Usability Testing of Learning Physics Website
Benyamin Bode Rumimbo
A Final Project for EDC 385 G (Fall 2011)
Design and Strategies for New Media
Instructor: Dr. Min Liu
Contents
Introduction ............................................................................................................................................... 3
The physics learning websites ........................................................................................................ 4
The 3I Design ....................................................................................................................................... 5
Criteria for choosing the websites ................................................................................................. 6
Description of the chosen websites ............................................................................................... 7
1.
http://www.animations.physics.unsw.edu.au/ .................................................................. 7
2.
http://www.physicsclassroom.com/.................................................................................... 9
3.
http://phet.colorado.edu/en/simulations/category/physics........................................ 10
Methodology ............................................................................................................................................ 11
Users ..................................................................................................................................................... 11
Setting ................................................................................................................................................... 11
Data and Results .................................................................................................................................... 13
Pre-Test Questionnaire ................................................................................................................... 13
The Test of Physclips Website .................................................................................................... 13
The Test of the Physics Classroom Website ............................................................................ 15
The Test of PhET Website ............................................................................................................. 16
Findings and discussion ....................................................................................................................... 18
Information Design ............................................................................................................................ 18
Interface Design ................................................................................................................................. 23
Interaction Design.............................................................................................................................. 25
Summary and Recommendation ......................................................................................................... 26
Summary ............................................................................................................................................... 26
Recommendation ................................................................................................................................ 27
References ............................................................................................................................................... 28
Appendix .................................................................................................................................................. 29
Pre-Test Questionnaire ................................................................................................................... 29
Post –test Questionnaire ................................................................................................................ 31
Task (Scenario) .................................................................................................................................. 33
2
Introduction
Utilizing Information Technology (IT) especially websites as an alternative way
to make learning process for science learners more effective, more enjoyable,
and easier has become big expectations of science education toward IT world.
The reasons behind this hope range from the fact that the information
technology can overcome constraint in place, time, cost, and resources to the
more pedagogical reasons such as involving website that is designed carefully
based on pedagogical aspect can make students’ learning experiences become
more productive. (Hargis, 2001)
In physics education, there are numerous amounts of websites that are available
for students for their online learning activity. The qualities of these websites
vary in term of the physics content and the usability design. The goal of this
paper is to explore the usability quality of the chosen websites from user
perspective that is the usability design of the websites. The main question for
this study is: What is students’ perception regarding the design of the chosen
websites? In this case the author wants to answer particular question such as:
1.
Does the design of the websites make the websites easy to be navigated?
2.
Does the information provided in the websites easy to be understood?
3.
Do the users think that the web sites will help them with their study?
4.
What feature(s) do students like most?
5.
What feature(s) do students not like?
6.
What are the users’ suggestions for the improvement of the websites?
3
The physics learning websites
Building conceptual understanding based on direct observations is one of the
most recommended instructions that reported extensively in the literature of
physics teaching research. In classical physics instructions, direct observations
are mostly designed to verify formulas or principles in physics. Researchers
found that focusing on this goal only empowers students to memorize physics
formulas and concepts as facts without understanding the real phenomena.
Furthermore, students will not be able to understand the connection between
physics concepts and the real applications. Therefore, expert teachers suggest
that in order for students to be able to build conceptual understanding, the focus
of direct observation in class or in laboratory should be shifted toward
challenging student beliefs, testing students’ reasoning and helping students to
build scientific conceptions (Hunt & Minstrell, 1994). In short, the teaching of
physics which aims to promote conceptual understanding should focus on
engaging students in the scientific processes that mirror how scientists generate
knowledge.
One primary condition for a good learning physics website should be based on
the ability of the website to provide an environment in which students can be
engaged in scientific activity that will promote conceptual understanding.
Advances in the information technology world, especially in the field of internet
together with the development in multimedia production, seems to have a very
promising answer to the struggle of providing better science teaching for
students. The ability to embed designed-carefully animations, simulations or
virtual labs on the learning physics websites can help students to capture
conceptual understanding of physics concept.
