Chapter2:SettingContextviaFieldStudies 52.1. UnderstandingContext 62.2. TeachingattheLocalSchool 92.3. OtherObservations 112.4. OpportunityfortheProject 11

Chapter3:LiteratureReview 133.1. Relevance 133.2. Learning&TeachingMethods 143.3. MobileEducation 18

Chapter4:WorkingwithContent 21

Chapter5:ExistingProducts 255.1. Regularlyusedinclassroomstoday 255.2. Commercialdigitaleducationalproducts 265.3. Games 305.4. Screen-basedinteractiveproducts 315.5. Designimplications 33

Chapter6:DesignBrief&Goals 35

Chapter7:Ideation 377.1. LightAroundYou–InvolvingtheAnalogWorld 377.2. TaskBasedGames 387.3. ConstructiveGames 397.4. LUMOS 40

Chapter8:TheFinalProduct–ScienceWorld 438.1. TheDesign 438.2. PrototypingtheInteractive 488.3. PrototypeUsedfortheFormativeEvaluation 51

Chapter9:Evaluation 539.1. EvaluationMethod 539.2. IssuesIdentifiedandDesignResponse 54

Chapter10:Results 61

AppendixI–ContentAnalysis–‘LensesintheHumanEye’63Source1:RajasthanBoardStd.XScienceTextbook 63Source2:KhanAcademy 67Source3:AmritaCreate 68Source4:DronStudy 71Source5:AakashiTutor 73

AppendixII–IssuesSummarized 76

Bibliography 81

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Table of Figures

Fig.1:LiteracyinIndiahasgrownsteeplysinceindependence,andespeciallyafter1991.....................................................................................................................1

Fig.2:Mostpartofthestudieswasconductedover4daysatthelocalStateBoardSchool,whichrunsclassesforgrades1to10.TheprimarylanguageofinstructionisHindi..............................................................................................6

Fig.3:Aconversationwithafewlocalladiesatafarm,abouttheirhistories,aspirationsfortheirchildren,limitationsetc................................................7

Fig.4:Thewheatfarms:Thevillagerswaitforthegodstosendwater(monsoons).Noplannedirrigationisdonehere..............................................................7

Fig.5:ClassroomsattheStateBoardSchool,MoriJoshiyan.Someclassesareconductedoutsideintheopen..........................................................................................7

Fig.6:Studentreadingheadlinesfromthelocalnewspaperatthedailymorningassembly..........................................................................................................................7

Fig.7:Primarysectionstudents.Thewallsoftheprimarysectionclassroomsarecolourful,withillustratecontent,butusedasastoreroom........8

Fig.8:Secondaryclassrooms:Thewallsarewhitewithremnantsofsomechartsmadebystudents.............................................................................................................8

Fig.9:Learningaidsformathclassesatthestaffroom......................................8Fig.10:Mewiththeheadmistresswhileconductingaclassonspherical

mirrors................................................................................................................................................8Fig.11:Studentsenactingoutthepropertiesoflightasitentersanew

medium.Byjustvaryingtheirspeedsandtryingtokeeptogether(holdinghands),theynaturallybend.Hence,illustrating'bendingoflight'.......................10

Fig.12:Drawingtheregularraydiagramforcurvedmirrorsinmultipleorientations,toexplainhowthecoordinatesystemwouldvarytodeterminevaluesforsomeparameters...................................................................................................10

Fig.13:TheExperientialLearningModel(Kolb’sCycle)overlaidinbluewithroleofotherinterventionsmadebymeasdesignresponse..........................16

Fig.14:Conceptmapgeneratedasresultofchunkingtopicsunder'Light'.............................................................................................................................................................21

Fig.15:ModeloftheSun,EarthandtheMoontoteachshadows,eclipses,phasesofthemoonetc.(Source:www.teaching.com.au).........................................26

Fig.16:Coloursoflighttoolkit(Source:intunis.net/physics-light-lab).....26Fig.17:KhanAcademyillustratingfar-sightednessaccompaniedwith

audioinstructions.......................................................................................................................26Fig.18:AnimatedoverlaysaccompanyinstructioninByju'svideos

(Source:youtu.be/_heyzqbdKtU)..........................................................................................27Fig.19:AakashiTutorinstructorusingblackboardtotakeaclass,with

herbacktotheviewer...............................................................................................................27Fig.20:AmritaCreatedividesthescreenintotwotodisplayviewsofthe

samescenewhileexplainingaconcept.............................................................................28Fig.21:Usingfirstpersonviewinascenariotoshowanddifferentiate

betweenfar&nearsightedness............................................................................................28Fig.22:Explanationsusingcorrelationswithpreviouslylearntconcepts

andformulae,overlaidwithmarkertextandapointerindicatesthecurrentpositionoffocus...........................................................................................................................29

Fig.23:ApagefromtheBrilliant.orgapplication...............................................30Fig.24:GodofLight-apathbuildinggamethatincludescomponents

inspiredfromandbasedonmirrors,lenses,prisms,colourfiltersetc.................30Fig.25:SampleopticalbenchinPocketOptics.....................................................31Fig.26:SampleexperimentfromLightWaveStudio.........................................31Fig.27:Exampleofreviewsdoneforwebbasedinteractiveaids.................32Fig.28:Topicalinteractiveexperimentsatfreezray.com................................33Fig.29:Sampletoolkit......................................................................................................39Fig.30:Theuserflow........................................................................................................39Fig.31:Share-edit-shareflow.......................................................................................39

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Fig.32:Taskdesignedusing'Hide&Seek'toteachmaterialopacitiesandthat'lighttravelsinastraightline'....................................................................................41

Fig.33:Inktracingdonetodetermineaccessibleregionsondifferentscreensizes&orientations......................................................................................................41

Fig.34:Usingthebettertogetherframeworkfor(1)multiplayergames,and(2)multiplesimultaneousviews.................................................................................42

Fig.35:DevelopmentoftheMenuofInteractives:TheFloatingIslands...43Fig.36:DetailsoftheMenuofInteractives............................................................44Fig.37:Landingpage:ScienceWorld.......................................................................45Fig.38:EntrygatetotheLearningInteractive....................................................46Fig.39:SampleApplicativeQuizforLensesintheHumanEye.....................46Fig.40:TheOverallUserFlow......................................................................................47Fig.41:Earlylayoutingandscenariodesign.........................................................50Fig.42:Earlyprototypingforweb-basedtool......................................................50Fig.43:Informationflowandinstructionscripting...........................................50Fig.44:Prototypeforevaluation:Sectionsofthemainscreen&its

functions..........................................................................................................................................51Fig.45:Insertedinstructiveaudio-visualsbeforetheinteractivescreens

(https://youtu.be/xYaZgTKvKZE).......................................................................................54Fig.46:Snapshotofprototypewhilestudentexplored'Myopia'–(a)While

lookingatfarawayobjects,and(b)whilelookingatclosebyobjects...............55Fig.47:Newdesignindicatingapplieddesignideas..........................................56Fig.48:Prototypescreenswithmarkersforinteractivecomponents........57

Table of Tables

Table1:Thecumulativecognitiveandknowledgematrix..............................17Table2:Contentcollatedtobecoveredbytheprototype................................22Table3:Contentsortedaspercontenttypeandlearninggoals(The

cognitive&knowledgematrix).............................................................................................23Table4:Teachingmethodsidentifiedaccordingtocontenttypeand

learninggoals...............................................................................................................................23Table5:Someofthekeyinteractivelearningaidsanalyzed..........................32Table6:Contentrelatedsimulationerrors............................................................55Table7:Issuescategorizedandseverityidentified.Designideasgenerated

tosolveforeachissue................................................................................................................59Table8:UsingtheExtendedUserExperienceModel(Joshi&Medh,2006)

fore-learningproducts.............................................................................................................76Table9:DesignIdeassortedaspertheExtendedUserExperienceModel.

Red-HighSeverity&Orange-MediumSeverity..........................................................78

Chapter 1:

Introduction

BeforetheBritishera,inIndia,GurusinGurukuls,Madrasasandothersuchtraditionalinstitutionsimpartededucation.Thesehowever,largelycateredtoonlytheuppercastesandavastmajorityofthemasswasdeniedanyeducation.SincethenIndiahastakenlargestridesinthefieldofeducation(visibleinFig.1).However,asmentionedbyMuralidharan(2013)–in-spiteoftheconsiderableprogressinaccess,infrastructure,pupil-teacherratios,salariesandstudentenrollment–student-learningnumbersremaindisturbinglylow.

In-spiteofdirectedeffortstowardsinclusion,themainstreameducationsystemfavoursthosestudentswithhelpathome,accesstobooksandlibraries,enthusiasticteachers,andanenvironmentwithintellectuallystimulatingconversations.Mostoftheincreaseinenrollmenthasbeenachievedbygettingfirstgenerationlearnerstoschooli.e.studentswhoseparentsneverwenttoaschool.Usuallymuchlessisdemandedfromthesestudents(bothathomeandatschool),creatingagroupthatisconditionedtolackeducationaldrive(Haycock,2001).

Fig.1:LiteracyinIndiahasgrownsteeplysinceindependence,andespeciallyafter1991

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Beyondliteracy,educationtodayisprimarilyseenasameansto‘getajob’.Urbanizationisoftenconsideredthepathwaytoprogress,andissupportedbythenumbers.AsreportedbyBarclays(2015),“UrbanareashavepoweredIndia’sgrowthoverthepasttwodecadesandnowgenerate63%ofIndia’sGDP–upfrom45%in1990”.Hence,beingurbanreadyisakeyaimforcurriculumdesigners.

Afterfollowingapre-setstructureofprimary-to-secondary-to-collegelearning,astudentisexpectedtohavethetoolstobetterfacetheworld(bybeingmoreknowledgeable,andcapableofearningmoney).Acurriculumdesignedforurbanreadinessshouldhowevernotbecomealienforaruralstudent.InIndia,wherealmost70%ofpeopleliveinvillages(Census2011)andabout47%oftheworkforceisengagedinagricultureandalliedsectors(TheWorldFactBook:India,FY2014est.),acurriculumthatstudentscan’trelatetoduetoinapplicabilitytotheirreallocalworldwillalwaysleavesomethingtobedesired.

Hence,whilewepushforincreasedacademicachievement,wealsoneedtopushforeducationalrelevance–onethatconnectsthebookishlearningtothatoftheirnaturalsurroundings.Thiswouldkeepthestudentinterested;allowsystematicobservationoftheworldaroundandinternalizationoflearning.Thiswouldfurtherenablethemtoeffectivelyusewhattheyhavelearntandpositivelyinfluencethelocaleconomy.

1.1. Scope

Thestudentsstudied,andthecontentanalysedforthisprojectaremid-school(7thto10thgrade)physics,inparticularconceptscoveredunderteaching‘light’.Theprototypehasbeendevelopedforteaching“LensesintheHumanEye”.

1.2. Approach

Asdiscussedbefore,mostofthetargetaudiencearefirstgenerationlearnerswhoseeducationlackparentalguidanceandsupervision.Hence,thegoalistocreateauxiliarylearningtooltoschooleducationforself-learning,thatcanbeplayedaroundwithforgainingadditionalconceptualclarity.

Inthisproject,Imakeanattempttowardsbridgingthegapbetweentheconceptualcontentandtheapplication,bytakinganapplication-firstapproach.Atitscore,thetoolbringsforthrelevanceandinteractivity,asmeanstoincreaseengagement,clearmisconceptionsandprovideinstantfeedbackforeffectivelearning.

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Thisshouldinturnallowthestudentstorelatetheirlearningtotheirimmediatesurroundings.

1.3. Methodology

Ibeganbyfamiliarizingselfwiththecurrentstateofruraleducation,itspainpointsetc.viasecondaryresearch.Ialsotookupateachingpositionatalocaltutorialtogainfirsthandteachingexperienceandunderstanditsnuances.

Tofocustrialsanddevelopmentefforts,Iselectedanappropriatebroadtopic–Light.Contentunderthistopicwaschunkedintotopicsandacontentmapwasbuilt.

Tosetcontextandfurtherunderstandingruralrequirements,Ivisitedandtaught(thecontentchunkedearlier)ataruralschoolinRajasthan.Herewith,Ialsoheldconversationswithstudents,teachersandlocalinhabitantstounderstandtheirroles,priorities,andviewpoints.Here,Ialsocheckedforviabilityofusingamobiledeviceasalearningtool,andgainedpracticalinsights.

