TY - CHAP
T1 - User support systems: Lessons learned from implementing multiple interaction methods during testing
AU - Will Altoff
AU - Tyler Duke
AU - Dylan Schouten
AU - Harteveld, Casper
AU - Matuk, Camillia
AU - Smith, Gillian
AU - Sutherland, Steven C.
N1 - Publisher Copyright:
© 2020 by Human Factors and Ergonomics Society. All rights reserved.
PY - 2020
Y1 - 2020
N2 - To master the functions and tasks of a game, players must learn how to play the game. When conceptual learning outcomes are expected, additional skills are required to master those concepts. Methods, such as the Wizard of Oz technique, which require users to interact with a computer support tool, have been used to help improve usability and learnability of products and interfaces; however, little attention has been given to how these approaches may help with effective scaffolding with respect to constructionist game design tools. Students created research experiment games in StudyCrafter. We introduced a multiple-interaction technique of providing feedback via querying the “system” or instructor and found that students typically initiate interactions with support tools to address technical issues and rarely ask for assistance with conceptual support. We suggest that the use of this approach allows designers to better gauge how users interact with support and propose considerations for designing creativity support tools for educational content.
AB - To master the functions and tasks of a game, players must learn how to play the game. When conceptual learning outcomes are expected, additional skills are required to master those concepts. Methods, such as the Wizard of Oz technique, which require users to interact with a computer support tool, have been used to help improve usability and learnability of products and interfaces; however, little attention has been given to how these approaches may help with effective scaffolding with respect to constructionist game design tools. Students created research experiment games in StudyCrafter. We introduced a multiple-interaction technique of providing feedback via querying the “system” or instructor and found that students typically initiate interactions with support tools to address technical issues and rarely ask for assistance with conceptual support. We suggest that the use of this approach allows designers to better gauge how users interact with support and propose considerations for designing creativity support tools for educational content.
U2 - 10.1177/1071181320641501
DO - 10.1177/1071181320641501
M3 - Chapter (peer-reviewed)
VL - 64
SP - 2070
EP - 2074
BT - Proceedings of the Human Factors and Ergonomics Society Annual Meeting (HFES2020)
ER -