The Task:
To find out how the learning experience in lecture theaters (LTs) can be improved.
The Process:
We assessed the quality of the ‘learning experience’ in NUS’ lecture theaters through 2 methods
– (i) An observational field study
- (ii) user interviews.
(i) Observational Field Study
The habits and behavior of students during lecture time were observed at 3 different lecture theatres (LT8, 11 & 12) over 3 days. The results were used to identify problem areas that could be looked into for further improvement.
Based on our findings, working on these potential areas could improve the learning experience in the LTs.
- Doors: sound
- Table: size, retractability
- Seating arrangements: distance from one seat to the other/connectedess
- Buzzer: sound
- Availability of power points
- Temperature of the room
(ii) Interview: Laddering approach
The laddering approach was used to better understand what hindered students from having a good learning experience. 5 students were interviewed in this study.
The interviews highlight some causes of a poor learning experience:
• Insufficient power points in lecture theatre
• Lessons are too long
• Air-con is too cold
• Lecture theatre is too enclosed
• Table is too small
The Conclusion:
Collectively, the data gathered from both studies reflected these areas we could work on.
• Availability of power points
• Duration of the lecture
• The temperature of the theatre
• Lecture theatre is too enclosed
• Tables are too small, problems pulling them out
• The noise of the doors opening and closing
• The sound of the buzzer signaling the end of class
• The distance between one seat to the next
The Recommendations:
We came up with improvements to the lecture theatre experience that takes place on 3 different levels
– the architectural/ambient level, the personal level and the virtual level.
However, the main feature of the improved learning experience will be the chairs with tablet PCs attached to them. More details of the chair will be covered in the description of the latter levels.
Architectural/ambient level
• An ‘open’ architectural concept
• Warm colored interior
• Temperature set at 21 Degrees Celsius
• Stand alone seats
• Well oiled doors
• Breaks after every 45 minutes
• Melody to replace the buzzer sound
We propose that the LT either be designed with a sun roof or big glass windows so it will feel bigger and closer to nature. As colors evoke moods, warmer colors should be used to perk students up. Also, research has shown that the optimum temperature for learning is between 20-21 Degrees Celsius, thus we suggest the air-condition be set at this level.
We also propose that seats in the LT should stand alone rather than be connected so as to facilitate the ease of moving around. Another perk of this seating arrangement is that students will be less inclined to chat with the person beside them while the lecture is going on.
The doors of the LT should be well oiled or have a dampener attached to mute the sounds of them moving.
We would also like to suggest that the lecturer administer breaks every 45 minutes as studies have shown that concentration lapses after that.
The last suggestion at this stage would be to replace the buzzer sound with a more pleasant melody.
Personal Level
• Writing tablet PCs attached to the chair
• Adjustable angle of elevation for the tablet
• Cupholder attached to the chair
• Bagholder compartment on the chair
• A3 sized writing tablet
• Chair with adjustable armrest
• Availability of plug-in headphones
As mentioned earlier, each chair will have its own tablet PC attached. This tablet can be extended to an A3 size. The rationale for the tablet PC is to eliminate the need for students to bring their laptops and their subsequent need for a power point. It also saves the need for space for papers and stationery. The attached cup holder and bag holder also solves the problem of a lack of space. The tablet’s angle of elevation will be adjustable so as to suit the different users preferences. The armrest will also be adjustable so the handedness of the user will not be a deterrent to experiencing the design.
Finally, the chair will feature the option of listening to the lecture using headphones. This will provide an alternative listening channel to the lecture should there be chatter.
Virtual level
The experience at this level will feature the software and features found on the tablet PCs. Students can log onto these computers and download their lecture slides which they can take notes on. After writing on the ‘virtual paper’ they can either save it onto their personal database or send it straight to the printer. On this system, students can also send queries to the lecturer immediately instead of keeping it for an opportune moment that may never arrive. Conversely, the lecturer can choose to answer these questions at his or her own timing, as random questions can sometimes be disrupting.
Personal Reflection
I think it really helped that we (like the users) were also student’s who attended classes in these LTs because we were able to better understand the users and grasp the essence of their predicament when they say “the table is too small”. Designing the user experience of something which you are not a user of is even more difficult and challenging because we lack the background and social context of users when they engage with the product and that is extremely important.
I suppose the only way then is to really infiltrate the lives of the users, know them better, their thoughts, motivations, desires (as we have learnt during the lectures) and examine their relationship and interaction with the product.
