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• W100286731 abstract "am going to be very honest with you: rarely do I use a computer program and walk away with a feeling of impartiality. Frequently, my opinions are based on first impressions of the program, and if I don't like a program, it's rare that I use it again. For whatever reason, I seem to either really like a program or absolutely detest it. I know what I like and what I don't like, and if I don't find the features I like, I quit using the program. A bad computer program has about as much chance of me using it as a `stairmaster'. The ability to easily escape from a computer program has led to the need for programs to quickly capture and maintain a person's attention. Knowledge of this fact made the design team in the Educational Technology Laboratory at the Medical University of South Carolina (MUSC) fairly apprehensive when asked to develop two CD-ROMs focusing on environmental careers for middle school students. By looking at such careers, students are encouraged to start preparing early by taking lots of science and math courses in high school. Since middle school students have probably had at least limited exposure to computers throughout their school careers, they have had time to develop some definite opinions as to what makes a computer program and what makes a program bad. The MUSC design team suspected that any programs they developed would have only one chance to make a good impression with this audience. During the initial planning meetings for this project, the team focused on issues of instructional design, including an audience analysis. Components of instructional design - such as the development of goals and objectives, presentation of content, and methods of evaluation@ were discussed in great detail. The audience analysis was designed to obtain as much relevant information as possible. However, during its development, one question was discussed more frequently than any other: do middle school students like in computer programs? quickly followed by is the best way to find the answer to the first question? Ask the Would-Be Users The design team decided to employ two methods in order to obtain this information: go directly to the students and ask their opinions, then involve as many students as possible in the formative evaluation process. To talk with students directly, the team visited middle schools in various settings (suburban, urban and rural). Over 200 students participated in interviews, and answered questions such as: * Do you like using a computer? Why or why not? * What kind of computer programs do you enjoy and why? * What kind of computer programs do you not enjoy and why? * What features have you seen in programs that you like and why? * What features have you seen in programs that you did not like and why? * If you could design an ideal computer program, what features would it include? What features would you not want in it? Although interviews frequently extended beyond these basic questions, the purpose of discussions remained consistent, determining features that students liked in computer programs. For example, a detailed conversation with students about a software program that gave users a variety of choices prompted the MUSC design team to consider ways in which students could maintain navigational control throughout the entire program. Students' opinions were also sought during formative evaluations when the actual programs were being tested in classrooms. Observations, questionnaires and interviews with students provided additional data that was factored into the design process. In total, over 850 middle school students provided comments on their likes and dislikes in computer programs. The most frequent responses are reported in Figure 1, Likes & Dislikes. The design team agreed there were no glaring surprises in the responses. …" @default.
• W100286731 created "2016-06-24" @default.
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• W100286731 date "1996-09-01" @default.
• W100286731 modified "2023-09-23" @default.
• W100286731 title "All You Have to Do Is Ask: Middle School Students' Specifications for Software" @default.
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