PostreturningfromRajasthan,Ireviewedmultiplelearningtheoriesandteachingmethodswithparticularfocusonhowtomakeeducationmorerelevantandengaging.Ialsoreviewedexistingproductstogainproductandinteractivityinsights.

Allinsightswerecombinedtoformthefinaldesignbrief.Ifollowedbyideatingviabrainstorming,anddevelopingintermediaryprototypes.

Forthepurposeofevaluation,in-depthcontentandinteractionsweredevelopedforasingletopic–LensesintheHumanEye.AworkingprototypeforthesamewasdevelopedusingUnity3D.Imademultipleversionstoincorporatefeedbackcollectedthroughquicktestingandheuristicevaluations(conductedbymultiplecity-dwellingadults).

ThefinalprototypewasevaluatedagainstthedesignobjectiveswithruralchildreninRajasthan.Issueswereidentifiedandsorted,anddesignideasweregeneratedtocorrecttheseissues.Later,Iincludedsomeoftheseinthefinalproposeddesign.

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Chapter 2:

Setting Context via Field Studies

Tosetthecontext,Ispent4daysdoingexploratorystudiesatMoriJoshiyanvillage,situated30kmawayfromsub-districtheadquarterLuniand38kmawayfromdistrictheadquarterJodhpur,inRajasthan.Itisoneof170villagesinLuniBlock.Thereare7suchblocksinJodhpurdistrictalone.Rajasthanhas~45kofIndia’s~6.5kvillages.(GovernmentofIndia,2011)

Asperthecensus(2011),thetotalgeographicalareaofMoriJoshiyanis885.6hectares.Ithousesatotalpopulationof1,744inits303households.Thevillagehasalowerliteracyrate(65.5%)comparedtothewholeofRajasthan(66.11%).Thevillageisveryweaklyconnected,withnopublictransportstation(trainorbus)within10+kmsradius.AllcommutetothelocationImadewasviapersonalvehicles(teachers’rentedvanandpersonalscooter).TheprimarylanguageofthelocalsisMarwadi.MostpeoplealsospeakandunderstandHindi.

Becauseofitslowliteracyratemanyreformshavebeenintroducedforincreasingaccesstoeducation.Alsosince66%oftheworkingpopulationisengagedincultivationrelatedactivities(GovernmentofIndia,2011),andnototherconventionalcommercialactivities,itbecomesaninterestingplacetodotheprimarystudies.

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Fig.2:Mostpartofthestudieswasconductedover4daysatthelocalStateBoardSchool,whichrunsclassesforgrades1to10.TheprimarylanguageofinstructionisHindi.

2.1. UnderstandingContext

Tobuildcontextandbetterunderstandthestudent’sroutines,backgroundsandmotivations,Ispentmostofthe4daysIwastherewiththem.Iparticipatedintheschoolassemblies,EnglishandScienceclassesforgrade9and10,Republicdaypracticesessions,visitedtheirhomesandplayedtheirtraditionalgamesduringlunchbreaks.

Halfadaywasalsospentexploringthevillage,thefarmsandhavingconversations’withstudent’sparentsregardingtheiraspirationsfortheirchildren.

Someattemptwasmadetounderstandtheteachers’contextaswell.AmajorityofthetimespentwiththemwasinthevanjourneytoandfroJodhpur(wheremostoftheteachersresided)thatspannedatotalof3hoursperday.Otherinferencesweremadethroughobservationduringandpostschoolhours.

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Fig.3:Aconversationwithafewlocalladiesatafarm,abouttheirhistories,aspirationsfortheirchildren,limitationsetc.

Fig.4:Thewheatfarms:Thevillagerswaitforthegodstosendwater(monsoons).Noplannedirrigationisdonehere.

Fig.5:ClassroomsattheStateBoardSchool,MoriJoshiyan.Someclassesareconductedoutsideintheopen.

Fig.6:Studentreadingheadlinesfromthelocalnewspaperatthedailymorningassembly

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Fig.7:Primarysectionstudents.Thewallsoftheprimarysectionclassroomsarecolourful,withillustratecontent,butusedasastoreroom.

Fig.8:Secondaryclassrooms:Thewallsarewhitewithremnantsofsomechartsmadebystudents

Fig.9:Learningaidsformathclassesatthestaffroom

Fig.10:Mewiththeheadmistresswhileconductingaclassonsphericalmirrors

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2.2. TeachingattheLocalSchool

Fortwodays(the3rdand4thday),IconductedEnglishandSciencelessonsforgrades8,9and10.

TopicscoveredunderEnglishforclass9th(~2hrs):

- Punctuationsandtheiruse- Letterwriting

TopicscoveredunderScienceforclasses8th,9thand10th(~6hrsspreadacross2days):

- Shadows,Phasesofthemoon- Refraction(definition,opticaldensity,Snell’slaw,refraction

thoughtheglassslab&throughtheprism,mirage,bentpencil,fishing)

- Colours(thelightspectrum,newton’swheel)- Curvedmirrorformula&theCartesiansystemforsign

conventions

Usingdirectdefinitionsandraydiagrams

WhenIbegan,IstruggledwithteachingintheHindilanguage.Hence,theinitiallessonswerestraightoffthebooki.e.usingstandarddefinitionsandraydiagramsontheboard.

Isoonrealizedthatthismethoddidnothelpthestudentsunderstandtheconceptswell.Eventhebrightstudentswouldjustreiteratethedefinitionandnotbeabletoexplainwhattheconceptmeant,andwhereitwasused.Forexample:Studentsremembered

thatmagnificationwas!!"#!! !" !"#$%!!"#!! !" !"#$%&

butdidnotunderstandthatit

couldbeusedtodeterminehowlargeorsmalltheimageweseewouldbe.Hence,incomparisontothedirectformulaitwouldbemoreusefultodefineitas“thedegreetowhichanobjectisenlargedinappearance”.

Usingcontextualexamples

Tohelpthestudentsvisualize,andtogroundtheirunderstandingoftheconceptsIwasteaching,Isoonstartedusingapplicationsasexamples.Ibeganwiththeusualexamplesgivenattheendofchaptersinthetextbooks–suchasbendingofthepenciltoteachrefractionoflight,fishesappearinghigherthantheyactuallyareinwaterbodies,andsuch.Itwasveryapparentthatexamplesthatthestudent’shadwitnessedthemselves,suchastwinklingoflightandmiragecapturedmoreofthestudent’sinterestthanexamplestheyhadnotwitnessedintheirbeyond-textbooklives.

Notethat,thoughexperimentscanbeperformedtowitnessaphenomenon,theyneedtobedesignedappropriatelyforthecontext.Forexample,thepencilbendinginaglassofwaterdoesn’tworkinMoriJoshiyan,sincetheyuseopaqueglasses(utensils),whichdonotdisplaytheconceptaccuratelyandneedalargelateralangle.

Usingact-outactivitiesforunderstandinghow-things-work

Formicroconcepts,suchas‘bendingoflightwhileenteringanothermedium’,Ialsousedanalogiesandstudentactivitiestoclarifytheworking(referFig.11).Thismethodwasalsousedtoteachphasesofthemoon,solarandlunareclipses,durationof

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eclipseetc.bymakingthestudentsenactouttheearth,moonandthesun(Notethatthiscouldbesubstitutedwithprops,ifavailable).

Fig.11:Studentsenactingoutthepropertiesoflightasitentersanewmedium.Byjustvaryingtheirspeedsandtryingtokeeptogether(holdinghands),theynaturallybend.Hence,illustrating'bendingoflight'.

Usingmultiplepointofviews

Typically,ifamethodisusedtoteachaparticularconcept/process,studentsmemorizeitasis.Theyarethennotabletoapplythesameconcepttoalteredusecases.Thisleadstorigidunderstandingofhowthingswork,furtherleadingtoconfusionandmisconceptions.Iusedmultiplealternateorientations(seeError!Referencesourcenotfound.),examplesandnon-examplestointroduceflexibilityinunderstanding.

Fig.12:Drawingtheregularraydiagramforcurvedmirrorsinmultipleorientations,toexplainhowthecoordinatesystemwouldvarytodeterminevaluesforsomeparameters.

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2.3. OtherObservations

Pre-highschoolcurriculumcovers‘Light’largelyassomethingenablingvision.Thishoweverisnotcarriedforwardtosub-topics,wherethefocusshiftstodrawingthecorrectraydiagramsandusingformulae.Evenwhilecovering‘thehumaneye’,mostofthecontentfocusesonthelocationofrayconvergenceandimageformation,ratherthanitseffectonvision.Consequently,manystudentsfinditdifficulttoconnecttheirschoollearningtorealworldapplication.

Teachersarefrequentlyabsent,orunabletotakeclassesduetootheradministrativeduties.Muralidharan(2013)alsodiscussedthisasanationwidephenomenoninhisarticle-PrioritiesforPrimaryEducationPolicyinIndia’s12thFive-yearPlan.

Manystudentsalsofrequentlymissclasses.Notwithstandingamultitudeofotherreasons,moststudentshavetohelpoutattheirfarms(especiallyduringthesowingandharvestseasons).Missedclassesandnon-understoodtopicsactasbarrierstofurtherlearning.

Nooneasksquestions!Thefearofbeingridiculedorignoredandanabsenceofadequateanswerstotheirpreviousquestionshaveprogressivelyledtocurbingofcuriosityandofaskingdoubts.

Allthishasledtoheavydependenceonanswerbooks(orguides).Moststudentsmemorizethismaterialwithoutunderstandingthe‘what&whys’.

2.4. OpportunityfortheProject

Thenoticeablehamperingofaffectivelearningduetolackofguidanceandengagementwithcontent,callsformajorself-learninginterventions.Sinceduringtheprimarystudies,Ialsoobservedgoodnetworkreception,ownershipoffeaturephonesandaccesstosmartphones,itwasconcludedthatsmartphonebaseddistributionofcontentcanbemadearealityinthenearfuture(especiallyconsideringaccesstoshareddevices).

However,accesstosmartdevicesforthesolepurposeofachild’seducationdidn’tfeatureonthelocality’spriorities.Hence,anysmart-devicebasedinterventionneededtobebasedoffthewidelyadoptedsmartphones,andcannotbedevelopedfordevicessuchastabletsandlaptops,whichwouldlimitdistribution.

Hence,Idecidedtodesignaself-learn,interactivelearningaidforthemobilephone.Studentscanutilizethisintheiridletimeathome,whiletravelling,atfarmsetc.tobetterunderstandconceptsandtheircontextualsignificance.

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Chapter 3: Literature Review

InthissectionIdiscusswhatImeanbyrelevance,anditsrole.It’sfollowedbythelearningtheoriesandteachingmethodsIreviewedandtookinspirationfromonhowtomakeeducationmorerelevantandengaging.Thissectionalsoincludesashortnoteonmobileeducation,especiallyinthecontextofremote,low-incomeeducationalenvironments.

3.1. Relevance

“Relevanceistheperceptionthatsomethingisinterestingandworthknowing”(Roberson,2013).

Inthisproject,Idealwithtwocomponentsofrelevance–relevantcontentandrelevantcontentdelivery.

Relevantcontent

Thisincludeswhatisbeingtaught.Isthecontentappropriateandusefulforthestudent’scurrentandfutureneeds?Doesthecontentconsiderthesocial,geographicaletc.aspectsoflearningrelevantforthestudent?

Atahigherlevel,thispertainstocurriculumdesign.Atamoremacrolevelhowever,italsoincludesthecomponentsofteachingtools,suchaswhatexamplesareused.

Ithasbeenshownthatincreasedcontentrelevanceisstronglyrelatedtototalaffectivelearningoutcomes(Mottet,Garza,Beebe,Houser,Jurrells,&Furler,2008)asitincreasesmotivationtolearn(Frymier&Shulman,1995).Itisalsorecommendedtobuildrelevantcontenton“thestudents’existingskills,usinganalogiesandexamplesfamiliartostudents,…relatestofutureactivitiesofstudents”(Mottet,Garza,Beebe,Houser,Jurrells,&Furler,2008,p.351).

