EDID 6512: Design Project 1

Design Project

by

Kanika Cooper-Carrington 313500149

A Paper Presented in Partial Fulfilment

Of the Requirements of
Course: EDID 6512: Design Project
Semester 2, 2019-2020

University: University of the West Indies Open Campus

Course Coordinator: Dr. Camile Dickson-Deane

Project Advisor: Janelle Edward

Date: 17th May 2020
 EDID 6512: Design Project 2

Table of Contents

Executive Summary 2
Need for Design 4
Target Audience 5
Theoretical Foundations 6
Proposed Design 8
Evaluation of Design 11
Modification for Design 12
Limitations 12
Discussion and Conclusion 13
References 14
Appendices 20
Appendix A- Needs Assessment 20
Appendix B- ADDIE Model 22
Appendix C - HPT Model 23
Appendix D - Evaluation Sheet 24
Appendix E- Link to Prototype/Snapshot of Prototype key features 26
 EDID 6512: Design Project 3

Executive Summary

Students of Scarborough S.D.A Primary School do not possess adequate reading

skills. The lack of these essential skills would lead to poor literacy skills, which would hinder

their performance in all subject areas (Rose 2006). Information obtained from the needs

assessment concluded that the teachers lack the technique and knowledge to develop proper

reading skills in the children. Good reading skills develop critical thinking, intellectual

aptitude and help pay attention to details. There is a great need to develop these attributes in

order for persons to succeed in life. 

Based on the needs assessment the solution to the problem should be available to the

teacher when it is needed and it should not take away from valuable class time thus an

Electronic Performance Support System (EPSS) was chosen. An EPSS is an integrated

electronic environment, which is available to and easily accessed by each user. It would

provide training exactly when needed, and provide easy access to the information the teacher

needs (Gery 1991).  Strategies and theoretical perspective provides a solitary base for an

EPSS being highly effective as a means of providing user’s timely and relevant information.  

Formative evaluation, an effective way to test the prototype, provided the much-

needed feedback to make corrections in accordance with the set outcomes and goals. The

prototype was deemed a successful commercial product if developed after testing by its target

group. In employing its use, teachers who encounter students with reading difficulties can

consult the EPSS. During the class time, any information that is needed can be searched in

the EPSS and applied immediately as the EPSS increases transferability of information from

the system to one’s actual work.

 EDID 6512: Design Project 4

Introduction to Problem

As a child gets older, reading becomes a critical factor as they learn how to

communicate their thoughts and ideas in written form. Good reading skills help a child

expand their vocabulary and allows them to express themselves clearly and establish a good

foundation for writing documents in later years. The ability to read and write is the

foundation of all areas of learning, not only within the school curriculum but also throughout

life. It is surprising, given the number of methods for teaching and learning, that there are so

many students that have not achieved full literacy. Schools have a duty to ensure that the

students are highly educated, and the most effective teaching methods are used (Weaver

1994).

Students of Scarborough S.D.A Primary School do not possess adequate reading

skills. These include mispronunciation of words, phrases and sentences, identifying and

differentiating between letters and words that are similar in nature. The lack of these essential

skills would lead to poor literacy skills, which would hinder their performance in all subject

areas (Rose 2006). Information obtained from the needs assessment concluded that the

teachers lack the technique and knowledge to teach reading skills.

Need for Design

The needs assessment (see appendix A) emphasized that although teachers expect that each

student knows how to read, as they move up through the various classes, there are students

who are in standards 1-3 having problems understanding work given to them. Teachers need

training on identifying and assisting children with reading problems as only a small portion of

them can identify that a child has a reading problem.