4
The 3I Design
From a universal design perspective, a well-designed website should be built
upon good information design, good interface design, and good interactive
design, or what we call 3I design (information, interactive, and interface design).
For a learning website, information design is about how the content is organized,
interface design is about how the navigation tools for the websites are designed
and provided to deliver the content, and interaction design is about how the
learning experiences-the interaction between the user and the website-are
designed. The ultimate goal of this 3I design is not only to make the information
can be captured by users/students, but also to present the website as an
enjoyable source of learning for students.
Good information design requires categories such as organization, accuracy,
relevance, and clarity. The main point of this aspect is to provide organized,
meaningful, and clear information for users. Shedroff(1994) explained that
providing valuable, compelling, and empowering information is an important skill
that one should have in this digital era information. It is clear that valuable,
empowering, and compelling information will only come from organized, clear,
and relevant information. This purpose is served by information design.
To
organize information means to reveal the meaning of the information by putting
it in a particular context, presenting it in a categorical way, and introducing the
similarities, differences, causalities or other connections among them. The
accuracy of the information shows the ability of the information to tell the truth
or
show
the
reality. The
relevance
of
information
is
related
to the
meaningfulness of the information in the context of how the user will use the
information. Clarity means that the information leaves only one way to be
understood by users.
5
A good interface design is related to the availability of appropriate tools for
users to utilize the product. Website tools that are prepared for users include
menus, buttons, dialog boxes, and other navigation tools. In presenting these
tools for users, categories such as simplicity, consistency, and aesthetics need
to be followed by the designers in order to maximize the functionality of these
interface tools.
Interaction
design
is
about
how
to
design
meaningful
and
enjoyable
communication between users and the products. This meaningful communication
rests on how much control or power users have in using the websites or how
much flexibility users have in using the websites. Example of control or power
that are provided for users in an educational are the possibility for user to
choose or to skip particular topics during learning process, the availability of
meaningful feedback, and the assurance of safe exploration that will allow users
to explore the website freely.
Criteria for choosing the websites
There are a vast numbers of websites that can be used as resources for physics
learning activity. The Google search engine lists hundreds of websites under
keywords “physics learning websites”.
For this study, the author chooses three physics learning websites that seem to
promote conceptual understanding for students. For this purpose, five criteria
are established:
1) The chosen websites should incorporate multimedia presentations, such as
virtual demonstration or physics animations, to explain mechanics
concepts.
6
2) The chosen websites should cover all mechanics contents for high school
and that of the first and second year of college.
3) The websites should have an emphasis on the mastery of concepts in
mechanics.
4) The websites are especially designed for students and not for general
audiences. The content of the websites reflect the content of physics
curriculum.
5) The websites are free of charge.
Description of the chosen websites
1. http://www.animations.physics.unsw.edu.au/
Picture 1. Physclips homepage
7
Physclips belongs to School of Physics, the University of New South Wales
Australia. This website contains physics animations, film clips, interactive
physics tutorials, and a large number of links to various resources that aim to
help students to learn physics via internet. This website has three main sections
that are fully developed and one section that has not been fully developed yet.
The three sections that are already fully developed are Mechanics (Volume I),
Wave and Sound (Volume II ) and Relativity. The section that has not fully
developed yet is Electricity and Magnetism (Volume III).
Each of the section contains several concepts and sub concepts where students
can freely to choose which concept or sub concept that they are going to learn.
For the fully
developed section each sub concept is presented in a multimedia
presentation where student can hear the explanation of the concept and watch
the demonstration of the concept at the same time. For student convenient the
website also enable download feature, so that students can download video
presentations and watch them offline.
In addition to that, links to other web
resources that discuss the concept deeper and broader are also provided.
Concept
and sub
concept
Picture 2. Volume II (Wave and Sound)
8
Concept and sub concept serve as menus. Each sub concept is explained by
using a multimedia that will appear in the main screen when user hits the play
button.