Thisisalsosupportedbyneurology.Tomakeaconceptoranewpieceofinformationstick,oneneedstolinkittoanexistingpieceofinformation.Thishelpscontentstoredinthelong-termmemoryeasiertoretrieve.

Relevantcontentdelivery

Thisincludeshowsomethingisbeingtaught.Isthelanguageappropriate?Isthespeedofdeliveryapt?Whereisthelessonbeingconducted?Whoisconductingit?

However,since“relevanceisareceiverperceptionofamessagethatcanvaryfrompersontoperson,…makingcontentrelevanttoeverystudentsittinginclass(particularlylargeclasses)isgenerallyanunrealisticexpectation”(Frymier,2002,p.83).Hence,building

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contentrelevantforentirestates(andattimes,theentirenation)foracommunityasdiverseasIndiahasbeenamammothtask.

Inthisproject,anattempthasbeenmadetomakethispossiblebyallowingforlocalizedcustomization.Anapplication-firstapproachwouldhelpcontextualizeknowledgeandgivestudentstheskillstoapplytheirunderstandingtoauthenticcomplexenvironmentsandexperiencinghowandwhentheconceptisused.

Manyguidelinesexistforteachersandparentstohelpthemmakeeducationmoreutilitarianandrelevantforstudents.Ihaveconsolidatedtherecommendationsfrom(Kelly,2017),(Myracle)&(Roberson,2013)intothefollowing:

1. Connectconceptstoreallifescenarios.2. Startwitharealworldproblem.Pointouttheproblemsolving

powerofknowledge.3. Usehands-onlearning.Usesimulationswhenhands-onisnot

possiblephysically.4. Encouragestudentstomaketheirownconnections.5. Indicatepotentialfuturebenefitsandcareers.

3.2. Learning&TeachingMethods

Constructionism,Guided-Discovery&SituatedLearning

Constructionismadvocatesstudent-centered,discoverylearningwherestudentsuseinformationtheyalreadyknowtoacquiremoreknowledge(Alesandrini&Larson,2002).Itisbasedontheconstructivistphilosophyofactiveinvolvementforconstructingknowledgeforself.

PartofSeymourPapert’sdefinitionofconstructionismmentions“…aviewoflearningasareconstructionratherthanasatransmissionofknowledge.Thenweextendtheideaofmanipulativematerialstotheideathatlearningismosteffectivewhenpartofanactivitythelearnerexperiencesasconstructingameaningfulproduct.”

Constructionismisoftenperceivedandincorporatedaspure-discovery.However,Mayer(2004)arguesagainstpurelydiscoverybasedteachingmethodsandextensivelyarguesforguideddiscovery.Brown,Collins&Duguid(1989)talkaboutsituatedlearning,wherein,thestudenttakespartinactivitiesdirectlyrelevanttotheapplicationoflearningandthattakeplacewithinaculturesimilartotheappliedsetting.

Hence,inmyapplicationfirstapproachIusedirectlyrelevantapplications.Also,thoughthefocusisonlearningbydoing(experiencing),thereisequivalentfocusonwell-structureddirectinstructionstoprovidescaffoldingforlearningandpreventingmisconceptions.

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UsingExternalRepresentations

ThroughmyprimaryresearchatMoriJoshiyan,Irealizedthatuseofvisualexternalrepresentationshelpsquickerandclearerlearning.ThiswasbestexplainedbyKirsch(2010),whodiscusses7waysexternalrepresentationsenhancecognitivepower.Inadditiontosavinginternalmemoryandcomputation,

- Theychangethecoststructureoftheinferentiallandscape- Theyprovideastructurethatcanserveasashareableobject

ofthought- Theycreatepersistentreferents- Theyfacilitatere-representation- Theyareoftenamorenaturalrepresentationofstructure

thanmentalrepresentations- Theyfacilitatethecomputationofmoreexplicitencodingof

information- Theyenabletheconstructionofarbitrarilycomplexstructure

andtheylowerthecostofcontrollingthought—theyhelpcoordinatethought.

Externalrepresentationscanbeboth2D(images,tables,flowchartsusuallyonpaperorscreens)and3D(models,props,tangibleartifacts,gamesetc.).Theiruseinbothlearningandteaching,canallowpeopletothinkmuchmorepowerfully.

However,inappropriateuseofexternalrepresentationscanalsoleadtodevelopmentofmisconceptions(forexample:duetothepopularrepresentationofplanetaryorbitsinperspectiveview,moststudentsbelievetheseorbitstobeelliptical).

Withincreaseinuseoftechnologyforeducation,wearealsowitnessingariseinuseofmanipulable/interactiverepresentations.Theseareinteractivemodelsthatallowtheusertomanipulatetheviewthathasbeengeneratedforthegiveninformation.Someexamplesofthesearereviewedlaterinthisreport,andinsightsderivedhavebeenextensivelyusedforthedevelopmentoftheprototype.

FeedbackforLearning

Thebestpartofinteractivityisthatitprovidesinstantfeedback.Feedbackisinformationabouthowwearedoinginoureffortstoreachagoal.Less"teaching",morefeedbackequalsbetterresults(Wiggins,2012).

Mosteffectivefeedbackis

- Instant/Timely- Frequentandcontinuous- Consistent- Actionable- Deliberateandexplicit- Noticeableorobservable

Hence,theinteractionsinthefinaldesignproviderealtimevisualfeedback.Whileintroducingnewfunctions,brightcolours&indicativeanimationshavebeenusedtomakethemeasilynoticeable.

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ExperientialLearning

“TellmeandIforget,teachmeandIremember,involvemeandIwilllearn.”–BenjaminFranklin,18thcentury

Experientiallearningisdefinedas“learningthroughreflectionondoing”(Patrick,2011).

Thistypeoflearninghelpsmotivatestudentsbyinvolvingthemdirectlyinanongoinglearningexperienceandinmeaningfuldiscoveryratherthanthembeingpassiverecipientsofready-madecontentintheformoflectures(UniversityofWaterloo:Centreforteachingexcellence).

Onedisadvantageofexperientiallearningisitsrelativelyslowerpace,becauseofwhichteachersoftenreverttodirectinstructionandlecturesformostteaching.However,thismethodcanalsoresultin‘deeper’learningallowingthestudenttotransferwhattheyhavelearntfromonecontexttoanother,hencemitigatingtheaffectoftheaforementioneddisadvantage,sincetheycanusetheirbetterunderstandingtoapprehendthelaterchaptersquickly.

Kolb&Fry(1975)developedtheExperientialLearningModel(ELM)whichdescribeslearningasafour-stagecycleasshowninthefigurebelow.Asaprocess,ELMisconstructivist.Thiscyclecanbeginwithanyofthefourelements,buttypicallybeginswithaconcreteexperience.

Byusing/addinginteractivity,Ihaveprovidedawayforthestudenttonavigatethroughthiscircleofexperientiallearning.

Fig.13:TheExperientialLearningModel(Kolb’sCycle)overlaidinbluewithroleofotherinterventionsmadebymeasdesignresponse

IhaveusedJacobson&Ruddy(2004)’s“5Questionsmodel”tohelpformthequestionnaireattheendoftheinteractivewhichpromotescriticalreflectionontheconcreteexperiences.The5Questionsmodelisasbelow–

- Didyounotice...?- Whydidthathappen?- Doesthathappeninlife?- Whydoesthathappen?- Howcanyouusethat?

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Cognitive&KnowledgeMatrix

Bloom,Engelhart,Furst,Hill,&Krathwohl(1956)createdtheBloom’staxonomyinordertopromotehigherformsofthinkingineducationratherthanjustrememberingfacts(rotelearning).Itidentified3categoriesforthegoalsofthelearningprocess–Cognitive(knowledge),Affective(attitudes),andPsychomotor(skills).Theydescribe6majorcategoriesofcognitiveprocesseswhichwerelaterrearrangedandchangedtoverbstoformthe“Bloom’srevisedtaxonomy”(Anderson,etal.,2001)–

- Remembering- Understanding- Applying- Analyzing- Evaluating- Creating

Therevisedtaxonomyalsolistscontenttypesaslevelsofknowledge–

- Factual- Conceptual- Procedural- Meta-cognitive

Thesecanbeputtogetherasacognitiveandknowledgematrixthataidscreationofperformanceobjectives.Ihaveusedthislatertodetermineteachingmethods(refer).

Overtime,multipletypesofcontenthavebeenidentifiedandaddedtothematrix(Table1)((Merrill,1983);(Clark&Chopeta,2004);(Clark&Mayer,2008)).

IhavecategorizedcontentintothesecontenttypesinChapter4,whileworkingwithcontentfor“LensesintheHumanEye”.

Knowledgedimension▶

▼Cognitivedimension Facts

Concepts

Processes

Procedures

Principles

Meta-Cognitive

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Table1:Thecumulativecognitiveandknowledgematrix

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Self-PacedLearningOutsideoftheSchoolSetting

Self-pacedlearningreferstoastudentundertakinglearningactivitiesinhis/herowntime.

Advantages:

- Accesstolearninginanysettingatanytime–athome,atthefarms,whiletravellingetc.

- Allowsrepetitionasrequiredwithoutpushingthestudenttomoveaheadwithoutunderstanding

Disadvantages:

- Learnerswithtime-managementandmotivationissuescanfallbehind

- Instanthelpmightnotbeavailableonthesystem

3.3. MobileEducation

Itisoftenstatedthattechnology(especiallymobilephones)willbepathbreakinginmakingeducationmoreaccessibleforthecommunitiesthathavebeen,thusfar,lesserprivileged.

Ithasbeenestablishedtosomeextentthat,thereisscopeforself-learningbychildrenthroughunsupervisedaccesstotechnologyandlearningmaterial(Dangwal,Jha,Chatterjee,&Mitra,2005)&(Kumar,Tewari,Shroff,Chittamuru,Kam,&Canny,2010).

Traxler(2009)commentsonhowmobiledevicesareincreasinglychangingthenatureofdiscourseandthenatureofknowledgeitself.Hementions,

“Findinginformationratherthanpossessingitorknowingitbecomesthedefiningcharacteristicoflearninggenerallyandofmobilelearningespecially,andthismaytakelearningbackintothecommunity…Learningthatusedtobedelivered‘just-in-case’,cannowbedelivered‘just-in-time,justenough,andjust-for-me’”(Traxler,2009,p.14).

AsperNarayananRangaswamy,head-educationatKPMGIndia,“[Educational]technologyadvancementshavecontributedtostudentsgettingbolderaboutwhattheywanttolearn”(Vignesh&Bansal,2016).

Similarthingshavebeensaidaboutmobilelearninggames.Theyarenotonlyengagingbutalsocapableofaccountingfortheuser’scontextandenvironmenttoimproveonthelearningprocess((Klopfer,2008)ascitedin(Kumar,Tewari,Shroff,Chittamuru,Kam,&Canny,2010)).ThenumberofeducationalmobilegamingapplicationshasincreasedmultifoldinIndiaandworldwide,suggestingagreaterpushtowardsbringinggamingtechnologiesintotheclassroom.

Multimediaeducationalgamesalsoprovidetheopportunityofbridgingsomesocialgapscurrentlyexistinginthesociety.Kumaret.al.(2010)showthatmobilelearninggamescreateasharedcontextthatencouragenewsocialtiestobeformedacrosscaste,genderandvillageboundaries.

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AsdiscussedinChapter2,Isoondecidedtousethemobilephoneasthedeviceonwhichtheinterventionwouldbebuiltanddistributed.Hence,beforecontinuingwiththedesignprocess,itwasimportanttostudyandbeawareofboththebestandworstpractices,andthecommonpitfallsthatICTimplementationsinruralareasface.

Trucano(2013)fromtheWorldBanklistsoutprinciplestoconsiderwhenintroducingICTinremote,low-incomeeducationalenvironments.Theseprinciplesreinforcetheuseofthemobilephoneasthemediumofdistributionas“thebesttechnologyistheoneyoualreadyhave,knowhowtouse,andcanafford”.Theyalsorecommendstartingworkdirectlyinthedifficultareas(whichiswhyallmyuserresearchandevaluationisdoneinrurallocations,andnotjustsemi-urbansites).HehasalsopublishedalistoftheworstpracticesinICTforeducation1.

