1. Tina, Sloane, Marie, Karna
enGauge
Tina, Sloane, Marie, Karna

2. Mission Statement
EnGauge gives students a platform to anonymously and immediately give feedback to professors, and allows professors to address this feedback during the lecture.

3. Tasks Task 1: Gauging speed of class Task 2: Asking good questions
Task 3: See which topics confused students

4. Choosing Interfaces

5. Student Interfaces

6. Selected Interface: Student Interface
Less cluttered with words.
Different size of questions makes it clear which ones are popular.
Separate submit screen: big font, less distracting.

7. Professor Interfaces

8. Selected Interface: Professor Interface
Bar rather than dial: can fit as toolbar at top of screen.
Changes color rather than showing meter: easier to glance at, less distracting.
Results shown in line graph rather than separate pie charts: easier to compare topics to each other.

9. Prototypes and Tasks

10. Student Prototype

11. Professor Prototype

12. Task 1: Gauging speed of class

13. Task 1: Gauging speed of class (Student)

14. Task 1: Gauging speed of class (Student)

15. Task 1: Gauging speed of class (Professor)

16. Task 2: Asking good questions

17. Task 2: Asking good questions (Student)

18. Task 2: Asking good questions (Student)

19. Task 2: Asking good questions (Professor)

20. Task 3: Viewing Report

21. Task 3: Viewing Report

22. Testing

23. Who?

24. Who?
Stanford students:
2 section leaders
1 regular student

25. Who? First section leader performed as student, then teacher
Next section leader paired with the student

26. Method (Fake class) Task 1: Gauging speed of class
Task 2: Asking good questions
Task 3: Viewing report

27. Method (Fake class) Task 1: Gauging speed of class
Student: Use gauge to speed up and slow down
Task 2: Asking good questions
Student: Ask and upvote questions
Task 3: Viewing report

28. Method (Fake class) Task 1: Gauging speed of class
Student: Use gauge to speed up and slow down
Professor: Change pace of lecture given feedback
Task 2: Asking good questions
Student: Ask and upvote questions
Professor: Answer top questions
Task 3: Viewing report
Professor: View post-class report

29. Method: Looking for

30. Method: Looking for
How long it took for user to interact with the app for the first time.

31. Method: Looking for
How long it took for user to interact with the app for the first time.
How frequently they looked at or were distracted by the app.

32. Method: Looking for
How long it took for user to interact with the app for the first time.
How frequently they looked at or were distracted by the app.
How ‘students’ submitted questions and ‘teachers’ answered them.

33. Overall Results

34. Overall Results
All users interacted with the app within 30 seconds of the ‘class’ starting, spent first couple minutes only interacting with the speed dial.

35. Overall Results
All users interacted with the app within 30 seconds of the ‘class’ starting, spent first couple minutes only interacting with the speed dial.
Students distracted by questions, professors not very distracted.

36. Overall Results
All users interacted with the app within 30 seconds of the ‘class’ starting, spent first couple minutes only interacting with the speed dial.
Students distracted by questions, professors not very distracted.
The option to ask questions encouraged students to come up with questions, professors answered questions immediately.

37. Task 1: Gauging speed of class

38. Task 1: Gauging speed of class (Student)
Wondered why arrows?

39. Task 1: Gauging speed of class (Student)
Wondered why arrows?
Found yellow unnecessary.

40. Task 1: Gauging speed of class (Student)
Wondered why arrows?
Found yellow unnecessary.
Understood red meant confused, but did not guess it meant slow down.

41. Task 1: Gauging speed of class (Professor)
Thought yellow meant slow down rather than a good pace.

42. Task 2: Asking good questions

43. Task 2: Asking good questions (Student)
Didn’t understand that Ask button meant Ask your own question until clicking on it.

44. Task 2: Asking good questions (Student)
Didn’t understand that Ask button meant Ask your own question until clicking on it.
Understood upvotes

45. Task 2: Asking good questions (Student)
Didn’t understand that Ask button meant Ask your own question until clicking on it.
Understood upvotes
Did not understand how to get to question page at first

46. Task 2: Asking good questions (Professor)
Answered questions immediately

47. Task 3: Viewing Report

48. Task 3: Viewing Report
Liked the dots and questions but would not immediately think to press them.

49. Task 3: Viewing Report
Liked the dots and questions but would not immediately think to press them.
Understood the graph, most interested in clicking on low or high dots.

50. Suggested UI Changes

51. Task 1: Gauging speed of class

52. Task 1: Gauging speed of class
Get rid of yellow

53. Task 1: Gauging speed of class
Icons rather than arrows (Tortoise and Hare?)

54. Task 2: Asking good questions

55. Task 2: Asking good questions
Clearer distinction between ‘?’ on first page and the red arrow.

56. Task 2: Asking good questions
‘Ask New Question’ rather than ‘Ask’

57. Task 3: Viewing Report
Icons instead of simply dots

58. Questions?