2. http://www.physicsclassroom.com/
This website was originally developed for physics students at Glenbrook South
High School in Glenview, Illinois, but now it is also popular among college
student, especially first and second year students. The website’s main menus
are Physics Tutorial, Mind On Physics, The Calculator Pad, Multimedia Studios,
Shockwave Studios, The Review Session, Physics Help, Curriculum Corner, The
Laboratory and The Photo Gallery. The Physics Tutorial, Multimedia Physics
Studio, ans Shockwave Physics Studio are sections that are developed to help
student learn physics concept by reviewing static text, or watching multimedia
presentation. In term of coverage content, this website covers almost all physics
content in general physics curriculum, this means that website covers all content
physics for high school and that of college first and second year.
Picture 3. The Physics Classroom home page
9
The next four section which are The Calculator Pad, The Review Session,
Physics Help, and Mind on Physics are designed for students for doing practice
test and see if they can apply concepts that they have learned. The rest three
sections Curriculum Corner, Photo Gallery and The Laboratory are sections that
are designed for teachers. These sections provide manual and resources to
physics teachers on how to adopt the content of this website to their classroom
activities.
3. http://phet.colorado.edu/en/simulations/category/physics
This website hosts a collection of science simulation. The Physics Education
Technology (PhET) website is initially developed to host useful simulations for
teaching and learning physics. Now the website already expands the scope of its
content to math and other branches of science (chemistry, biology, earth
science). The website sites that all simulations that can be found here all
research
based
simulation.
Furthermore,
the
simulations
are
animated,
interactive, and game-like environments in which students learn through
exploration. The main goal of the presentations on this site is to help students
see the connections between real-life phenomena and the underlying science
concept. The physics topics that are covered by this site are (1) motion, (2)
sound & wave, (3) work, energy & power, (4) heat & thermodynamics, (5)
quantum phenomena, (6) light & radiation, and (7) electricity, magnetism &
circuits.
In
addition
to
providing
ready-to-use
simulations
for
science
instructions this website also provides instructional tools such as curriculum and
guidelines on how to use the simulations in science classrooms.
10
Picture 4. The Phet interactive simulations home page
Methodology
Users
There are three users that participated in this study. All of them are students at
the University of Texas at Austin. Two of them are male third-year
undergraduate, 20 and 21 years old, majoring in mechanical engineering. Both of
them are familiar with physics concept for first and second grade college
students. The third is a female second-year graduate student, majoring in
science education with a bachelor’s degree in physics.
Setting
All 3 participants completed the study at the University of Texas at Austin using
a prepared computer.
11
Each session was conducted one at a time. Each participant used the same
laptop. Before the test, all participants were informed that the main purpose of
the test was to test the usability of the websites and not to test their
performance. They also were assured that all of the information that they gave
would only be used for the purpose of the test and would not be shared with
anyone except the professor and the classmates.
The test began with participant’s filling-up the pre-questionnaire (see
appendix). After the pretest, the researcher showed the user the website and
asked the user to explore the website for about two minutes before the user was
asked two questions related to their first impression of the website. The first
question was to ask the user what the purpose of the website was and the
second question was to ask the user’s opinion about the appearance of the
website.
The second task was to complete two specific questions and one open ended
question. While going through these tasks the participants were asked to thinkaloud so that the researcher could track what the users were thinking while
completing the task. At the end, the last task was to complete the post–
questionnaire test.
