Abstract:

Technology is more and more present in the educational settings at various levels. One of the greatest benefits of using technology in the classroom is the ability to turn the potentially dull and boring lectures into engaging and interactive learning experiences where teachers can have instant feedback from the students. However, adding more and more technology is not necessarily always a beneficial action. Depending on the influence it has on the tasks and the work-flows of the participants the technology can equally well: complicate or simplify things, generate fun and efficient experiences or create chaos.
Thus, considering usability and including users from early stages are key elements in the design of successful interactive classroom technology. The technology intended to be added in the classroom must take into account the existing practices and systems and try to blend into the existing experience in a harmonious way.

This paper aims to define a set of guidelines that can be used to drive the design of interactive classroom systems focused on student feedback and assessment. We present our experiences while designing and refining two software systems: SRS (Student Response System) and PeLe (Peer Learning Assessment Services). SRS is concerned with obtaining instant feedback from the students during the class. PeLe supports assessment process and its usage as a learning tool. Both systems can use students' own smart-phones, tablets or laptops as interaction tools. The paper will share the methods used to elicit invaluable input from the main stakeholders and will justify the rationale behind the most important design decisions.

Keywords:

Interactive classroom, response system, usability, user experience design, PeLe, SRS.