CP3405 CP2408 Lean UX

CP3405 Starting-point Document

Excerpts from a CP2408 Lean UX ProjectThis document is the foundation for your CP3405 project this trimester. The followingsections describe the Lean UX iterations completed by a previous CP2408 team, which youwere not part of before. It aims to give you the experience of continuing an ongoingproject rather than starting anew, likely a new challenge!Please refer to Assessment Task 3 Part 1 for details about the first part of your CP3405Scrum project, the Pilot Study.Iteration 1

Title of Initiative: Augmented Reality Educational Game Development

Date: Oct 6th

1. Business Problem

• Problem Statement: Traditional educational methods often fail to maintainstudent engagement, especially given digital distractions.

• Market Trends: Growing integration of interactive technology like AR in education.
• Customer Behaviour: Increasing demand for engaging and interactive educationaltools.

2. Business Outcomes

• Success Metrics: Number of teachers interested in participating in furtherdevelopment, quality of feedback collected, initial indicators of teacher andpotential student engagement.

• Indicators of Success: Positive feedback on the concept of AR in classrooms, thewillingness of teachers to explore AR tools, and actionable suggestions for ARcontent.

3. Users

• Primary Users: Teachers at middle and high school levels.
• Secondary Users: Educational administrators and students.

4. User Outcomes & Benefits (Anticipated)

• Teacher Benefits: Access to innovative tools that increase student engagement,enhanced ability to convey complex concepts, and professional development inmodern educational technologies.

• Student Benefits: Improved engagement and comprehension through interactiveAR learning experiences.Solutions

• Initial Approach: Create a detailed presentation to educate and engage teachersabout the benefits of AR in education.

• Engagement Strategy: Conduct interviews with teachers post-presentation togather their insights and requirements.

6. Hypotheses• Hypothesis Statement: "We believe that teacher adoption of AR tools in theclassroom will increase if they understand the benefits and participate in thedevelopment process."

7. What’s the most important thing we need to learn first?

• Key Assumption: Teachers are open to using AR technology and see its potentialvalue in enhancing student engagement.

• Focus Area: Teacher familiarity with AR, openness to technological integration,and specific educational needs that AR could address.

8. What’s the least amount of work we need to do to learn the next most importantthing?

• Minimal Action: Develop and present an informative session about AR applicationsin education to a group of teachers.

• Evaluation Approach: Use surveys and interviews post-presentation to collectqualitative and quantitative data on teacher responses.Outcomes of Iteration 1 MVP (presentation and interviews)

 Conceptual Approval:

• Teachers were excited about AR’s potential to make learning about the solarsystem more engaging, especially through the demonstration of planetarydistances.

• Teachers appreciated the idea of using AR to help 代写CP3405  CP2408 Lean UX  students visualise the vastdistances between the planets and the sun, noting how this could address commonmisconceptions about the solar system's scale.

 Desired Features:

• Focus on Scale and Distance: Teachers emphasised the importance of accuratelydepicting the distances between planets. They felt that an AR tool that couldeffectively scale these distances would be far more engaging than static images ortraditional classroom models.

• Interactivity: Teachers wanted students to be able to interact with the AR modelsby zooming in and out to explore the vast distances and get a sense of scale.

 Educational Content:

• Layered Information on Distances: Teachers suggested starting with an overviewof the entire solar system and allowing students to zoom in on individual planetswhile showing the relative distances. They stressed that the distances should bevisually impactful and scientifically accurate.

 Classroom Integration:

• Lesson Plans: Teachers expressed the need for lesson plans specifically focused onusing AR to demonstrate planetary distances. These plans should guide how toincorporate the AR tool into classroom activities, making it easier to teach thescale of the solar system.

• Guided Exploration: Teachers requested that the AR tool include a guidedexploration feature that walks students through the distances between the planets,highlighting interesting facts about their orbits and positioning in the solar system.

 Technical Considerations:• Ease of Use: Teachers reiterated that the AR tool should be easy to set up and usen the classroom. Minimal setup time was a key requirement to ensure smoothintegration into lessons.

• Compatibility: The tool should work across commonly available devices in schools,ensuring that no students are left out due to hardware limitations.

 Feedback and Iteration:

• Pilot Program: Teachers recommended starting with a small pilot program thatfocuses on solar system distances to test how well the AR tool enhances studentunderstanding of this specific concept.

• Continued Feedback: Teachers encouraged ongoing feedback collection during thepilot to ensure the AR tool evolves based on real classroom experiences andinsights into how well it communicates planetary distances.Iteration 2Title of Initiative: Augmented Reality Educational Game Development

Date: Oct 20th

1. Business Problem:

o Problem Statement: Teachers need an effective and engaging tool todemonstrate the relative distances between the planets and the sun, whichtraditional teaching methods often fail to illustrate in a meaningful andrealistic way.

o Market Trends: Increasing demand for immersive and interactive educationaltools, especially in astronomy and science education.

o Customer Behavior: Teachers are seeking innovative ways to improve studentcomprehension of abstract concepts, like astronomical distances,through ARtechnology.

