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
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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.
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Fig.38:EntrygatetotheLearningInteractive
Fig.39:SampleApplicativeQuizforLensesintheHumanEye
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Fig.40:TheOverallUserFlow
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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)
53
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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61
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
AltData-Type TeachingMethod Notes
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
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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
70
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
AltData-Type TeachingMethod Notes
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
AltData-Type TeachingMethod Notes
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
79
80
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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