Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 601 de 957
new impedance would demand defining if it is a capacitor, a resistor or a coil. Then, we
would need to define its value, or provide an algebraic name to it. Then, several ordered
gestures translate to several key bindings and to the ordered manipulation of the virtual
objects.
Finally it is important to note along a lecture it is usual to have the need for several modes
of manipulation associated to different domains. For instance, in circuit analysis we would
need to build and analyse the circuit, but possibly we would need to perform algebraic
operations over the operations derived. A method to change the mode of manipulation
shall also be defined.
Experimental deployment and data analysis procedure
The next key point is the description of a reduced set of lessons and related modes of
operations, and the associated feedback collection procedure. Several types of lectures will
be implemented, with different domains of applications:
• Theoretical, highly mathematical, lesson on circuit theory.
• Problem solving session on circuit theory.
• Management course use case session. In this case, virtual objects are much more
simplified, and simple interactions with slides and multimedia objects are the only
need.
The evaluation of the system for educational purposes is divided into two phases: A first
usability focused phase with the lecturers, a second phase where the previously described
lessons are implemented, where both lecturer and students feedback are to be obtained.
Lecturer feedback
First phase evaluation of the concepts will follow a typical usability evaluation paradigm,
adapted to our problem. Here the user is the lecturer. Usability testing is performed
basically following two approaches:
1. Expert testing, without real user involvement, such as the cognitive walkthrough
or the use of an agreed set of usability heuristics [13].
2. Real user tests. These consist of structured tests observing and asking lecturers
using the real devices and applications. The main points to consider are:
o The main objective in the improvement of the usability of the product or
service.
o The test must be structured on specific task and objectives (sequences of
actions/gestures).
o The users must perform real tasks in a presentation (from slides passing to
virtual object interaction and mathematical derivations).
o The actions and comments from the users should be recorded (both audio
and video).
After test completion, an analysis of the collected data must be performed, in order to
diagnose potential usability problems and to recommend correction actions. To achieve
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011