1http://blogs.worldbank.org/edutech/worst-practice

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Chapter 4:

Working with Content

Asmentionedbefore,tofocustrialsanddevelopmentefforts,Iselectedanappropriatebroadtopic–Light.Contentwaspooledinfrombrainstorming,6th–10thstandardtextbooks(NCERT,MaharashtraStateBoard,andRajasthanStateBoard)andonlineresources(discussedinchapter5).Contentthuscollectedwaschunkedintotopicsandacontentmapwasbuilt.

Fig.14:Conceptmapgeneratedasresultofchunkingtopicsunder'Light'

Forthefinalprototype,Iworkedwiththetopic‘lensesinthehumaneye’.ForthisIanalyzedtheteachingmethodsusedandcontentcoveredfrommultiplesources(detailsappendedinAppendixI–ContentAnalysis–‘LensesintheHumanEye’).

Iusedthecontenttypes(listedearlierinchapter3)tocategorizehowthesesourcestreatedthecontent.Usingthis,andcontentfromtheRajasthanBoard’s10thstandardphysicstextbook,thefinalcontenttobecoveredwascollatedandisclassifiedinError!Referencesourcenotfound..

Iusedthecognitiveandknowledgematrix(referchapter3)toIusedthecognitiveandknowledgematrix(referchapter3)toidentifylearninggoalsandidentifyappropriateteaching/learningmethodsforeachcategory.Thesedecisionswereguidedpartlybythelearningfromtheliterationreviewed(discussedinchapter3)andpartlybyinsightsfromreviewingotherexistingproducts(discussedinchapter5).

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Table2:Contentcollatedtobecoveredbytheprototype

Code Content Data-Type

AltData-Type

C01 Everythingaroundusreflectslight Fact Concept

C02 Thehumaneyeismadeofmanyparts,eachpartplaysaspecificroleenablingustosee

Fact Process

C03 Eyeshaveaconvexlensthatconvergeslighttoformaninvertedrealimage

Process Conceptapplied

C04 Onlyanimageformedontheretinaisseenclearly

Principle

C05 Changingcurvatureofthelenschangesitsfocaldistance;Morecurvature-higherconvergencelesserfocaldistance,Lesscurvature-lesserconvergencemorefocaldistance

Principle

C06 Asuitablepowercorrectiveconcave/convexlenscanbeusedtodiverge/convergeincidentlighttobringtheformedimageontotheretina

Concept Procedure

C07 Defectsinanypartofthehumaneyecancausedefectsinvision

Fact

C08 Issuesintheeye'slenscauserefractiveerrors

Fact Conceptapplied

C09 Theserefractiveerrorscausetheimagetonotformontheretina,hencecausingblurryvision

Process Conceptapplied

C10 Commontypesofrefractivedefects-Myopia,Hyperopia&Presbyopia

Fact

C11 Defects-Cause(In-appropriatelenspowerofconvergence)

Fact Conceptapplied

C12 Defects-Cause(Weakeningofmusclesleadingtoinappropriatecurvature)

Fact Process

C13 Defects-Effect(Positionofimageformation&blurryimage)

Conceptapplied

C14 Thesedefectscanbecorrectedthroughusesofcorrectivelenses(inspecs/contactsetc.)

Fact

C15 Thecorrectivelensneedstonegatetheeffectoftherefractiveerror

Conceptapplied

C16* Notcorrectingdefectscausesstrain,whichcanleadtofurtherinjury

Fact Application

C17* Exercisingmuscleskeepsmuscleshealthy

Principle

C18* Exercisingeyemusclescanhelppreventdefectstosomeextent

Conceptapplied

*Wasaddedafterevaluation,toadddirectrelevance

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Table3:Contentsortedaspercontenttypeandlearninggoals(Thecognitive&knowledgematrix)

Facts Concepts Processes Procedures Principles Meta-Cognitive

Remembering C07 C2

Understanding C01,C08,C10,C11,C12

C13 C9

Applying C14 C15 C3 C6 C4,C5

Analyzing

Evaluating

Creating

Table4:Teachingmethodsidentifiedaccordingtocontenttypeandlearninggoals

Facts Concepts Processes Procedures Principles Meta-Cognitive

Remembering Audio-visual Audio-visual Audio-visual

Understanding Audio-visual Audio-visual+Interactive

Audio-visual+Interactive

Applying Questionnaire Interactive Interactive Interactive Interactive

Analyzing Questionnaire Display Openendedquestions

Evaluating

Creating

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Chapter 5:

Existing Products

Existingeducationalproductswerereviewedfortwopurposes–

i. Tocollatecontent(asdiscussedinchapter4anddetailedinAppendix-I),and

ii. Toidentifyteachingmethodsanddesignstrategies

Inthissectionwe’lldiscusstheproductsreviewedforthelatterpurpose.Largely,theproductsreviewedwere–textbooks,videolectures,propsandmodels,quizzingapplications,games,interactiveapplicationsandsimulations.

5.1. Regularlyusedinclassroomstoday

Schooltextbooks

Reviewedcontentandteachingmethodsusedby

- NCERT6th–10th(CBSEboard)- MSBTPCR6th–10th(Maharashtrastateboard)- BSER6th–10th(Rajasthanstateboard)

ThenewMSBTPCRtextbooksusemanyimages&activitiesforthechildrentodotounderstandconcepts.However,preliminary

inquirywithstudentsrevealsthattheseactivitiesarerarelytriedandremaintheoreticallyunderstood.

TheBSERtextbookincorporatesrelevancebyaskingscenario-basedquestions,andaddinginteresting“didyouknow”content.Ithoweverlacksintermsoftheimageryusedtoexplainmostconcepts.

Teachingwithimages,modelsandtoolkits

Manyschoolandteachersassociationsdevelopanduseprops,modelsandimagesasexternalrepresentationsandlearningaids.Thesecomewiththebenefitsaslistedunderthe“Usingexternalrepresentations”sectioninchapter3.

However,distributionofphysicalpropsandtoolkitsposesamajordisadvantage,astheyareusuallylimitedtoschoollevel,whereeachstudentdoesnotgettheopportunitytointeractwiththem.

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Fig.15:ModeloftheSun,EarthandtheMoontoteachshadows,eclipses,phasesofthemoonetc.(Source:www.teaching.com.au)

Fig.16:Coloursoflighttoolkit(Source:intunis.net/physics-light-lab)

5.2. Commercialdigitaleducationalproducts

Instructivevideos

Example:(KhanAcademy),(Byju's)andothertopicalvideosonyoutube.

Fig.17:KhanAcademyillustratingfar-sightednessaccompaniedwithaudioinstructions

Khanacademyvideosarechunkedwellandaretothepoint.Thoughthevideosarelargelyascreen-recordofadigitalscreen,thetopicsinlightarecoveredusingmanysketcheshenceaddingvisualvalue.Handdrawnraydiagramsarehoweverrarelyaccurate,whichmightleadtomisconceptions.

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Fig.18:AnimatedoverlaysaccompanyinstructioninByju'svideos(Source:youtu.be/_heyzqbdKtU)

Byju’svideoshaveaninstructortalkingtothestudentdirectly,whileanimatedoverlaysillustratewhatheisteaching.Amissingoverlay,however,completelyrendersthatsegmentunusable.Theinstructionshaveacasual-formaltone,likeaneldersiblingteachingyou.Thishelpsbuildfamiliarityandaidsunderstandingofconcepts.

Fig.19:AakashiTutorinstructorusingblackboardtotakeaclass,withherbacktotheviewer

AakashiTutor2hasdetailedexplanationofallconceptscoveredinthetextbooksplussomeadditionalconceptsandfacts.Anattempthasbeenmadetobringinvolvethestudentusingquestions,buttheyfailtodosobecauseofbeingclose-ended.Also,thetoneismonotonousandtheteacherrarelymakeseyecontact,hencemakingitveryeasytoloseattention.

2www.youtube.com/watch?v=7MVN9tQp2Oo,andhttps://www.youtube.com/watch?v=cxPmd5F_46A

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Fig.20:AmritaCreatedividesthescreenintotwotodisplayviewsofthesamescenewhileexplainingaconcept

AmritaCreate3uses3Dgraphics,firstpersonperspective,andaudio-visualstocovermostcontent.Atmanyplaces,contentcouldbemademorerelevantbyusingobjects/imageryfromreallife.

PROS:Useoffirstpersonperspectiveandreallifescenariostoexplainandvisualizerefractivedefects.

CONS:Errorsisvisualrepresentationleadtomisconceptions.

3www.youtube.com/watch?v=U_wTfpYK_msAnanimatedvideowith3Dgraphicsthatcoverspartsofthehumaneye,howtheyfunction,commonrefractivedefectsandtheircorrection.

Fig.21:Usingfirstpersonviewinascenariotoshowanddifferentiatebetweenfar&nearsightedness

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Fig.22:Explanationsusingcorrelationswithpreviouslylearntconceptsandformulae,overlaidwithmarkertextandapointerindicatesthecurrentpositionoffocus

DronStudy4usesanexplanatorytone,whichisinundatedwithquestioningandreasoningthroughout.Itusesvisualmarkerstopullattentiontotherelevantsectionofthescreen.Also,theuseofHinglishlanguagewouldmakethecontentmucheasiertoabsorbforstudentswhohavedifficultywiththeEnglishlanguage.

4www.youtube.com/watch?v=EmhHGFLXQXM,https://www.youtube.com/watch?v=U6jcditL7gA,andhttps://www.youtube.com/watch?v=VwLiZRrortsAnaudiovisualthatusesscreenrecordingwithHinglishvoiceover.

Manyothertopicalvideoshavebeenmade.Unfortunately,many

- Sufferfromwrong/misleadingcontent- Arerecordingsofteachersteachingontheboard,withtheir

backtotheviewer- Usevisualstoocomplexortooalien

Instruction+Quizbasedapplications

Example:(Brilliant.org)

LessonsonBrilliant.orgapplicationuseacombinationofinstruction+quizzing.Theinstructionsuseday-to-dayexamplestoexplainaconceptandhelpbuildaclearmentalmap.Theseexamplesarehoweverevidentlyurban(theirtargetmarket).

AusermayusemostfunctionalityonlywhenconnectedtotheInternet,whichlimitsitsusetolocationsanddeviceswithgoodInternetconnectivity.

Otherquiz-basedapplicationsalsoexistthataretoofocusedonthetextbooksyllabus,andmimicthatasis.

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Fig.23:ApagefromtheBrilliant.orgapplication

5.3. Games

Gamesarebuilttobeengagingandmobilegamesinparticularareveryinteractive.Hence,Ireviewedafewgamesavailableinthemarkettoteachlightandothersuchconcepts.

Gamesreviewed:GodofLight,PhysicsKombat,Transmission,Lazors,Glass,BlockCraft3Detc.

Fig.24:GodofLight-apathbuildinggamethatincludescomponentsinspiredfromandbasedonmirrors,lenses,prisms,colourfiltersetc.

PROS:Colours,musicandlevelsareusedtohappilyengagetheplayer.GameslikeTransmissionalsoindicatewelllinkagesandprogressionbetweenmultipleconcepts.

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CONS:Oftentwistpropertiesofcomponentstofitgameobjectives.Manygamescanplayedusinghit&trial,withouteverunderstandingtheconceptsatwork,andhencenotbeabletoapplytheseconceptsinalternatescenarios.

5.4. Screen-basedinteractiveproducts

Smartphoneinteractiveapplications

Examples:(PocketOptics,2016),(RayOptics,2017),(LightWaveStudio,2015)

Mostoftheseapplicationsdepicteduseofabstractedvisualrepresentationsthathelpedstudent’sclarifytheirunderstandingbymanipulatingthegivencontrols.However,noinstructionisprovided,whichrenderstheseapplicationsuselessforlearnerswithnopriorknowledgeofthesubject.

Fig.25:SampleopticalbenchinPocketOptics

Fig.26:SampleexperimentfromLightWaveStudio

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Webbasedinteractiveexplanationsandmanipulables

Sofar,Ihadnotfoundanexistingapplicationthatcoveredappropriatecontent,includedbasicinstructionandallowedlearningviamanipulatingcomponents.