2. Business Outcomes:

o Success Metrics: Quality of feedback on how effectively the AR tool representsplanetary distances, clarity in understanding teachers’ educational needs, andreadiness to move toward a more complex prototype.

o Indicators of Success: Teachers can clearly visualise the potential of AR torepresent planetary distances, express confidence in using such a tool foreducation, and provide actionable feedback on AR content for futuredevelopment.

3. Users:

o Primary Users: Teachers at middle and high school levels teaching astronomy.

o Secondary Users: Educational administrators evaluating the tool for broadercurriculum integration.

User Outcomes & Benefits (Anticipated):

o Teacher Benefits:

 A tool to help explain the vast distances between planets in a morentuitive and interactive way.

 Improved confidence in teaching difficult concepts through innovativetechnology. Opportunity for professional development in modern educationaltechnologies.

5. Solutions:

o Current Approach: Create paper prototypes and cardboard models to illustratehow AR will represent the relative distances between planets and the sun.These models will be used in interactive sessions with teachers.

o User Interaction Focus: Use the paper prototype to gather teacher feedbackon the effectiveness of the AR simulation, specifically focusing on the accuraterepresentation of distances.Hypotheses:

o Hypothesis Statement: "We believe that teachers will find AR simulations ofplanetary distances more effective and engaging forteachingastronomyconcepts if they experience a realistic representation of these distances."

7. What’s the most important thing we need to learn first?:

o Key Assumption: Teachers will find value in using AR to depict the scale of thesolar system and believe it improves students’ conceptual understanding.

o Focus Area: Validate whether the AR representation of distances aligns withteachers' needs and expectations.

8. What’s the least amount of work we need to do to learn the next most important

thing?:

o Minimal Actionable Step: Develop a paper prototype to visualise the distancesbetween planets, focusing on scale and relativity. Test with teachers toevaluate engagement and feedback.

o Evaluation Method: Structured interviews, surveys, and observations duringthe interactive prototype testing sessions to capture feedback on AR’spotential impact on teaching planetary distances.Outcomes of Iteration 2 MVP (paper prototype)

 Engagement with the Concept of Distance:

• "The prototype does a great job of visually representing the relative distancesbetween planets. I immediately saw how this could capture students' attention in away that traditional diagrams can't."

• "The physical interaction of moving planets around gave me a better understandingof how the AR tool would work in a classroom. It’s an excellent way to simplify avery abstract concept like astronomical distances."

 Visual Representation of Scale:

• "While the paper model is effective in showing relative distances, we need toensure that in the AR version, the distances between planets feel even moredramatic. Students often struggle to grasp just how far apart these celestial bodiesare."

• "The concept of scale was well-represented, but there’s a need for clear markers

or reference points, perhaps using familiar objects or distances, so students can

truly grasp the magnitude of the solar system."

 Educational Impact:• "I can see how this tool could be a game-changer for our class work. Students oftenhave trouble visualising how the planets are spaced, and this could bridge that gap,making the content more accessible and engaging."

• "This would certainly help address the misconception many students have aboutthe uniform spacing of planets. The AR tool could help them understand thatdistances between planets vary dramatically."

 Potential Improvements:

• "It would be great if the AR simulation could incorporate a feature that showsplanets in motion, so students can see how the distances change as they orbit thesun. That could make the experience even more dynamic."

• "We need to make sure that the AR tool can show both a zoomed-in view for detailand a zoomed-out view for scale. Switching between these perspectives could helpstudents understand both the planets individually and their relationships to oneanother."

 Ease of Use and Classroom Integration:

• "The prototype seems simple enough to use, and I imagine the AR tool would beintuitive as well. But we’ll need to ensure that it integrates easily into existinglesson plans without requiring too much setup or technical knowledge."

• "One suggestion is to include a guided mode where the AR tool leads studentsthrough the distances between planets step by step. This would be particularlyuseful for self-paced learning or group work."

 Additional Features:

• "I would love to see more interactive features, like quizzes built into the AR tool,where students could test their knowledge of planetary distances after exploringthe model.""A feature that allows students to compare planetary distances to everydaydistances on Earth, like the distance between cities, could help make the concepteven more relatable."

 Overall Feedback:

• "This is a great starting point. The prototype effectively demonstrates thepotential of AR to enhance teaching about the solar system. I’m excited to see howthis could evolve into a digital version that students can engage with in real-time."

• "The idea of using AR to teach planetary distances is very promising. I think thistool will help make complex astronomical concepts more approachable andengaging for students, and I’m eager to see the next iteration."