 EDID 6512: Design Project 5

In Trinidad and Tobago, under the Ministry of Education (MOE), the Teaching and Teacher

Development Division provides teacher support to ensure that the implementation of the

school curriculum is in accordance with the vision and mission, in the form of workshops

during the summer break period of school. The MOE methods of intervention do not assist

with all aspects that need improvement. Some teachers stated that, at these workshops, some

of the information provided are not relevant nor beneficial to them. They have also stated that

being overloaded with so much information at once causes them to forget bits of that

information when the need arises. The design project’s aim, therefore, focuses on assisting

teachers in primary level (standards 1-3) by providing them with knowledge and support in

effectively teaching reading skills in the form of an Electronic Performance Support System

(EPSS). This would also help guide teachers as to the correct methods to assist with reading

problems when they need it.

In employing the use of an EPSS, teachers whose students encounter reading

difficulties, they will be able to look up exactly the information they need in the EPSS and

apply it immediately. Traditionally, teachers would go to a conference or workshop and learn

useful information, but cannot develop or apply it until they get back to the classroom (and

get caught up on the work they missed while at the conference/workshop). “The goal of an

EPSS is to provide whatever is necessary to generate performance and learning at the

moment of need.” (Gery, 1991) Thus, an EPSS must contain all of the knowledge learners

will need and be available 24 hours a day. Essentially, an EPSS attempts to replace human

tutors and teachers, while providing the same type of assistance. The problem with many

workshop courses and training programs is that teachers may have to endure presentations

over material they already know in order to get to precisely the information they need (Platt

2008).
 EDID 6512: Design Project 6

Target Audience

The intended audience for this project are the standards 1-3 classes at the Scarborough

S.D.A primary school, in the urban area of Tobago. There are six standard three teachers and

they all possess Bachelor’s degrees in elementary education. These teachers are in the

twenty-eight to fifty (28- 50) age range, and they teach an average class size of approximately

(fourteen) 14 students. The experience of these teachers ranges from three to thirty (3-30)

years of teaching. All the teachers in the targeted audience are computer literate. They make

use of computers to create lesson plans and they have access to personal computers. These

teachers also have access to the internet via the school WIFI and at their homes. They are a

dynamic group of teachers, are highly motivated, and seek the best interest for their students

at all times.

Theoretical Foundations

Research studies indicate clearly that children need to understand the principles for

applying phonic knowledge (letter-to-sound correspondences) in order to decode and spell

unfamiliar words (Adams, 1990; Coltheart & Prior, 2006; De Lemos, 2005). Students must

be able to understand the texts they read to achieve academic success. Teachers need to be

skilled in teaching students to decode and spell unfamiliar words, as they would frequently

meet new words. Consequently, students who have trouble in reading will be handicapped in

acquiring knowledge and in succeeding academically (Pretorius, 1996; Nunes, 1999; Rose,

2004; Ngwenya, 2010).

The relationship between reading and academic performance cannot be over-

emphasized. Balfour (2002) argues that students’ weak reading levels have serious

implications in the future; therefore, the knowledgeable teacher who has strong pedagogical

content knowledge is critical to ensuring all children reach their potential in literacy. While
 EDID 6512: Design Project 7

teachers may need to be knowledgeable in teaching skills, they also need to create a learning

environment that allows for learning. This could be done by providing adequate practice time

as practicing helps with reinforcement. Modelling appropriate strategies, psycholinguistic

perspectives, and professional development. These help to provide guidance for effective

teaching and learning, and understanding of needs to be addressed.

Adequate Practice Time

The amount of time devoted to practice in reading is an important influence on

literacy development (Biancrosa & Snow, 2006; Kourea et al., 2017). In busy primary school

classrooms, it is easy for other pressures to erode time allocated to literacy. Insufficient

practice time affects most severely on the least able readers. The most commonly used

strategy to improve reading fluency is the reading and rereading of familiar texts.

Opportunities to read aloud daily, with guidance from teachers, peers or parents, are also

associated with the development of fluent reading (Lingard 2005 and Foorman et al 2016).

Modelling Strategies

Many struggling readers lack confidence in their own ability to learn unfamiliar words

or phrases found in a text. This can sometimes impede the reading process when students

assume that the text is far more difficult than it actually is. Reading and discussing about the

text will help individual readers gain different perspectives on issues in the text. Hence, this

will enable the reader to realize that the interpretation of the text is limited by one’s

subjective view (Weaver 1994).

