Usability and Reflection

Reflect on who you were able to have conduct the usability testing? Were you able to get the right people? Why or why not? What can you do to better improve this in the future?

The people I was able to conduct the usability testing for my project were my third-grade team and the other ELA teachers from 4th and 5th grade. I believe these were the right individuals to involve in the testing because they work with the students every day and have a deep understanding of their needs, abilities, and how they might interact with an online course. Their familiarity with the students allowed them to provide valuable insights into the course’s usability, especially regarding how easily students could navigate and engage with the content.

In the future, I could have other people involved in testing, such as actual students who could provide direct feedback on their experience. Additionally, involving administrators would be beneficial so they can gain a better understanding of the online course that students will interact with and potentially provide more strategic input for improvements.

 

What impact did your platform (LMS, Google Docs, or other digital sharing) have on the testing and results?

The platform I used for my project was Canvas, which is widely used throughout our district. Since it's a tool that everyone is already familiar with, participants were able to engage with the content without being distracted by technical issues or having to learn how to use a new platform. This familiarity made the testing process more efficient and streamlined, allowing for a clearer focus on the course material and its effectiveness.

 

What were the lessons you learned from the usability testing feedback?

From the usability testing feedback, I learned several important lessons. First, I realized how essential it is to keep the course content clear and simple, especially for younger students who may struggle with navigating complex instructions or platforms. Some of the feedback highlighted areas where the instructions could be more straightforward or where additional guidance was needed for certain tasks. Additionally, the teachers noted that students might be unsure about which sections were meant to be read and which contained activities. The feedback suggested that I should clearly distinguish between resource sections and activity sections. One suggestion was to add specific labels or markers to the titles to help students easily identify what is for resources and what requires active engagement.

Another important piece of feedback from the teachers was that students can easily get distracted when using multiple platforms, such as YouTube, Canvas, and BrainPop. To address this, it might benefit students to keep most of the work within one single system (Canvas), minimizing the need to jump from platform to platform. This would be especially helpful for younger grades, who may struggle with navigating different systems and would benefit from staying within one familiar environment.

 

What have you done to your design to address the usability issues revealed in the testing? 

To address the usability issues revealed in the testing, I made several adjustments to the design. First, I revised the instructions to make them clearer and more straightforward, ensuring that students can easily understand what is expected in each section. I also added labels to the titles to clearly distinguish between resource sections (for reading) and activity sections (where engagement is required). This should help students easily identify the type of content they’re interacting with.

Additionally, I streamlined the course by keeping most of the content within Canvas, minimizing the need for students to switch between multiple platforms like YouTube and BrainPop. Instead of just providing links to video resources, I will be embedding the videos directly into Canvas. This should help reduce distractions and keep students focused, especially for younger grades, who may struggle with navigating between different systems.

 

What have you added or taken away?

To address the usability issues revealed in the testing, I made several adjustments to the design. First, I added written instructions regarding navigation in the "Start Here" module to go along with the video. I also revised the titles of the pages to include clearer instructions, so students will know whether they are on a reading or resource page or if they are on an activity page. This added clarity should help students better understand the purpose of each section. Additionally, I tried keeping most of the content within Canvas, minimizing the need for students to switch between multiple platforms. I’ve taken away the part where resources had instructions on how to get to the videos. Instead, I will embed the videos directly into the course. 

 

How has this process improved your course and your learner's experience?

This process has made my course better and improved the learning experience for my students. The feedback from usability testing helped me make the course easier to navigate, especially for younger students. The added instructions in the "Start Here" module now guide students on how to move through the course, reducing confusion. By embedding videos directly into Canvas instead of using outside platforms, I’ve made it easier for students to focus on the content without distractions. These changes have helped make the course more user-friendly and engaging, allowing students to better interact with the material and enjoy the learning experience.

 

How has the testing impacted your alignment of outcomes activities and assessment?

The testing has helped me better align the course’s outcomes, activities, and assessments. By receiving feedback on how students will interact with the course, I was able to ensure that the activities are more closely tied to the learning objectives. For example, I adjusted the instructions and activities to make sure they were clearer and more focused on what students needed to learn.