ThesearchforsuchatoolorcollectionoftoolsledtotheproductslistedinTable5.Ianalyzedthemfor(a)contentdeliverymethods,and(b)modesofmanipulability&theroletheyplay.

Table5:Someofthekeyinteractivelearningaidsanalyzed

ProductName Description

(Physicsclassroom) Topiclevelinteractiveactivityzones

Cambridge:(TheAlienAttack)+(TheRealDeal)

Game+Teachingmodule

(Freezeray) Topicbasedsimpleinteractives

(ShadowAnimals) Interactive:Makinganimalshadowsbyblockinglight

(BendingLight) Interactivetooltoplaywithinstruments,lightsandmedium

(Physics-ChemistryInteractive):(Focus)+(MoonPhases)

ExplainingtheconceptoffocusingusingCamera

Fig.27:Exampleofreviewsdoneforwebbasedinteractiveaids

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Fig.28:Topicalinteractiveexperimentsatfreezray.com

5.5. Designimplications

Letstudentsplaywiththetoolanddevelopintuitionbypractice.Thisalsohelpsthemwiththeirschoolcurriculum.Dothisby–

1. Addingmanipulability–ithelpsengageandaidsdeeperlearning2. Allowingmultiplecombinationsandprovidingfeedbackon

whethertherightchoicewasmadeornot(Constructivist+directinstruction)

3. IncludetasksforreinforcingconceptsduringplayWarning:Bevaryoftheconceptbeingreinforced.

4. Givinginsightsintoapplicability“Wheredoyouusethisconcept?”

5. Award!Asimple‘YOUWIN!’,‘EXCELLENT’,‘WOOHOO’goalongwayinkeepingthestudentmotivated.

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Chapter 6: Design Brief & Goals

Themaingoalforthistoolistoenableguided-discovery.Hence,thebriefconstitutesof(a)guidancegoals,and(b)easeofdiscovery.

GuidanceGoals

Theapplicationmustprovideadequateinstruction(thelearninggoalswillbespecifictothecontent)andpreventmisconceptions.

EaseofDiscovery

Theapplicationmustbeeasytouseandengaging.Sectionsoftheapplicationmustbeeasilyidentifiableandnavigablebynoviceusers.

Itmustallowformanipulationofvariousinputparametersthatleadtoinstantandclearoutputasfeedback.

Since,itisanauxiliarytool,amajorfunctionofthetoolistoactasareference.Thestudentmustfinditcomfortabletoreturntotheapplicationincaseofdoubtsasmanytimesasrequired.Hence,noformofevaluationcanbeadeadend,andmustleadontofurtherlearningandrelearningopportunities.

Overall,Astudentmustbeabletopersonallyrelatetothecontentandfindthelearningvaluable.Thestudentmustbeabletoapplythelearningtoarealworlduse-caseandproposemultiplesolutions(ifpossible).

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Chapter 7: Ideation

7.1. LightAroundYou–InvolvingtheAnalogWorld

Idea1:ARanimatedexplanations

Studentpointsthecameraatascene(orclicksapicture).Animageprocessingsoftwareanalysesthispicture,andoverlayswithraydiagramstoexplainthephenomenonatplayintheimage.

PROS:Directrelationtosurroundings+Instructive

CONS:Limitedbytechnicalcapabilities–picturequality,imageIDingandappropriatecontentdatabasecreation

Idea2:Find&Share

Afterexplainingatopic,thestudentisaskedtolookaroundforexamples.He/shemustthenclickpicturesofthesameandsharesontheplatformand/orwithfriends.

PROS:Instructive,relevantandhassocialinvolvement

CONS:usefulforteachingobservablephenomenon,butnottheunderlyingabstractconcepts.

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7.2. TaskBasedGames

Idea3:BeingLight:Characterbasedgameplay

Here,thestudentislight.Afterintroducingthepropertiesoflight,‘light’hastofulfillcertaintasks.Strategizingusingyourownpowers(propertiesoflight),wouldclarifyconceptsandimprovelearning.

Idea4:PathMaking

Here,studentsneedtomanipulatepositions,sizesandorientationsofmirrors,lenses,etc.toreachagoalortocompletea

task.Forexample:Intheimageabove,thetaskistomakelightreachtheeye.

PROS:Scopeforcoveringarangeonopticalinstruments&materials,andtheassociatedlight’sbehaviour

CONS:Lowinstructivevalue,canbeplayedbyhit&trial

Idea5:Drawingraydiagrams

Thisideaplacedaspecialfocusondrawingcorrectraysdiagrams.It’saninteractivetoolwhereinthelightsourceismarkedandtherestofthesceneisdrawn.Thestudentneedstodrawafixednumberofraystoexplainthephenomenonshownintheimage.He/sheisratedaccordingtothecorrectnessoftheraydiagrams.

CONS:Veryspecificusecaseandneedstobeadaptedtoincludelocalrelevance

Thiscanhowever,stillbeincorporatedinotherinteractivesorfollowupquestionnaireswhereverraydiagramsarebeingused.

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7.3. ConstructiveGames

Toallowcustomizationandlocalization,andhavemoreflexibility

Idea5:BuildandShare

Usinganavailabletoolkitandassets,thestudentcancreatecustomopticalinstruments,whichcanbeusedascamerafilters.Thiscanbeannotatedandsharedpeer-to-peer,whocanfurtherdeveloponthesecreations.

Fig.29:Sampletoolkit

Fig.30:Theuserflow

Fig.31:Share-edit-shareflow

PROS:Highcreativeengagementandscopeforsocialinvolvement

CONS:Noclearlearningobjectiveandlowinguidance/instructivevalue

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Mergingtask-basedgames(forinstructionalvalue)withtheconstructivegame,Idevelopedthe1stconcept,a3Dsandboxtypegamecalled,

7.4. LUMOS

Itsgameplayisathree-dimensionalsandboxgamei.e.ithasminimalcharacterlimitations,allowingstudentstoroamandchangethevirtualworldatwill.

Theworldsmimicrealworldrulesoflight.Thein-gametimesystemfollowsadayandnightcycle,andotherweatherconditionscanbesetatwill.

Thegameworldiscomposedof3Dobjects–inspiredfromrealobjectsfromthestudent’scontext–thatcanbeplacedanywhereinthethree-dimensionalspace,andcanbeeditedtochangephysicalandspatialproperties.

Includesstructuredsub-games–suchasmini-games,tasks,submissionsandstorylines–thatmaybeignoredbygamers,butunlockcertainlockedobjectsinthegame.(Forexample:Idea4&5mentionedearlier).

Tasksandsidemissionsarebasedonaconcepttobetaughtandlargelyfollowaprogression,whereamoreadvancedtaskismadeavailableonlyuponsuccessfulcompletionofarelativelyeasiertask.

Thisgametakesaplatform-basedapproachonwhichothersubjectsofsciencecanalsobetaught.

GameScreenComponents

1. TheSandboxArea2. ThePlayer3. TheChest(Sandook:Theassetstore)4. Lastusedobjects5. 1stand3rdpersonviews6. Header:WorldDescription7. Weathercontrol8. Measurementstools

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InstructiveTasks

Similartoideas4&5,thepurposeistoinstructviaplay.

Studentsneedtocompletetasksinordertounlocknewassetsintheassetstore.Thesetaskswouldinvolvetheusingthisnewasset,thusexplainingit’spropertiesand/ortheworkingofaphenomenon.

Fig.32:Taskdesignedusing'Hide&Seek'toteachmaterialopacitiesandthat'lighttravelsinastraightline'

Examplesofpossibletaskstoteachaparticulartopic–

- Hide&Seektoteachlighttravelsinastraightline,- Colouredlightfilter’seffectonplantgrowth,- Seeingobjectsatanglesusingmirrors,- Thehumaneye&itsdefects–manipulatelensestogetthe

correctliveview,- TotalinternalreflectionusingMirage&Floatingships,- Speedoflightinmediausingaracinggame,etc.

Navigationin3Dspace

Ideallyonewouldneed9degreesoffreedom(9dof)–3characterpositioning+3characterorientating+3worldspaceorienting;howevercontrollingall9wouldbeveryconfusing.Hence,thiswaslimitedto6dofby

- fixingcharacterpositionrelativetomaincamera.Thisreducescharacterto4dof–2(x,y)positionaland2(x,y)rotational

- removingdirectcontrolforz-axisrotation.Thiscanbeachievedintutivelybyx-axisandy-axisrotationcombinations

Layouting&Interaction

Fig.33:Inktracingdonetodetermineaccessibleregionsondifferentscreensizes&orientations

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Social&Multiplayer

People(students&teachers)cancreateworldsandteachers/moderatorscancreatetasksthatcanbevisitedandratedbyothers.Whilepromotingfreedomofcreationandownership,thisallowsforcreationoflocallyrelevantscenariosandmultipleexamplesforthesameconcept.

CONS:Onfurtherdevelopmentofconcept,itwasrealizedthattheconcepthashighchancesofhavingverylowinstructivevalue.Plusitistoocomplextodevelopandtestandhenceslippedbeyondthescopeofthisproject.

Fig.34:Usingthebettertogetherframeworkfor(1)multiplayergames,and(2)multiplesimultaneousviews

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Chapter 8: The Final Product – Science World

Aself-helpuse-after-schoolcollectionofconcept-wiseinteractivesthatwould

- Makevisiblelinksbetweenmultipleconcepts- Useapplicationsofaconcepttounderstandtheconcept- Beexperiential;engagesstudentswiththecomponentsandhelps

themmakeconnectionswithreallife- Beeasytouseandre-use,and- Actasareferencematerial

Targetuser:7th-10thstandardHindimediumruralstudents

8.1. TheDesign

Majorcomponents–

i. THEMENUAlisticleofallindividuallearninginteractives

ii. THEINTERACTIVEAguided-discoveryinteractivethatfulfillsalltheobjectiveslistedinchapter6–thedesignbrief.Thiswouldcovercontentforaparticulartopic.

DesigningtheMenu

Thisiswhereallindividuallearninginteractiveswillbelisted.Apartfromlisting,themainfunctionofthispageistomakevisiblethelinkagesbetweenthevariousconcepts.

Fig.35:DevelopmentoftheMenuofInteractives:TheFloatingIslands

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Fig.36:DetailsoftheMenuofInteractives

45

TheUserFlow

Onbeginningtheapplication,astudentwouldlandonglobedepictingtheScienceWorld.Swipingrightandlefttorotate,andtaptoselectanumbrellatopicsuchasLightareavailablenavigationoptionshere.

Fig.37:Landingpage:ScienceWorld

Thiswouldleadtothemenuofinteractivesonallconceptsunderthisumbrellatopic(referFig.36above).Here,thestudentcanpantonavigate(orusetextualsearch)tonextinteractive,andtaptolaunch.Themostappropriateconcepttobelearntatanymomentwouldbydefaultbesetasthelargestisland(mostclickable).

Launchinganinteractivegetsthestudenttoanentrygate(Fig.38),whereinthestudentisgiventheoptiontoclaimfullknowledgeoftheconcept.Incasethestudentdoesin-factknowtheconceptbeforehand,thissaveshim/hertimeandbooststheirconfidence.Italsopreventsthemgettingboredandleavingtheapplication.

Claimingfullknowledgeofaconceptlaunchesaquizwithapplicativequestions(Fig.39).Successfulcompletionawardsthestudentwithpraise,andsuggestionsaremaderegardingthebestconcepttomovetonext.Incasethestudentisunabletoclearthequiz,instantfeedbackisgivenregardingthestudentsstrongandweakpoints,andthestudentisaskedtogothroughtheLearningInteractive.

Eachlearning-interactivecanhaveaseparateflowasappropriatefortheconcept.Aprototypewasbuilt(asdiscussedlater)on‘LensesintheHumanEye’todemonstrateasampleinteractive.Completionofeveryinteractiveleadstotheapplicativequizforfinalreinforcementofconceptsandevaluationagainstlearningobjectives.

Successfulcompletionofthequizwouldleadtoitsislandbecomingactive,andtheassociatedbridgeslinkingup.

46

Fig.38:EntrygatetotheLearningInteractive

Fig.39:SampleApplicativeQuizforLensesintheHumanEye

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Fig.40:TheOverallUserFlow

48

8.2. PrototypingtheInteractive

Preliminaryoptionsweredevelopedformultipletopicssuchas–colours,curvedmirrors,spectaclesandthehumaneye,lighttravelsinastraightlineetc.