The teacher therefore must have the knowledge and skills that focus on instruction

that is strategy-based, with the teacher modelling, scaffolding using a gradual release of

responsibility to children, and an emphasis on the metacognitive aspects of learning (i.e.

when, how and why a particular strategy should be used). They must be able to construct
 EDID 6512: Design Project 8

well-planned and structured reading lessons, which involves the reader before, during and

after reading can integrate many types of reading skills. The teacher is the single-most

important factor influencing student achievement (Kennedy et al., 2012).

Psycholinguistic Perspective

A focus of the psycholinguistic perspective is on reading for meaning; one learns to

read by reading and the teacher’s role is to facilitate children to read rather than teach them.

This theory focused on reading as a constructive process: the reader makes sense of text by

using prior knowledge Goodman (1967, 1994).

Professional Development

According to Allington (2012), “Professional development should be a personal

professional responsibility as well as an organizational responsibility. Teachers have a

responsibility to find ways to fulfil the need for ongoing professional development, but as

employees, they depend on the organization (Ministry Of Education) they work for to support

their efforts to do so.

Proposed Design

In Tobago, traditional training is conducted via the use of workshops during the

school term breaks. Traditional classroom training teaches the teachers the things they need

to know before they need to know them, and teaches these things away from the classroom

where the teachers will use them. These training programs are rarely integrated into the

classroom, as they would interrupt learning in the classroom. Sometimes they are irrelevant,

deal with only a subset of the classroom and do not target the areas that may challenge each

teacher individually. (Gery 1990b) After a workshop, the teacher may forget some of the

things they have learnt, as they may not use them right away. Some may not see the need to

learn them, as they do not see the need for the learning (Dublin1990).
 EDID 6512: Design Project 9

A new way of providing support for workers in business and industry has been

developed, by integrating productivity software, computer-based training, online help, and

databases into an integrated tool called electronic performance support systems. This tool is

still quite new and has only been described in its use in the corporate world. It may have

potential for solving some problems in the schools as well. In today’s learning environment

there is such a dependency on and appreciation for the use of technology because of its

potential contribution to increase motivation (Morat &Abidin, 2011, Smaldino, Lowther,

Russell & Mims, 2015) and its contribution to increased initiative and self-direction

(Reigeluth, 2009).

The problem identified at the Scarborough S.D.A primary school can be solved

using an Electronic Performance Support Systems (EPSS) ( see appendix

E/http://kanikacooper-carrington.weebly.com/design-prototype.html ). The EPSS created (A

Guide To Story Time) would provide training exactly when it is needed, and provide easy

access to the information the teacher needs to effectively teach reading. An EPSS is an

integrated electronic environment, which is available to and easily accessed by each user. It is

structured to provide immediate, individualized online access to the full range of information,

software, guidance, advice and assistance, data, images, tools, and assessment and monitoring

systems, to permit a user to perform his or her job with a minimum of support and

intervention by others (Gery1990b).

In designing an effective EPSS, a framework or model must be considered. In

creating the design, consideration was given to the ADDIE model along with other theories.

The ADDIE model (see Appendix B) is a tool that was used to prepare the e-content. The

ADDIE model is commonly used by instructional designers and training developers. The five
 EDID 6512: Design Project 10

phases—Analysis, Design, Development, Implementation, and Evaluation—represent a

dynamic, flexible guideline for building effective training and performance support tools.

Analysis of the current situation done determined the gaps with the use of a needs

assessment. The analysis provided the root problem and helped to determine the training

needs and plan. The information gained from the analysis stage influenced the practical

decisions of the design; this includes a strategy, delivery methods, structure, and duration.