12
Data and Results
Pre-Test Questionnaire
Aspect
User A
User B
User C
Gender
Age
Current Education/Major
Male
21
Mechanical
Engineering
N/A
Male
22
Mechanical
Engineering
N/A
Female
26
Science
Education
Physics
5
7
5
6
10
6
5
7
Blackboard
Khan Academy
YouTube
5
6
Blackboard
Khan Academy
YouTube
10
6
Blackboard
Online course
Physclips
Physiclips
The Physcis
classroom
Degree completed
Hours/day using computer
 For school/work
 For Private
Hours/day using internet
 For school/work
 For Private
Previous experience with
learning
websites
(
including
learning
any
skills/knowledge
from
websites)
Website tested
The
Physics PhET Colorado PhET
Classroom
Colorado
The Test of Physclips Website
Both users were able to complete the two given specific tasks and the openended task in the test of the Physclips website. Both of them were able to find
the right page for the specific task #2 and for task #3. The users also could
show more than three pages that answered the open ended task. However,
finding this information, especially the pages for task #3 was not free from trial
and error. During the test one of the participants went to open several different
pages before he decided the one that was suitable for task #3.
13
The results of the post-test questionnaire measuring the level of satisfaction of
the users after using the Physclips website are shown below. In the following
table, a scale 1 to 5 is used in which 5 means the user was very satisfied.
Aspect of evaluation
User A
User B
Quality of information
4
5
Relevance of information
4
5
Ease of navigation
4
4
Ease of finding specific information
4
4
Clarity of language
4
4
Quality of graphics and animations
4
4
Usefulness of graphics and animations
4
4
Ease of working with tools
3
4
Quality of instructions
4
4
Overall learning experience
4
4
Fun value
3
4
4
4
Overall appearance, including colors, and
fonts.
How likely are you to return to this website on your own?
A/B
Highly unlikely
0
1
2
3
4
5
Very likely
When the users were asked what feature(s) they liked most, one of the users
said he liked the animations and the other mentioned the movie-like
presentation. When asked what features of the website they didn’t like, both of
14
the users mentioned that they didn’t like that the website did not immediately
display the presentation after they clicked the corresponding menu. In fact, the
website took time to load the video presentation after the user clicked a certain
menu.
The Test of the Physics Classroom Website
On this test, both users were also able to complete the given two specific tasks
and the open-ended task. However, in this site, users took more time to
complete the task. Both of them were able to find the right page in less than four
minutes in each of the specific tasks. On the open ended task, the users were
also able to complete the task in the given time.
The result of the post-test questionnaire for this website is shown below. In the
table a scale of 1 to 5 is using in which 5 means the user was very satisfied.
Aspect of evaluation
User A
User C
Quality of information
3
4
Relevance of information
4
5
Ease of navigation
5
4
Ease of finding specific information
4
4
Clarity of language
3
4
Quality of graphics and animations
3
3
Usefulness of graphics and animations
2
3
Ease of working with tools
3
4
Quality of instructions
3
3
Overall learning experience
3
3
15
Fun value
Overall appearance, including colors, and
fonts.
2
3
3
4
How likely are you to return to this website on your own?
Highly unlikely
0
1
2
3
4
5
Very likely
When the users were asked what feature(s) that they liked most in this website,
one user pointed out that he liked the color and the other had no idea. When
they were asked about what feature(s) that they didn’t like, both of the users
mentioned that the website was very overwhelming. Some pages are too long
and full of text just like in the physics textbook. One of the users mentioned that
the quality of the animations were very poor. Most of the animations were have
a very small size and moreover, students were not able to connect the animation
with the underlined physics concept due to the lack of description of the
animation.
The Test of PhET Website
For this website, one user were not able to complete the specific task #2 but
was able to complete task #3 and #4. The other one was able to complete all
tasks in the given time.
The result of post-test questionnaire for this website is shown below. In the
table a scale 1 to 5 is using in which 5 means the user was very satisfied.
Aspect of evaluation
User B
User C
16
Quality of information
4
4
Relevance of information
4
4
Ease of navigation
4
3
Ease of finding specific information
3
3
Clarity of language
3
4
Quality of graphics and animations
4
5
Usefulness of graphics and animations
4
4
Ease of working with tools
4
4
Quality of instructions
4
4
Overall learning experience
4
4
Fun value
4
5
4
4
Overall appearance, including colors, and
fonts.
How likely are you to return to this website on your own?