Eventually,Idecidedtomaketheinteractivetoteach–lensesinthehumaneye–whichahighleveltopic,andhasapplicativevalue.

Collecting,assessing,simplifyingcontent

ContentwascollectedfrommultiplesourcesandchunkedasdescribedearlierinChapter4:WorkingwithContent.

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Linkingconceptsandassessingit’sroleintheapplication

Istartingwith‘Light’,

Followedbythelens’sroleintheHumanEye,

Settinglearningobjectives

- Knowthatthehumaneyehasaconvexlens- Understandwhenyouseeclearlyandwhennot,andwhy- Understandtheroleofthelensinhelpingussee–focusingand

accommodation- Understandwhyrefractivedefectsoccur- Knowthatyoucanuselensestocorrectsomeofthesedefects- Recognizethesedefectsinlowvisionscenarios- Determinewhichlenscancorrecttheidentifieddefect- Reflectonwhyitisimportanttotakecareofyoureyes&how

youcandoso

Identifyteachingmethods

AsdescribedearlierinChapter4:WorkingwithContent,appropriateteachingmethodsweredecidedfordifferentcontent-typesaccordingtheleveloflearningobjective.

Identifyrelevantapplications

Hereweanswerthekeyquestion:“WhatdidIlearnandwhy?”

- Youcanseeobjectsfarandclose- Ifyouhavetroublefocusing,thenanopticiancancorrectit!- Ifyouneedspectacles,youcan’tseeallthingsclearlywithoutit.- Whenadultsinyourhousehavetroublereadingthepaper,you

cansurprisethemwithtellingthemwhy,andhelpingthemgetappropriatespectacles.

- Notalldefectsarerefractive,butmostdefectscanbetreatedwithreplacementoperations.Youcanpledgetodonateyoureyes!

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Linkingapplicationandcontent.

Usingknownapplicationstoexplainthecontent–Thiswasintegratedinthedesignoftheprototypewhichisatoolthatallowsstudent’stoexperiencehowtheirvisionwouldbeandhowtheywouldseethingsnear&faraccordingtothedefectintheireyesandwhichcorrectivelenstheyarewearing.

Usingthenewlylearntcontenttoexpandknowledgebasebyintroducingnewapplications–thiswasdonebyintroducingapplicativequestionsattheendoftheinteractive.Thisisalsocoveredbylateraddinginteractivesforunfamiliartopicsunderthesameconcept.

Step9.Building,testinganditerating

Fig.41:Earlylayoutingandscenariodesign

Fig.42:Earlyprototypingforweb-basedtool

Fig.43:Informationflowandinstructionscripting

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8.3. PrototypeUsedfortheFormativeEvaluation

Fig.44:Prototypeforevaluation:Sectionsofthemainscreen&itsfunctions

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InteractivePrototype’sFlow&AudioScript

SCREENS+SCRIPTSTUCKHERE

(IncludedseparatelyinDVDincaseofsoftcopy)

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Chapter 9: Evaluation

Alignedtothedesignbrief(chapter6),theevaluationtestedfor:

- Ensuringadequateinstructionalvalue- Easeofuseandnavigation- Identifiablesections- Engaging,andcomfortabletocomebacktoforreferencing

9.1. EvaluationMethod

Formativeusertestingwasdoneviathink-aloudtestingwith6studentsatSangriya(S1,S2,S3,S4)andMoriJoshiyan(M1,M2)villagesinRajasthan.SangriyavillageismuchmoreclosertothedistrictheadquartersJodhpur(12kms)thanMoriJoshiyan(38kms).

AllstudentsotherthanM1hadusedasmartphonepreviously.Hence,theirresponsecoulddemonstratewellthebehaviourofruralstudentswithbasicaccesstosmartphones.Thestudentsallhadjustcompleted10thstandard.Theyhadcovered/revisedthecontentunder‘HumanEye’aboutamonthearlier.

BeforetheThink-Aloud

Thestudent’sname,age,mediumofeducation,parent’seducationlevelswererecorded.Ifollowedbyaskingiftheyuse/

needspectacles.Thestudentsweretheninformedthatthey’dbehelpingmetestalearningapplication.

Ifollowedbydemonstratingathink-aloudtestwiththeWhatsappapplication,toexplainwhattheyneedtodo.Toeaseanxiety,theywereclearlytoldthatitisthetestoftheapplication,andnotatestforthem.Hence,theymustrelaxandspeakouteverythingtheythinkof.

DuringtheThink-Aloud

Whilethestudentthought-out-loud,Ijotteddownuserstatementsandobservationsregardingcommonerrors,studentinvolvement,sectionidentification,navigationetc.

AftertheThink-Aloud

IorallysimulatedtheResponsiveQuizsection.Thestudentsweregivenascenarioandaskedwhattheywoulddotoresolvetheissues.

Me:Youareinaclasssittingonthefirstbench,youcanseetheleavesonthetreeoutsideclearly,butfinditdifficulttoreadthetextontheboard.Whatwillyoudo?

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Thestudentcannowgivearesponse.Itwasnotedifthestudentreferredtotheapplicationincaseofdoubts.

Me:Whatifyoulostyourspectacles.Whatwouldyoudothen?

Itwasnotedifthestudentscouldapplytheconceptslearnttofindanalternatesolutiontotheobvioususeofaspectacle.Onecorrectanswerhereis(theotherwisenon-intuitive)shiftingtoaseatfurtherawayfromtheboard.

9.2. IssuesIdentifiedandDesignResponse

TheissuesidentifiedweresortedbyseverityandcategorizedintoLearning,Content,PresentationandInteractivityrelatedissues(Table7).Designideasweregeneratedtoovercomemostoftheidentifiedproblemareas(Table7).Someofthedesignideasforhighandmediumseverityissueswereimplementedinthefollow-updesigniteration(referFig.45andFig.47).

IhavealsosummarizedtheidentifiedissuesandtheirrespectiveremedialdesignideasusingtheExtendedUserExperienceModel(Joshi&Medh,2006)fore-learningproducts(referAppendixII).ThestructurehelpsunderstandissuesineachcategoryagainstitsplaceintheGarrett’smodelofuserexperience.

LearningRelatedIssues

Intheprototypeevaluated,theaudioinstructions(asperthescriptonpage52)playovertherelatedinteractivescreens.Sincethisaudioistheonlycomponentthatdeliversdirectinformationandisnotsupportedbyanadditionalinformationdeliverymechanism(suchastextorvisuals)mishearingandmisinterpretationarelikely.Alllearningbeyondtheaudioinstructionswasdesignedtobepurelyexperientialviaexplorations.Hence,toprovideadditionalguidanceIaddedanimatedvisualstotheseaudioclips.Therelatedinteractivescreenwouldcomeafterthisanimatedaudio-visual.

Forexample,anintroductoryvideo“ManavNetra”wasmadeforintroducingtheroleandtheoverallfunctioningofthehumaneye(referFig.45).Thiswouldplaybeforethe“ManavNetra”interactivescreen.Thestudentcanreturntothisvideoasandwhenrequired.

Fig.45:Insertedinstructiveaudio-visualsbeforetheinteractivescreens(https://youtu.be/xYaZgTKvKZE)

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Additionally,itwasdiscoveredthataprocesstobookmarkcontent,andtoaskdoubtsisneeded.Sincethesearescopelevelissues,theyhavebeensetasideforfuturere-designs.

ContentRelatedIssues

Whilethestudentsexploredtheapplication,Iobservedsimulationerrorsforspecificuse-cases(suchasthosementionedinTable6).Theseerrorscanlargelyberesolvedbycodetweaking.

Thefirstexampleisillustrativeofhowexploratorylearningcanbroadenourlearningandunderstanding.Inthisspecificcase,thestudentwasexploring‘nikat-drishtidosh’or‘Myopia’.Thisvisualdefectisoftenmemorizedas“thedefectwheretheimageformsinfrontoftheretina”.ThesimulationdepicteditasshowninFig.46.InFig.46(a),theeyeislookingatablackboardfaraway.Theimageformsinfrontoftheretina(asexpected)andthiscausetheview(asshowninthe1stpersonview)tobeblurred.However,whilelookingatanotebookclose-by,theimageissharpandshouldhaveformedontheretina.ThisiswronglydepictedintheraydiagraminFig.46(b),whichcouldleadtomisconceptions.

Table6:Contentrelatedsimulationerrors

Findings DesignIdeasLightdoesn'tfocusonretinaindefectedeyeevenwhentheyarelookingatafocusedlocation

Editcode&highlightinaudio-visual

Thelightraysshouldgothroughthepupil,andnotovertheiris

Correctviacode

Thehorizondoesn'tremainhorizontal Codingissue(fixrotXto0)

(a) (b)

Fig.46:Snapshotofprototypewhilestudentexplored'Myopia'–(a)Whilelookingatfarawayobjects,and(b)whilelookingatclosebyobjects

Duringtesting,twoadditionaltopicswereidentifiedthatwouldmakethislearningmorerelevant–‘Whydowehavetwoeyes?’and‘Keepingyoureyeshealthy’.Contentforthesetopicsneedtobecreatedandhence,thishasbeensetasideforfuturere-designs.

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PresentationRelatedIssues

Humanizing

Theprototypeapplicationlackedhumans.Theyweremissinginthesceneandthefirstperson’seyeballlackedahousingfacebecauseofwhichitfloatedinmid-air.Addinghumans(referFig.47)makesthescenesreal,whichhelpsstudentsrelateeasilywiththescenario(nothowever,thatthisismayaddtodistractions,andneedstobetestedwith).Addingafacetothe1stpersonalsohelpsinidentifyingtheeyeball.

Fig.47:Newdesignindicatingapplieddesignideas

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Visibility&Highlighting

Sincestudentsareexpectedtoconstructknowledgeforthemselvesbyusingtheinteractivescreenstoexploreaconcept,allinteractivecomponentsofthescreenwereexplicitlymarkedoutusingcontrastingoutlinesandahandindicatortoshow“clickhere”(asshowninFig.48).In-spiteofthesemarkers,thestudentsdidnoteasilyidentifythatthesewereinteractiveelements.However,theydidobservemotioninthefirstpersonviewquicklyanditturnedouttobeaclearindicatorofinteractivity.Hence,Isuggestuseofmicro-animationsforshowingpossiblegesturesandinteractions.Forexample:atappinghandratherthantheiconforthetapgesture.

Fig.48:Prototypescreenswithmarkersforinteractivecomponents

Narration

Thenarrator’stonemayalsobethoughtofastooformalattimes,andwillneedre-scriptingwithresearchonlocalwordusage,orbyusingthelocallanguage.

InteractivityRelatedIssues

Navigation

4/6studentsdidnotintuitivelyunderstandhowtogotothenextpage.Thecorrectwayofdoingsowasbyclickingthearrowontherightsidetopcorner(referFig.48).Theycould,also,oftennotestimatewhentheyhavecompletedallthefunctions/tasksofonesectionandwouldaskforapprovaltomovetothenextsection.Intuitivelytheywouldeithertapontherightbottomcorner,orswiperight.Since,theswipemotionwouldinterferewiththedraginteractionsofthecoreinteractive,wecannotusetheswipegestureforinter-sectionnavigation.

Hence,Iproposetointroduceanendofsectionnotification.Here,themoveback/nextbuttongetshighlightedwhenallcombinationsofthesettingshavebeentriedorwhenastudentaggressivelyswipesright/left(sampleshownbelow).Thiswouldalsofunctionasatrainingaidtothenavigationalfunctionsoftheapplication.

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AudioInstructions

Whiletheaudioplays,studentsstopallactivitytolisten.Hence,whentheinteractivepageisfirstdisplayed,studentsdonottrytotouchandmanipulatethescreencomponents.Also,whentestingincontext,aneedtobeabletocontroltheplayback(changespeed,movebackandforth,playandpause)becameevident.Theseissuesareovercomebyintroducingtheseparateaudio-visualinstructionswithmediacontrols,asdiscussedunderlearningrelatedissues.

Also,innoisyareasandtokeephandsfreeforexploration,asuggestiontopluginearphoneswouldbemadeatthebeginning.