Development of the content was done, adding graphics, choosing colours and deciding on

fonts. This has a huge bearing on how engaging the course content is. Careful selection of

these elements allowed for presentation of the course in a manner that will appeal to the

audience. In implementing, the decisions made in the design phase influenced how this was

carried out. Teething issues were monitored by use of pilot testing before the releasing of the

design to the target audience. The school did not have an LMS so an alternative was made for

distribution of design with delivering tracking and reporting being handled manually.

ADDIE’s main goal is to provide a structured method of creating training programs.

Getting feedback on every aspect of the design is important so that improvement and revision

of the content can be made. The users were asked to complete an evaluation form provided

and they were also encouraged to give feedback in a free text box so that I can be aware of

any gaps that they encountered.

The function of a performance support system is to integrate immediate help and

individualized guidance into an environment or system that is easily accessible (Bayram

2005). This could be in the form of online advice and assistance, data, images, videos, web

links and other tools to support a user in getting a task done. Given the time and resources,

videos and links were used to provide immediate assistance to users, using the framework of

this model.
 EDID 6512: Design Project 11

Human Performance Technology (HPT) (see appendix C), another model used can

be defined as ‘ the study and ethical practice of improving productivity in organizations by

designing and developing effective interventions that are results-oriented, comprehensive,

and systemic” (Pershing 2006,p.6). The application of a systematic HPT results in Human

performance Improvement (HPI), thereby resulting in increased productivity as performance

issues are addressed. The interventions that were selected seek to enhance the existing

performance in order to eliminate the performance gaps that had been present.

Implementation is one of the critical steps in adopting and applying the HPT Model.

Implementation includes a systematic process that allows the HPT professional to

communicate, launch, monitor and modify the identified interventions. Once properly

implemented, these interventions would result in positive change in performance, within the

organization. Many models can be used to direct the implementation design of the

interventions. An implementation design must have certain elements that would ensure its

success (Van Tiem et. al. 2012).

Evaluation of Design

In evaluating the prototype, formative evaluation was done using an evaluation sheet

provided (see appendix D). This type of evaluation showed whether the proposed EPSS

elements are likely to be needed, understood and accepted by the target audience.

The EPSS was found to be excellent and interesting to use by teachers. It solves the

learning problem. To date, the teachers targeted have not seen an original solution to this

problem being solved by the prototype, therefore deeming it original. The prototype uses

terms and symbols appropriate to target users. It is intuitive, easy to learn and easy to use,

multiple features presented in the interface go beyond a minimal implementation.

 EDID 6512: Design Project 12

All EPSS features appear to be complete, with no bugs apparent during

demonstration. The solution tackled a pertinent problem within the world today with a non-

trivial solution. The idea used was simple, great but effective. The prototype was visually

appealing and components were laid out sensibly on the screen. Overall, the program met its

objectives and teachers found the prototype to be a great product and would be interested in a

product of such nature. It is an effective, yet creative way to assist teachers in the classroom.

A few modifications would be needed, such as the controls, and description of what would be

discussed in each video/slide.

Modification for Design

The current design has three different controls available, which created a little

confusion for some as they did not know which one to use to navigate at first. Time was spent

using the different navigational tools. The navigation created in the prototype was deemed the

most suitable one, therefore in modifying the other should be removed/hidden. The prototype

was loaded with valuable information, however an introduction to each topic or a synopsis of

what would be discussed in each video would save time. A teacher that needs help in

decoding skills should not have to preview each video or slide before they find one that

contains the information that is needed. The teachers also stated that there should be a form

of guided assessment to determine how effective the EPSS was in helping them effectively

eradicate the various reading problems in children.

Limitations

This prototype presented many challenges during testing. The country and the world

was faced with a pandemic, COVID - 19. In Trinidad and Tobago, schools were closed

abruptly to flatten the curve in the spread of the virus. Consequently, the entire country was
 EDID 6512: Design Project 13

shut down with only essential workers allowed to go to work. The planned evaluation

previously organized within the school environment was not possible. The prototype was

designed to target a specific population with a need, thus had it been evaluated by that target

audience, I perceived that it would have been a true representation of how effective the

design would have been. Additionally, the teachers would have been able to test the use of

the prototype while in the classroom.