B
Highly unlikely
0
1
2
3
4
C
5
Very likely
When the users were asked what feature(s) that they liked most in this website,
both users liked that the website provide so much interaction. One user
explained that he liked the game-like design of the animations, and the other
mentioned that she liked that the website allows student to manipulate physics
properties. For example students can adjust how much power they want to exert
on an object or in what direction they want to drag the object and immediately
the student could see what will happen if that certain change were made.
17
When the users were asked about feature(s) that they didn’t like, both of the
users pointed out that the website required them to install every simulation that
they want to play. They were worried if they install something into their
computer, it would harm their computer. Another thing that both of the users
also pointed out was that the page which contains icons for every animation was
very crowded, which makes the icons looked smaller. One user also pointed out
that she would prefer if the label of every simulation is made more descriptive.
She also mentioned that it would be better if the menus are arranged based on
physics concept and not alphabetically.
Findings and discussion
Information Design
The test result shows that organization of the information is the most prominent
problem that happens in all of the three websites. Organizing information rests in
the heart of web design. It’s one of the most important aspects that one should
take into account when thinking about designing a website, especially an
educational website. Every audience will expect that the information will be
presented in a way that familiar to them. Thus, presenting the information in a
familiar way to the audience will help them to find the right information without
wasting their time wandering all over the website. Providing clue such as links
or other interface tools in a visible place will also help users in finding
information in the website.
The first example of this problem comes from the Physclips website. The
website provides the information in two formats: video presentations and static
text and links. The first page of the website that discuss mechanics is designed
in a long page that only the upper part of the website will appear immediately
18
when a user comes to that page. The problem is the part of the page that
appears immediately contains a frame in which a list of video presentations and
a box where the video will be presented which is big enough to occupy the
whole screen. The presentations look very catchy and most of the audience will
not realize that the page is not only containing a list of video presentations but
also a lot of information below the box. This information, which is in the hidden
area of the page, can only be seen if users scroll down with their mouse. This
information that rests in the hidden area of the page will stay useless for most of
the users who didn’t scroll their mouse down.
Table of
contents of
video
presentations
Picture 5. The upper part of the page that will immediately appear
19
Picture 6. The lower part of the page contains links to additional resources.
The second example of organization information comes from the physics class
room website. This website provides information in a text-book-like format
makes users (students) feel overwhelmed. Moreover, the massive text that
occupies almost all page in this website, which uses small fonts, single space,
and simple animation, gives no contribution to fun experience nor will it engage
students in learning physics. Nathan (1994) suggested that the most important
factor in presenting information is the clarity of the information. Reducing
complexity of the information by chunking large information onto “bite-sized”
pieces will contribute to the clarity of information and in turn will help users to
easily capture the message in the information.
20
Very small and
Simple animation
Picture 7. One example page that is taken from physics class room website.
The Third example comes from the PhET website. In this website, the list of
physics simulations is presented in an alphabetical order. From the designers’
perspective the alphabetical order might be an easy way to organize these huge
amounts of simulations in this website. However, this alphabetical order gives no
clue to the students on how to find specific information easily because most of
the key phrases that are used to describe simulations were not very
communicative to be understood by students. This does not necessarily mean
that the designer picked inappropriate keywords, but this miscommunication
could be due to the lack of audiences’ knowledge to understand the keyword. In
order to provide solution for this problem, one of the users suggested that it
would be easier for them to recognize each of the simulations if they were
organized based on physics concept.
21
Simulation are
presented in the
alphabetical
order
Picture 8. Physics simulation front page from PhET website.
An example of good information design comes from the Physics Classroom
website. This website uses a content list index to facilitate users in finding right
page. The content list is arranged based on physics concepts and sub concepts
which are very familiar with the students.
22
Content list index is
arranged based on
physics concept and
sub concept that is
familiar with
students
Picture 9. Content list from the physics class room website.
Interface Design
Problem with interface is mostly related to the use of small fonts together with
single space which makes pages look very heavy and dull. This problem occurs
in most of the pages of the Physics Classroom website (see picture 7) and in
part of the pages of Physclips website (picture 9). In addition to that, limited use
of color and shape is also apparent in these three websites which makes the
websites lack off an aesthetic view.