Manipulate-ableParameters

Themenuoptionsintheprototype(asshowninFig.48)hastheseoptions:

Eyedefect:¡ Myopia¡ Hyperopia

Lensinspectacles:¡ Concave¡ Convex

Bydesign,keepingbothoptionsinactiveundereithertitlewassupposedtoindicateabsenceofeitheranydefect,orthespectacles.However,thiswasnotunderstood.Hence,theoptionsofthe“NormalEye”,and“NoSpectacles”wereintroducedinthemenure-design(referFig.47).

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Table7:Issuescategorizedandseverityidentified.Designideasgeneratedtosolveforeachissue.

A3TABLESTUCKHERE

(IncludedseparatelyinDVDincaseofsoftcopy)

S–Sangriyavillage;M–MoriJoshiyanvillage

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Chapter 10: Results

Ofthe6studentsinterviewed,1student(M2)alreadyunderstoodthecontentwell,andconfidentlyansweredmostquestions.Oftheother5,4studentscomfortablyusedtheapplicationasreferencetoconfirm/changetheiranswerstotheapplicativequestionsaskedafterthethink-aloudtests.

Valueaddedthroughrelevance

Multiplestudentsmentionedhowtheyhadneverthoughtofthechapterassomethingtheycoulduseinreallife.Manyhadnotfullycomprehendedthatthecorrectivelensesbeingspokenaboutinthetextbooksreferredtospectacles.

Studentsinteractedwiththecontentinaverypersonalway.Itwasinterestinghowtheypointedouttheabsenceofhumans.Astudent,whowasblindinoneeye,discussedhowthefirstpersonPoVsectionintheapplicationwouldbedifferentforhim.Anotherstudent,whodidn’twearspectaclesin-spiteofhavinganeyedefect,exclaimedthatshewouldgogetherselfsomespectacles!Shehadn’trealizedthatnotwearingspectacleswouldmakehereyesworse.Thesereactionsindicateinternalizationandself-reflection–anintegralpartofexperientiallearning.

Comparedtotextbooks

Afterusingtheapplicationandtheapplicativequiz,Iaskedthestudentswhattheylikeabouttheproduct,andhowdoesitfarewhencomparedtotheirtextbooks.

Thetextbooksprovidecleardefinitions.Duetosmallscreenrealestate,theimagesonthescreenweresmaller,andneededzooming.Intextbooks,allthecontentisavailableinoneplace–textbesidesanopticallyzoom-ableimage,andcross-referencing–flippingthroughpages,iseasier.

Themobileapplicationismoreengaging.Animations,micro-interactions,coloursetc.capturesattentionformuchlonger.Thedynamicityhelpedthemlearnbyinstantlycheckingtheirunderstandingagainstthevisualizations,andpreventingmisconceptions.

Theinteractivetool,hence,helpedthemviewthetopicasmorethanjusttheory.Itdeliversthetheorytothestudentnevertheless,byintegratingitwithrelatableapplicationsandpractice.

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Scopeforfuturework

Thedesignideasidentifiedmustbeimplementedinaworkingprototype,andtestedwithalargesampleofstudentsagainstacontrolgroup.

Multiplescenariosmustbedevelopedtoabletotesteffectivenessofcontentrelevance.Itmustalsobeanalyzedifmakingcontentfunandinteractivehamperslearninggoalsbyactingasanagentofdistraction.

Creatinginteractivecontentusingtheapplication-firstapproachforothertopics,wouldallowtestingofreplicabilityandvalidityofthisapproach.

Caution

Mobilephonesarealsoameansofdistraction(especiallyduetosocialmediaapplications)andarethereforeconsideredasanegativeinfluenceonstudentstudies.Mobileeducationevangelistsshouldbecognizantofthesame.

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Appendix I – Content Analysis – ‘Lenses in the Human Eye’

Digitalversionavailablehere–https://docs.google.com/spreadsheets/d/1Yml3pZlRHka1gkfoAJXp1p9A7QaquDx5dOFwPkHyC5w

Source1:RajasthanBoardStd.XScienceTextbook

ContentData-Type

AltData-Type TeachingMethod Notes

Humaneyeuseslighttoallowustoseesurroundingobjects

Humaneyehasalens Fact

ReflectionusingquestionsHumaneyeisanimportantsensoryorgan Fact

Mentionedasafact

Itisimpossibletorecognisecolourswithoutusingeyes

Meta-Cognitive

Showcaseutility/importance

Humaneyeislikeacamera-Partsofthehumaneye(nomenclature,description) Fact

Labelledimage+writtendescription

Theeyeballhas~2.3cmdiameter Fact

MentionedasafactLensformsanimageonalightsensitivescreen-

retina;Lightentersthroughthecornea,mostrefractionhappenshere;Crystallinelensmakessmalladjustmentstofocuslightfromobjectsatvarieddistances;Pupilcontrolstheamountoflightthatenterstheeye; Process Fact

Detailedstep-by-steptextualdescriptionofprocess;includesintroductionofnomenclatureofparts,theirdescritionandfunction

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Thelensmakesaninvertedimageofanobjectontheretina;Light-sensitivecellsactivateandgenerateelectricsignals;Opticalnervestakethesetothebrain;Thebrainprocessesthesesignalstoidentifytheobjectasis.Crystallinelensmakessmalladjustmentstofocuslightfromobjectsatvarieddistances Concept

Mentionedasafact

Iriscontrolssizeofpupiltocontrolamountoflightenteringeye,dependantonlightintensity Process

Referringtothestudent'sexperience;Textualdescriptionoffunctioning

Crystallinelensismadeofajelly-likesusbstance Fact

MentionedasafactCiliarymusclescan(tosomeextent)changethe

curvatureofthelens Fact Concept ConceptmentionedasfactChangingcurvatureofthelenschangesitsfocal

distance Principle

MentionedasafactDependingondistanceofobject,theciliary

musclesexpand/contracttomakethelensthin/fatinturnincreasing/decreasingitsfocaldistance(Howyoureyeaccomodates) Process Concept

Concepttaughtasaprocess;Showcasingrelationships

Definingaccomodation Concept

Introducedconceptasafact,followedbydescriptionasaprocessandlatersummarisedintoadefinitionandnomenclature

Nearpoint(definition)at25cm,can'tseeclearlyatverynearbydistances;Sameforfarpoint Fact

Explainedthroughexampleactivity(bringpageclosetoeye)

Anormaleyecanseeclearlyfrom25cmtoinfinity Fact

Summarisingtoapplicableusefulinformation

Cataract-definition,causesandcorrectionmethod Fact

Mentionedasafact

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Whydowehavetwoeyes?Whyaretheybothinthefrontandnotonthesidesoftheface?viewingarea,visibility,detection,stereoscopicview,depthofview

Factapplied

Factsmentionedwithalternateexamples(ofanimalsandofone-eyeview);Alsoexplainedthroughanexampleactivity(closeoneeye...)

Thegapbetweentwoeyescauseadifferentialimagetoform.Thebrainprocessesthisinformationtoestimatedepthofobject. Process Fact

Texttualexplaintionaccompaniedbyanexampleactivity(closeoneeye...)

Eyessometimelosetheiraccomodationpower,makingsightnon-distinct/blurry.Reflectiveerrorsmakesightblurry. Fact

Causalexample

Thereare3commonrefractiveerrorsoftheeye-Myopia,Hyperopia,Presbiopia Fact

Types&nomenclatureintroduced(alsomentionedinenglish);

Theserefractiveerrorscanbecorrectedbyusingappropriatesphericallenses Concept

Mentionedasafact

Nearsightedness&Farsightedness-Definitions Fact

Writtendefinition,mentionedasfact

Nearsightedness&Farsightedness-EffectMovementofnear&farpoints Fact

Labelledimage+writtendescription;Explainedwithapracticalexample(suchapersoncan'tseethingskeptafewmetersaway...,suchapersonhastokeepreadingmaterialfartherawaythan25cmtoreadclearly...);Whythishappensisexplainedlater

Nearsightedness&Farsightedness-CauseEyeballshape&curvatureofthelens Fact

Conceptapplied Mentionedasafact

didnotreiteratehowcurvatureeffectsfocusdistance

Nearsightedness&Farsightedness-CorrectionsUsingconcave/convexlenstodiverge/convergeincidentlightontotheretina Process Fact

Labelledimage+writtendescription;Useofwhichlensmentionedasfactandcorrectivepowerdescribedasaprocess

noexplicitmentionoftheuseofspectacles

Suitablepowercorrectivelensbringsbackimageontheretina Process

Mentionedasafact+slightinklingofaprocess(correctivelensfocuseslightonretina...);

noexplainationofwhyandhowincase

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Explainedwhythecorrectivelensfocuseslightonretina(...providesadditional[converging?]power)

ofnearsightedness

Presbiopia-Definition,Cause(weakmuscles&inflexiblelensduetooldage,loweredaccomodationpower),Effect(Farthenednear-point) Fact

Mentionedasafact;Mentionedthatthisiscommonwitholdage,henceprovidingsomeutilityorlearning incompletedefinition

Personcanhavebothnear&farsightedness.Suchapersonneedsbi-focallens Fact

Conceptapplied Mentionedasafact

Bifocallens-Upperpartisconcavetoseefarawaythingsclearly,andBottompartisconvextoseenearbythingsclearly

Descriptionoflens,itspartsandpositions,andtheirfunctionalities noimageused

Newcorrectivemethods-contactlensesandsurgicalinterventions Fact

Mentionedlatestdevelopmentsasinterestingfactstoknow

EndofChapterQuestions Type

Whatisaccommodationpoweroftheeye? Define

Anearsightedpersoncannotseeclearlybeyond1.2m,whattypeofcorrectivelensshouldhe/sheuse?Applicativequestionforfactbasedanswer

Wheredoesthenearpointandfarpointforanormaleyelie? FactualquestionAstudentsittinginthelastbenchhasdifficultyseeingtheblackboard.Whatdefectdoeshehave?Howcanitbecorrected? Applicative(scenariobased)question

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Source2:KhanAcademy5

Content Data-Type AltData-Type TeachingMethodPoweroflens-comparativeexamplewithtwolenseswithdifferentfocallegth Concept Principle

SmallfocallengthmeanspowerfullensHencePower=1/f[1/m=Diopter]

SphericalAberation Concept

Lensescantfocusallraystoonepoint,theystrayalittle

Alwaystalkabout"thinlenses"only Principle

thinlenseshavelessaberration

[reasonforabove]sin(theta)=theta Principle Fact JustmakingpeopleacceptitasageneralconceptinphysicsDifferentshapewouldbeneededforlowaberration(non-spherical) Principle

Notelaborated,likewhatthatshapewouldbe

ChromaticAberration-Issuewithdifferentcoloursoflight

Meta-Cognitive

Justdefinition

ChromaticAberration-Differentcolourshavedifferentrefractiveindex(bluemore,redless) Fact

Juststated.

Partsoftheeye-Cornea,Lens,Cilliarymuscles,retina Fact

Diagramaticallyshown

Functionofthedifferentparts Fact ProcessThefunctionalitiesareexplained,alsoexplainingtheimageformationintheprocess

Formationofasharpimageonretina Process FactRealimage,inverted,flipinbrain.Factstatedthatforimagetobesharp,needtofocusonretina

Farsightedness Concept ProcessIfciliarymusclescannotmakelensconvexenoughwhenobjectiscloser.Thenwhathappens

5www.khanacademy.org/video/diopters-aberration-and-the-human-eyePartoftheGeometricOpticslesson.Thisvideolecturecoverspowerofalens,andpropertiesofreallenses.