Subsequently the decision was made to have teachers evaluate the prototype at home.

A new target audience was established, as there was limited contact for all the teachers in the

previous target audience. Twenty (20) teachers from schools across Tobago were selected

based on availability. Of those twenty teachers, only fifteen (15) showed a willing interest to

participate. Out of the fifteen (15) only ten (10) teachers successfully participated. All

teachers had access to technology and the internet at home and were willing to participate.

The prototype was distributed via email, with each participant having one week to interact

with the prototype.

A new target audience than the previous selected one meant that the perceived

reaction to the prototype was unknown. The teachers selected had no previous knowledge of

the intent to create such a prototype, thus I would say that their honest opinion based on the

interaction with the prototype was received.

Discussion and Conclusion

Teachers have a vital role in developing and harnessing the reading skills of students.

They can usually identify most of their struggling readers from various assessments done

during the term. However, after identifying them, the teacher would need to be skilled

enough to rectify the issues of the struggling reader. They need to access tools that would

help them become an expert in providing what is critical for the students to succeed
 EDID 6512: Design Project 14

(Allington 2012). Through technology, this is possible via electronic performance support

systems, which engage the learner by providing highly relevant information while performing

tasks.

The EPSS created (A Guide to Story Time) allowed for training to occur whenever

the teacher needed it (they just have to activate the system) and there is no need to schedule

training sessions because the teacher can start and stop the training at any point or time given

that there is no human providing the training. The teachers can just focus on the specific

information they need rather than having to sit through a training session waiting for their

specific need to be addressed. They would consult the EPSS with the specific reading

problem/need in mind, during the lesson thus gaining guidance while adhering to the specific

need.

The EPPS increased transferability of information from the system to one’s actual

work. At workshops, examples and exercises presented to learners cannot be tailored to each

individual if instruction occurs in a group setting thus, learners may understand material in a

training session, but have difficulty applying it to their unique situations once training is over.

Given that an EPSS is designed to be consulted when teachers are teaching in class, the

transferability of the material would be easier because learners are providing their own

context for application of the training material (Hawkins, Gustafson, & Nielsen, 1998). The

use of technology is becoming a way of life. Teachers need to be comfortable in using

computers at school before they can start having their students use it at school thus this would

be a great start. Technology being readily available also plays a very important role in

developing a performance support system for schools.

 EDID 6512: Design Project 15

References

Adams, M. J. (1990) Beginning to Read: Thinking and Learning About Print. Cambridge,

MA: MIT Press.

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programs (3rd ed. ).Boston, MA: Pearson.

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University students’ performance in the English language proficiency. Durban:

University of Natal.

Bayram, S. (2005). A conceptual framework for the electronic performance support systems

within IBM Lotus Notes 6 (LN6) Example. Turkish Online Journal of Distance

Education, 6 (4), 42-58. Retrieved from

http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/216-published.pdf
 EDID 6512: Design Project 16

Biancarosa, C., & Snow, C.E. (2006). Reading next—A vision for action and research in

middle and high school literacy: A report to Carnegie Corporation of New York (2nd

ed.). Washington, DC: Alliance for Excellent Education.

Coltheart, M. & Prior, M. (2006) Learning to read in Australia. Australian Journal of

Learning Disabilities, 1, 4, 157-164.

De Lemos, M. (2005) Effective strategies for the teaching of reading: What works, and why.

Australian Journal of Learning Disabilities, 10, ¾, 11-17.

Dublin, L. (1990). "Performance Support Systems...Now!" Handout for the 8th Annual

Computer-Based Training Conference and Exposition. The Dublin Group, Inc., San

Francisco.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.A., Dimino, J., Furgeson, J.,

Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Steke, A.,

Wagner, R., and Wissel, S. (2016). Foundational skills to support reading for

understanding in kindergarten through 3rd grade. (NCEE 2016-4008). Washington,

DC: National Centre for Education Evaluation and Regional Assistance, Institute of

Education Sciences, US Department of Education.

