Tutorial 4 Week 5
Identify Needs
A. Practical Exercises
Activity 1: Project Proposal and discussion:
Penrith Student – was no practical
A. Independent Exercises
Activity 2: Social Interaction Through Role Play
People around us interact with each other every day to perform different tasks. For this activity you will work in groups to practise role pays of different social scenarios that happen everyday. The examples are listed below.
You are also required to think of some potential difficulties someone with vision impairment may have during these activities. Think of social expressions like tone of voice, facial expression and body gestures as part of the role play.
You are to write them down underneath each scenario as you take turns watching each others role play. Can you think of some recommended improvements that may help people with vision impairment?
Scenario 1 – Buying groceries and talking with the checkout operator
- Vision impaired person doesn’t know were to place the groceries to be processed
- Vision impaired person stands to far away from the register
- Vision impaired person puts the money out front not knowing when the precise location of the cashier is
- Vision impaired person doesn’t know where the groceries are once they have purchased them.
- Vision impaired person can’t hear the cashier over the surrounding noise and can’t read their lips, so they have to talk louder
- Cashier person needs to guide the vision impaired person’s hands to groceries.
Scenario 2 – Ordering food at a restaurant from a menu, talking with a waiter and eating a meal
· The vision impaired person has to ask for the waiter to recite everything on the menu
· The vision impaired person has trouble identifying the different knife and forks
· The vision impaired person has trouble hearing the waiterbecause of the surrounding noise and they can’t read their lips, so the waiter has to talk louder.
· The waiter has to touch the vision impaired person to signify that their food is being place in front of them.
· The waiter has to help guide them to the toilet
Scenario 3 – Meeting someone new at a party, sports club, BBQ
- When the new person comes up to them the vision impaired person has trouble identifying where the person is standing. Especially when they say hello while approaching.
- The vision impaired person is not that animated where the new person is, so the vision impaired person doesn’t see any social cues.
- When the vision impaired person goes to shake hands with the new person they are quite clear where the new person is.
- The new person guides the vision impaired person to their seat.
Recommended improvements:
One recommended improvement is to place guides that are standardised for different scenarios. For instance with grocery store, guides can be put in place for placing grocery items in the right place, this can be done with money as well, and also where they pick up the groceries they have just bought.
Another recommended improvement for people who are vision impaired is to put distinguishing signs that have are bright in places so they can identify toilets and so on; like in the restaurant setting. This will only work with people who have some vision impairment not blind.
Activity 3: Assignment Chapter 8 (Preece)
Assume that you are to present the findings of your data gathering assignment done in week 4 to your peers.
a) Review the data you have gathered and identify any qualitative data and any quantitative data in your data set.
There is both qualitative and quantitative data in the data set. Most of the data from the questionnaire is quantitative as you can identify which answer has been selective and therefore can be transferred to numeric percentage. For the qualitative data there are some questions in the interview that has been identified as qualitative, for instance, “What do you class as exercise?”
b) Is there any qualitative data that could be sensibly and helpfully be translated into quantitative data? If so, then do this and add this data to your quantitative data set.
Yes and has been added.
c) Consider your quantitative data
a. Decide how best to enter your quantitative data onto your spreadsheet software. For example, you need to consider how to handle answer to closed questions. Then enter the data and generate some graphical representations. As you are likely to have very few records, i.e respondents’ interviewees, in your data set, you will have to think carefully about what if any graphical representation will provide meaningful summaries of your findings.
For questions that result in more than one answer they could be put in horizontal bar charts which show percentages. The questions that had two possible answers a graph is not needed, only the percentages of each possible answer need to be presented.
b. Is there any data for which simple measures such as percentages or averages will be helpful? If so calculate the three different types of average.
Yes, for question 8 for rating for computer skills in the questionaire, the mean, mode and median would be beneficial:
Mean: 6.2, Mode: 7, Median: 7
d) Consider your qualitative data
a. Identify any critical incidents in your data. These may arise from interview or questionnaire responses, or from observation. Describe these incidents carefully and choose one or two to analyse in more depth, focusing on the context in which they occurred.
For the question, “What do you class as exercise?” most people came back with an answer that had the same general theme; movement. This would mean that we could look at this in more depth to find out what kind of movement, vigorous movement or simple movement?
Activity 4: User Analysis
Describe the general characteristics of your users, including learning style, knowledge of technology, age, and general education level. If this website supports an office function, describe workers knowledge about their jobs. Will the site have secondary as well as primary users?
The primary user that will interact with the system will be out going, average intelligence and considerably computer literate. The estimated age range will be 20 to 35. The average user will have some kind of active lifestyle and a motivation to log their exercise. Their learning style will be through trial and error as there will not be any training for the site. The site will not have any secondary users as the site will only deal with personal information.