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Correctionlenstobeadded

Convexbecauseitwillcreateavirtualimageofobjectfartherawayfromrealpositionhelpingeyeofucsit

NearSightedness Concept Process

Correctionlenstobeadded

Concavesinceitwillcreateavirtualimagenearertotheeye

NearSightedness-diverginglens,far-converging Principle

Concludedasthetakeaway

Source3:AmritaCreate6

ContentData-Type


Lensesareopticaldevicesthattransmitanddefractlight Fact

Divergingandconverginglensimageswithrays(3D)

Eyesalsocontainlenses,eyeshelpussee Fact

Juststated,thenfollowedby3DbreakupPartsofeyes,theirfunction-Cornea,Iris,Pupil,

Concavelens,cilliarymuscles Fact

3Dview,pluscrosssectionTransparentstructureCorneahelpscollectand

focuslightinside Fact IriscontainssmallopeningcalledPupil,

expands/contractstochangeamountoflightentering Fact

Lens-Colourless,transparent,crystalline Fact Process animationwithnarration

6www.youtube.com/watch?v=U_wTfpYK_msAnanimatedvideousing3Dgraphicswhichcovers:partsofthehumaneye,howtheyfunction,commonrefractivedefects&theircorrections

69

Cilliarymuscles-holdthelensinplace,adjustfocallengthbychangingcurvature Fact Process animationwithnarration

Fordistantobjects-musclesrelax,lensthins,focallengthincrease Process

animationwithnarration

NearbyObjects-musclescontract,lensthickens,focallengthdecreases Process

animationwithnarration

Powerofaccomodationofeye-definedastheablitytoadjustfocallength Fact

stated

Eyelensformsinvertedrealimage Principle

Sinceitsjuststated.Retina-lightstrikesretinaandisconvertedto

electicalsignals Fact Signalsgotobrain,itconvertsthemtoimages Fact NearPointorLeastDistanceofDistinctVision-

Defn(normaleye-25cm) Principle

animationFarPoint-Defn(from25cmtoinfinity) Principle

Refractivedefects-causeblurredvision,lackofaccomodation Principle

animation

Fourdefects-Myopia,hypermetropia,astigmatism,presbyopia Fact

Hypermetropia-farsightedness,nearobjectsareblurred Fact

animationshowing1stPersonPoV

Whathappens?-imagebehindretina Principle

imagewithraydiagramReason-increaseinlensfocallengthOR

reductioninlengthofeyeball Principle

animationshowingchangeincurvatureshiftingtheimageformed

ERROR-animationshowslensthickening.

Correction-convexlensofsuitablefocallength Principle

animation-indicateseffectofpoweroflensaswellbyadjustinglenstogetimageonretina

Myopia-nearsightedness,farobjectsunclear Fact

animationshowing1stPersonPoV

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Whathappens?-imageinfrontofretina Principle Fact imagewithraydiagramReason-increaseincurvatureoflens,or

increasedlengthofeyeball Principle

animationshowingchangeincurvatureshiftingtheimageformed

ERROR-animationshowsthinninglens

Correction-concavelens Principle

animation-indicateseffectofpoweroflensaswellbyadjustinglenstogetimageonretina

PresbyopiaDefn-Oldpeople,nearobjectsblurred Fact

animationshowsmanturningold

Whathappens?-nearpointshiftsfarther Principle Fact

animationshowingshiftingofnearpointusinglineoverlaysoverscenario'simage

Reason-weakeningofcilliarymusclesordecreasedlensflexibility Principle Fact

animationshowingciliarymusclesbecomingweak(wronglocationofmuscles);Animationshowspositionofimageformation(eventhoughnotaccompaniedbynarration)

ERROR:wronglabellingforcilliarymuscles

Correction-convexlensofsuitablefocallength Principle

Animation(sameasfar-sightedness)Dualdefect-bothnearandfarobjectsunclear Fact

Correction-bifocallenswithupperpartconcave,lowerpartconvex Principle

Animationshowinglensandeffectoflens

ERROR:bifocallensshowniswrong(4:00)

Astigmatism-imagefocusedinhorizontalplane,butnotvertical Fact

Reason-irregularcurvatureofcorneaorlens Fact

NOTE:Callingastigmatism"facts"sincehardtofollow

Correction-"Glasseswithcylindricallens”? Fact

SUMMARISESwithdefinitions!!!

Repeatingpreviouslyshownanimationswithvoiceoversummaries

71

Source4:DronStudy7

ContentData-Type


Eyeball-ifeyeistakenout,itlookslikeaball(likethisimageshere) Fact

Imageandnarration

Eyes-helpsustosee Fact

Eyeball-spherical,diameteraround2.3cm Fact

Exacthonahihai,butspheretypekahihai

Partsofeye Cornea-Bulging,transparent,convexlayer Fact

Image

Workofcornea-protection,dustprotection Fact

ERROR,allotherthingssayitsalensishthing

IrisandPupil:Discandaholeinitrespectively Fact

ImagesIris-differentlycolouredinpeople,ringshaped Fact

Pupil-lightcomesinthroughthishole Fact Lens-jellylikematerial,convexlens Fact

imageSuspensoryligament-keepinglensinplace Fact

image

7www.youtube.com/watch?v=EmhHGFLXQXM,https://www.youtube.com/watch?v=U6jcditL7gA,andhttps://www.youtube.com/watch?v=VwLiZRrortsA2-partaudiovisualthatusesscreenrecordingwithvoiceoverinHinglish.

72

Ciliarymuscles- Fact

imageRetina-Screenwherelightraysmeetaftercominginfrom

lens Fact

imageOpticalnerve-fromretinatobrain(thatsall) Fact

image

Vitroushumor-liquidfillingtherestofthespaceineye Fact

imageAqeoushumor-betweencorneaandiris Fact

image

Blindspot-wheretheopticalnerveconnectstoretina Fact BasicWorkingofEye Process

-lensisconverging,realimage Fact

Object-rays-lens-retina.Realimagesinceraysareactuallycomingtotheretina.

-invertedimage Fact

BECAUSEYOUCANSEEINTHEPHOTO!

-opticalnervecarriestheimage Fact -Braininvertstheinvertedimage Fact Principle

-Pupil:controlstheamountoflightthatenters

Explainationindepth:toomuchlight,toolesslight,bigger/smallerpupilimages

Video2-https://www.youtube.com/watch?v=U6jcditL7gA

Distantobject-parallelrays,convexlens,imageonretina Principle

Citingalreadyknowninformationofconvexlenses

Closerobjects-samethingrepeat Principle

Changingfocallengthoflensinthesetwocases Concept

Usingthelensequation-[imagedistance(v)-constant,hencefischanging]

73

Ciliarymuscleschangethisfocallengthoflens-relaxationandcontraction Concept

Video3-Defectsofeye-https://www.youtube.com/watch?v=VwLiZRrorts

Introduction -Myopia:short/nearsightedness

Incomplete-Paywall

Source5:AakashiTutor8

Content Data-Type


Imageformationofobjectonretinaviaconvexlensineyeball Process

LabelledRaydiagramonboardConvexLensesforimagesatdifferentdistancefordifferentobject

distances Concept FactConceptbeingusedasafacthere

Imagedistancefixedincaseofaneye(distancetoretina) Fact Braincansenseonlyimagesformedonretina Fact

Juststated,outoftheblue

"Apartoftheeye"mustbechanginglenscurvatureMeta-Cognitive

Logicalprogression

"Cerealy"muscleschangethecurvatureofeyelensdependingon Concept Fact writingthesentenceonthe "Theychangethe

8www.youtube.com/watch?v=7MVN9tQp2Ooandhttps://www.youtube.com/watch?v=cxPmd5F_46AVideo recording of an instructor using the blackboard to take a class

74

objectdistance board. curvaturebychangingitsfocallength"

Opticnervehasnervefibreswhichtransmitimageinformationtothebrain Fact

writingthesentenceontheboard.

Blindspot-theregiononretinawhereaformedimageisnotsensedbybrain-"Regionofzerovision" Fact

writingthesentenceontheboard.Pointingattheopticnerveconnection

blindspotislocatedwheretheopticnerveleavestheeyeball Fact

writingontheboard

blindspotregiondoesnthaverodsandconshenceimagenotsensed Fact

Rodsandconsarejustthrownaswordsoutoftheblue

Sincethereisablindspotthereshouldbearegionwithsharpestimagetoo!!

Meta-Cognitive

Logicalprogressionaccordingtoteacher

[Thishaszerologicbytheway]

Yellowspot-theregionmostsensetivetolight-centerofretina Fact

writingthesentenceonboard,pointingtothelocation

ENDSHERE,teacherwantedtotalkaboutworkingof"cerealymuscles"

Thereareotherbrokenincompletevideoswithsomeparts

Video2-https://www.youtube.com/watch?v=cxPmd5F_46A

Iris-colouredmusculardiaphragmwhichgiveseyeitscolour Fact

statedandwritingsentenceonboard

Note:noeyediagramonboardatthistime

Itcontrolstheamountoflightenteringeyebychangingsizeofpupil Fact

Sentenceonboard

Note:noeyediagramonboardatthistime

Pupil-smallblackopeninginiris Fact

writingsentenceonboardNote:noeyediagramonboardatthistime

Itsblackbecauseanylightfallingonitenterstheeye Concept

writingsentenceonboard

75

Examplesofdarkroomandoutdoors,torelatetheprocessofpupilsizechange

Meta-Cognitive

Explainthephenomenon

pupilexpandsindimlight,andcontractsinbrightlight Fact

eye2Dfrontviewwith2circlesshowingirisandpupil

76

Appendix II – Issues Summarized

Table8:UsingtheExtendedUserExperienceModel(Joshi&Medh,2006)fore-learningproducts

Learning Content Presentation InteractivitySurface Studentsspendtimetryingto

readcontentonboardandbook

Changesonthescreenarenotveryprominent,student'smaymissitunlessexplicitlyindicated

Can'tidentifywhichcomponentsareinteractable

Nootherhumansinthescenetomakethescenefeelreal

Selectingobjectsisapain,thescreeninnotveryresponsive

Theeyeballisflyinginspace,difficulttoidentify

Thestatictutorialmarkerhanddoesn'tgrabenoughattention

Skeleton Noconfirmationifthevisionhasbeencorrected

Thenarrator'stoneisformal Can'tfindhowtogonext,noindicationforendofmodule

Pressingnextmorethanonceleadstostudent'sskippingalessenmidway

Removalofalldefectsorlenses(reset)isnotintuitive

Theaudioinstructionsneedcontrols

77

Structure Withnoreplay-abilityandaccompanyingvisualstheaudioaloneoftenleadstomisconceptions

Expectingdefinitionsordescriptiononclickingoflabels(especiallyinpartsoftheeyepage)

AttemptsaremadetozoomandpaninthePoVview

Lightdoesn'tfocusonretinaindefectedeyeevenwhentheyarelookingatafocussedlocation

Clicksoneyetointeractwiththetheeye

Thehorizondoesn'tremainhorizontal

Oneneedstocontinuouslytaponthescreentokeepitlive

Thelightraysshouldgothroughthepupil,andnotovertheiris

Peoplestoptouchingaroundwhileaudioisplaying

Userstrytozoominallviews

Scope Nowaytoaskdoubts Nocontentabouthowtwoeyesworktogether

Nowaytobookmark/takenotes/markasimportant

Strategy Can'tusecomfortablyifhandsarebusyholdingpenorsuch

78

Table9:DesignIdeassortedaspertheExtendedUserExperienceModel.Red-HighSeverity&Orange-MediumSeverity

Learning Content Presentation Interactivity

Surface

Highlight/Tutorial/Demo Highlight/Tutorial/Demo Addhumanstoscene Enlargehit-areaforselectableobjects Addfacetoaddcontext Animate-pullattention-make

itdisappear.Repeatifinactionfor10secs

Skeleton

Glow,orsayhurray! Reworkthescript? Introduceendofmodule,Pattern

Observed:Rightbottomfornext

Introduceendofmodule Redesignmenubuttonstobringforth

normaleyeandnospectacles

Audio-videowithcontrols

Structure

Audio-videowithcontrols

Adddefinitionsonlongpressespeciallyonthepartsoftheeyepage(otherplacescanhavetheinfoicon)

AllowpanningPoVarea

Editcode&highlightinaudio-visual Allowchangeofviewbyrotatingeye Codingissue(fixrotXto0) Addcodetokeepscreenlive Correctviacode Startinteractivityattheendofaudio

lessons Allowzoomin3rdpersonviewandray

diagramview,notin1stpersonview

ScopeAddtoscope Addtoscope?Futurelessons Addtoscope

Strategy Largelyadevicelimitation-prompttouseearphonesandattempttomakesinglehandedusefriendly

81

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AdditionalReading

http://blogs.worldbank.org/edutech/worst-practice

http://www.aupress.ca/books/120155/ebook/99Z_Mohamed_Ally_2009-MobileLearning.pdf

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