Applicable Frame

Page Elements Associated List items

SU1 • Complete Frame o Cognitive overload is minimized by having all the different functions in the frame

separated into sub-elements. o Cognitive overload is minimized by having all “action” buttons proportionally larger than

surrounding elements and by having distinct “button” appearance. • Current Hacks

o Gives users an overview of progress toward multiple learning goals o Manages cognitive load by giving simple graphical representations of the users progress

toward goals. o

• Mind Hacks o Allowing the user to create their own content will help ensure that the learning

outcomes are relevant to the user, allow users to format the information in an interesting way, and serve as a form of pre-assessment (in order to formulate questions and answers for the system the user must have a minimum understanding of the material. In addition, content creation will indirectly serve as an independent learning activity).

o The search and edit functions allow the user to search, and edit content created by other users. The edit function will not only allow the user to edit an existing Mind Hack but will also allow the user to create a “mash-up” by adding or removing questions from separate Mind Hacks.

• Multitask o Helps facilitate user participation in the rehearsal schedule without having to dedicate

large amounts of time to study. • Communication

o Genius Status helps to build user confidence. It also serves as an extrinsic motivator by introducing competition into the learning activity. Genius Status also helps to promote user satisfaction by providing a reward for their satisfactory performance.

o Reminders help encourage the user to follow the scheduled rehearsal plan.

-Feedback on learners goals - Design takes advantage of verbal and non-verbal input channels - Design avoids cognitive overload - Design makes learning outcomes relevant to students - Design captures learners' interest - Design facilitates open content - Design determines learner's prior knowledge and goals - Design promotes student satisfaction - Sequencing reflects a scheduled framework

SU 2 • Question /Answer o Allowing for multimedia in the question/answer gives the user the opportunity to create

questions that are interesting to them, helping the user better attend to the content. This also helps with the overall usability of the learning tool by limiting the amount of reformatting the user has to do in order to make the content work with the learning tool.

• Grouping o Allows the user to create groups for different types of questions. This could aid the user

toward “chunking” the information.

- Design captures learners' interest - Design promotes student satisfaction - Design maintains learners' attention - Design enables learner to efficiently "chunk" facts

• Sequencing o Allows the user to think on a macro scale to determine how questions relate to each

other. • Import Option

o Helps the limit the time and effort required to create content.

- Design facilitates open content

SU 3 • Complete Frame o Providing elaborative feedback during the creation of content is necessary in order to

take full advantage of the learning tool. The user benefits from an indirect learning experience during the process of content creation.

• Multiple Choice Feedback / Notes o The user will indicate why incorrect responses are incorrect in addition to adding

contextual notes. • Free Response Feedback / Notes

o The user will provide contextual notes in regard to the question. The area containing the correct response will be highlighted.

- Includes knowledge-of-correct-response feedback - Elaborative feedback is available for low certitude responses - Design provides low prior-knowledge students with response-contingent feedback - Design provides high prior-knowledge students with topic-contingent feedback

MT 1 • Multitask o The Multitask tool is a widget that can be used to study Mind Hacks without requiring

the user to dedicate large blocks of time. o The Multitask widget is particularly useful in helping users stay up to date on with their

rehearsal schedules

- Sequencing reflects a scheduled framework - Design builds learner confidence

LE 1 • Complete Frame o This frame will appear if this is the first time that a user has accessed the Mind Hack and

the Mind Hack has not been created by the user. • Brain Scan

o Will take you to frame BS 1 for a pre-assessment. • Goals

o Users will be given the option to choose between setting goals for “Session Time” or “Quantity”. “Session Time” will be a goal based on the amount of time the student wants to

spend per learning session. “Quantity” will be a goal based on the number of questions the student wants to

complete per learning session. o Users will be given the option to choose between setting goals for “Learning period”

and/or “Retention period” “Learning period” will be a goal based upon how long the user wants to take to

learn the material. From this goal the spacing will be optimized. Once the user has

- Design determines learner's prior knowledge and goals - Sequencing reflects a scheduled framework - Presentation of each item is discrete and spaced - Design provides for at least one intersession interval of anywhere between one and thirty days

come to the end of the learning period the information will no longer be reviewed. “Retention period” will be a goal based upon how long the user wants to retain the

information. From this goal the system will dynamically adjust the spacing (ramp up frequency for learning then tone it down for retention).

BS 1 • Complete Frame o This pre-assessment will randomly pose questions to the user in order to determine their

prior knowledge. o If the Mind Hack has groups, the system will assess the users knowledge based off of

each group.

- Design determines learner's prior knowledge and goals

LE 2 • Complete Frame o This will be the frame that will appear if the user has created the content themselves or

it is not the first time they have accessed the Mind Hack. • Progress Stats

o Statistics regarding the previous learning sessions will be presented as they relate to the user goals.

- Design determines learner's prior knowledge and goals - Results of learning session are related to learner goals. - Sequencing reflects a scheduled framework - Presentation of each item is discrete and spaced - Design provides for at least one intersession interval of anywhere between one and thirty days

MC1, FR1 • Progress Bar o The progress bar will indicate how the user is performing based off of predetermined

user goals • Certitude Check

o In order to submit their response students will self evaluate their certitude by either clicking on the “Hesitant” or “Convinced” buttons.

- Periodic feedback relates tracked data to learner goals - Elaborative feedback is available for low certitude responses

MC2, MC3, FR2, FR3

• Progress Bar o Immediate feedback is provided giving users response verification and knowledge of

correct response feedback.

- After each response, feedback is immediate. - Includes knowledge-of-correct-response feedback

MC4, FR4 • Formative Feedback o Formative feedback is provided. o Response verification and knowledge of correct response feedback is provided.

- Design provides high prior-knowledge students with topic-contingent feedback

o Users with high prior knowledge will not receive information on why their answer was incorrect.

MC5, FR5 • Formative Feedback o Formative feedback is provided. o Response verification and knowledge of correct response feedback is provided. o Users with low prior knowledge will receive information on why their answer was

incorrect.

-Design provides low prior-knowledge students with response-contingent feedback

Overall system functions

• A dynamic expanded rehearsal schedule will be based off of user performance. After the user answers correctly the system will push the question back two learning sessions. Once the user is retested, if the response is incorrect the question will stay in the same rehearsal schedule. If the user responds correctly the question will be pushed out 4,6, 8 … learning sessions.

• In order to build user confidence, questions from previously existing Mind Hacks will be ranked by difficulty (based off of pervious users performance). Questions will be ordered so that the content becomes progressively more difficult.

• The program will not permit the user to access the same question sequentially. Presentation of each item is discrete and spaced.

• The system will require that one intersession interval before covering material again. However, the user will not be limited to a specific time between intervals (i.e. the user could possibly participate in multiple learning sessions back to back).

• After the initial assessment of prior knowledge, users “prior knowledge record” will continue to be dynamically adjusted based off of their learning session performance.

-Design builds learner confidence - Sequencing reflects a scheduled framework - Presentation of each item is discrete and spaced. - Design determines learner's prior knowledge and goals.