Gery, G. (1990b). "Performance Support Systems: Concepts and Development Issues."

Handout for the 8th Annual Computer-Based Training Conference and Exposition.

Gery Associates, Inc., Tolland, MA.

Gery, G. J. (1991). Electronic performance support systems: How and why to remake the
 EDID 6512: Design Project 17

workplace through the strategic application of technology. Boston: Weingarten

Publications, Inc.

Goodman, K. (1977). Miscue analysis: Applications to reading instruction. Urbana, IL:

National Councils of Teachers of English. Literacy in Early Childhood and Primary

Education (3-8 years) 365

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sociopsycholinguistic view. In R. B. Ruddell, M. R. Ruddell & H. Singer (Eds.),

Theoretical models and processes of reading (4th ed., pp. 1093- 1130). Newark, DE:

International Reading Association.

Hawkins, Jr., C. H., Gustafson, K. L., & Nielsen, T. (1998). Return on investment (ROI) for

electronic performance support systems: A Web-based system. Educational

Technology (July-August), 15-21.

Kennedy, E., Dunphy, E., Dwyer, B, Geraldine Hayes, McPhillips, T., Marsh, J. O’Connor,

M. & Shiel, G. (2012) Literacy in Early Childhood and Primary Education (3-8

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 EDID 6512: Design Project 18

Lingard, T. (2005). Literacy Acceleration and the Key Stage3 English Strategy – comparing

two approaches for secondary-age pupils with literacy difficulties. British Journal of

Special Education. Vol 32 (2) 67-77.

Morat, B. and Abidin, M. (2011). The Use of Video in ESL Teaching and Learning:

YouTube’s Potential as a Resource. Retrieved from:

http://education.usm.my/images/docs/DigesPendidik/DP2011-2/dp2011-2-10.pdf

Ngwenya T 2010. Correlating first-year law students’ profile with the language demands of

their content subjects. Per Linguam, 26:74-99.

Nunes T (ed.) 1999. Learning to read: an integrated view from research and practice. London:

Kluwer Academic Publishers.

Pershing, J. A. (2006). Handbook of human performance technology: Principles, practices,

and potential. San Francisco, CA: Pfeiffer.

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for online faculty. Graduate Theses and Dissertations. 10957.

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African Journal of Linguistics, 32:35-57.

Reigeluth, C. (2009). Instructional Theory for Education in the Information Age in

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Reigeluth, C. & Carr – Chellman (eds). Instructional Design Theories and Models:

Building a Common Knowledge Base Volume III (387 – 399). New York and

London: Routeledge.

Rose, D. (2004). Sequencing and pacing of the hidden curriculum: how indigenous children

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pedagogy and society. London: Routledge Falmer.

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Development, 15, 1-4. Retrieved 12/10/2019

from:http//www.acer.edu.au/resdev/15_TeachingReading.html

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Media for Learning. Boston: Pearson.

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Non-instructional Interventions retrieved at

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Appendices

Appendix A- Needs Assessment

Needs Assessment Plan
Target Audience

The intended audience for this project would be teachers, and administrative

professional at the Scarborough S.D.A primary school in the urban area of Tobago.

Major Concerns

Reading is the foundation skill, on which all-formal education depends. The important

goal of education has always been that students should learn to read and write with adequate

proficiency. A significant number of students do not achieve this goal, although there are

resources, information and skills available. Their failure to cope with the demands of reading

and writing has a detrimental effect on their self-esteem, confidence, attitude, motivation, and

their ability to learn across the curriculum.

Source of Data

The source of the data includes but is not limited to, teachers, parents, guidance

counsellors, administrative professionals within the school environment.

 EDID 6512: Design Project 21

Need Indicators

● Mispronunciation of words, phrases and sentences, identifying and differentiating

between letters and words that are similar in nature by students.

