The Sketchdrive project has been funded by the “Leren in Eindhoven 2030” call of the Eindhoven municipality. Research on Sketchdrive is structured into three areas: Qualitative research on user experience, acceptance, functionality and performance (self assessment and reporting) with a self-assessment and reporting questionnaire (VFQAQ), quantitative research on usage behavior of the Sketchdrive tool itself, and, finally, as an overarching goal, the development of teacher guidelines for visual feedback methods.
Visual Feedback Quality Assessment Questionnaire (VFQAQ)
VFQAQ questionnaires consist of three main questionnaires which are given to the students and instructors of design who use Sketchdrive in a particular course at the university. The aim is to measure the quality of visual feedback given through Sketchdrive, and its impact on learning behavior, satisfaction, and creative effort of students.
Two of VFQAQ questionnaires are given to the students: one before the course to collect their demographic information, learning style, and their expectations from the course and the tool. One after finishing the course to ask their feedback and experiences with the Sketchdrive tool. In particular, we ask whether the learning goals have been achieved, the tool supports the course objectives, and if students are satisfied with this experience. A third questionnaires is designed for the teachers to understand how Sketchdrive matches the course objectives and adapted to their instructional methods.
Overall, the result is valuable for us in order to understand better the benefits and challenges of Sketchdrive for the users, so we can improve the quality of generated feedback and adapt it further to the educational needs.
Usage data analysis
In the quantitative research about the usage of the Sketchdrive tool, a complementary view to the VFQAQ-based data is created: we look at the flow of people using the tool, e.g., how they navigate, which features they touch most often, the duration of engagement, and the overall usage per course.
This data can help improve the Sketchdrive tool, but also can be analyzed in connection with the VFQAQ data to get a richer picture of user doing compared to user thinking, which can lead to ta better understanding of the user experience and usability of Sketchdrive.
For collecting data about user behavior, the UXsuite tool is used.
A substantial part of this project is to develop general guidelines for good visual feedback that could be specifically supported by a tool like Sketchdrive. The outcome should not only benefit the further design and development of Sketchdrive as a tool for teachers, but also how visual feedback tool should be best employed in a creative setting:
- as an efficient means of teacher feedback;
- as a creative tool for ideation, research, and forming of group consensus;
- as a means for peer-feedback and inspiration amongst course groups.
Visual feedback tools are powerful collaborative technology to facilitate creative processes, but technology alone cannot do the job – it is up to the human user to make best use of such tools. The teacher guidelines should help identify best scenarios for tools in courses or creative assignments.