● Unable to solve mathematical problems, reading comprehension and have difficulty

spelling words.

Data Collection Methods

Collection of data was done through observation, performance data review and

informal discussions of teachers, parents, guidance counsellors, and administrative staff.

Identifying and Analysis of Causes

The data collected showed the following:

● Teachers expects that each student knows how to read, as they move up through the

various classes.

● Students who are in standards 1-3 are having problems understanding work given to

them.

● Some teachers can identify that a child has a reading problem while others cannot.

● Teachers need training on identifying and assisting children with reading problems.

● General teachers training available for teachers during summer breaks from school,

however it does not single out specific problems schools/ teachers maybe having.

● Workshops takes away from valuable class time.

● Students have difficulty understanding work given because of reading problems.

Priority Needs/ Problem Identified

 EDID 6512: Design Project 22

Teachers needs training to identify and deal with problems in reading that affects

students in the classroom. They would like training but fear that training may take away

valuable class time.

Possible Solutions

● Physical teachers aid to assist teachers in the classroom.

● Teachers aid in the form of a performance support solution.

Appendix B- ADDIE Model

 EDID 6512: Design Project 23

Appendix C - HPT Model

 EDID 6512: Design Project 24

Appendix D - Evaluation Sheet

Kanika Cooper-Carrington
MSC Instructional Design and Technology
UWI Open Campus
Prototype/Product Assessment Rubric

Instructions: Rate (tick in the box of corresponding number) the product using a scale of 1-5, 5
being the highest along with comments. Please indicate the class/grade that you teach in the general
comments.

5 4 3 2-1
Program Utility Great, I want to Creative and Resembles Unable to figure
o Solves a real world problem use it. original. other out why someone
o Creative, original solution to the programs would want to use
problem not ✔ that the program
currently
currently available solve the
same
problem
Appropriateness to target user Perfect for target Designed for Prototype Designed for a
o Prototype uses terms and symbols user. a well- designed computer science
appropriate to target user defined without well- user.
o Look and feel appropriate to ✔ target user. defined
target user target user in
o Usability appropriate to target user mind.

Completeness: Breadth of Interface Intuitive, easy to Easy to use Hard to use. Hard to figure out
o Multiple features present in the learn, and easy to once you how to even get
interface (even if they are faked). use. learn it. started using the
o Prototype features go beyond a ✔ prototype.
minimal implementation.
 EDID 6512: Design Project 25

o Well thought out feature set.

Completeness: Depth of Interface WOW – you Your project Your Too much still
o All program features appear to be provided a was too easy prototype remain to be done
complete (even if they are faked). complete feature to stretch lacks one or to evaluate the
o No bugs apparent during set in a horizontal your two usefulness of the
demonstration. prototype– with imagination important GUI
no extra fluff! but your features that
feature set is it should
✔ complete. provide.
Sophistication of Interface You took on a Medium Routine Looks like a typical
o Hard problem tackled with non- hard problem and problem solution that 2-week student
trivial solution. had great ideas difficulty. should have project.
o Non-interface features (faked) for solving it. been re-
effectively. thought to
✔ provide
more
challenges
that are
interesting.
Prototype's Graphical Design Great use of Pleasant Boring or User interface
o Prototype is visually appealing. colors, fonts, looking, Overly design seems
o Components are laid out sensibly graphics, and clean, well- cluttered inappropriate for
on the screen. layout. organized. interface. problem area.
o Prototype's appearance is
✔
appropriate to target user.
Creativity You created a A few Some playful Looks like a zillion
o User interaction with prototype is novel user interesting graphics other.
creative. interface that is tweaks to and/or
o Interaction with prototype is natural to use. the colours.
intuitive and fun. conventional
✔ interface.

General Comments:
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Appendix E- Link to Prototype/Snapshot of Prototype key features

http://kanikacooper-carrington.weebly.com/design-prototype.html
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