From the PhET website, the page that contains thumbnails for each simulation is
very crowded and the icons for each simulation look very small. In addition to
that, keywords that are provided as labels for each simulation give no clear
clues about concept that is discussed in the corresponding simulations. In fact,
users need more clear description about every simulation so that user will be
able to choose which simulations that they are looking for (picture 10)
23
Picture 9. The use of small fonts with single space in Physclips website.
Picture 10. The thumbnails that represent each simulation in the PhET website..
24
Interaction Design
At least three problems that are related to interaction design surfaced from this
study. The first is problem with interactivity, second is the lack of immediate
feedback, and the third is the assurance of safety feeling for user. Problem with
interactivity happens in two websites: the Physics Classroom and the Physiclips.
These two websites give very limited chance for students to interact actively
during learning process. In these websites, students can only watch the
presentation and they cannot make prediction, test their idea or applying the
process of science.
Example of good interactivity comes from the PhET website. This website is
designed for students to explore their idea about science topics. Each simulation
in this website is designed to provide students chance to learn science in a
scientific way. With this simulation, students can make predictions, testing their
predictions and draw conclusions. These all are possible because the website
offer so much interactivity that is based on the understanding of how users learn
science.
The second problem with interaction design is the immediate response. This
problem emerges from the Physclips website. This website offer presentations
in the form of video. Apparently, the videos that are embedded in this website
have big capacity, so that every time a student clicks the link to the video, the
video will not display immediately but it will take a moment to be loaded to the
user’s computer. In a low connection of internet this problem can be even worse.
The third problem about the interaction design is the users’ safety feeling. This
problem happens in the PhET websites. Animations in this website is designed in
that way that every time students click the run button on the animations, a dialog
25
box that asks student to download and a progress bar that looks like the
installation progress bar will appear. Even though the download and installation
of the animation is temporary most of the students feel unsafe to install the
animations on their computer.
Summary and Recommendation
Summary
This study reveals at least two main problems from the perspective of 3I design
regarding the design of physics website. The first is problem with organization
of information. The need to apply the principle such as chunking content into
bite-sized pieces so that users will not be overwhelmed with massive
information, providing easy way for users to find the information are the most
apparent problem. The second is problem with interactivity. Physics learning
website should be designed in a way that would engage student in studying
physics concepts. This requires a dynamic interactive between users and the
website. Two of the websites in this study offer a very limited interactivity. This
makes students become passive participants during learning process. In addition
to that, the PhET website shows that the website has a problem with assuring
safety feeling for its’ users and the Physclips website has a problem with qick
response for its’ videos presentation.
26
Recommendation
Based on this study, several points of recommendation for physics learning
website are listed as below:
 Present the content of the web site in a way that familiar to students. For
example use familiar physics theme/concepts in organizing the content.
Such as Kinematics, Dynamics, Newton’s laws of motion, Energy, etc.
 Provide a clear description for graph, animation, or simulation so that
users will be easily to capture the concepts that are explained in each
graph, animation, or simulation.
 Present picture, graph, or simulation/video in a big-enough size so that
students can see the details of the information containing in the picture,
graph, or simulation/video.
 Graphic/video-like contents should not be presented in a competing way
with static-text contents. Provide links or clue for students to find
information that is not appear immediately in the screen. For example:
“scroll down to see more information”
 Engage students in a learning process by maximizing interactivity of the
website trough rich-interactivity animation/simulations.
 Assure safety feeling of the students (users). If a simulation needs to be
installed temporarily on users’ computer, provide information for the users
that the installation will not harm their computer and it will be remained
only temporarily in the users’ machine.
 Provide immediate feedback for the users.
27
References
Hargis, J. (2001). Can Students Learn Science Using the Internet. Journal of
Research on Teaching in Education , 33 (4), 475-487.
Hunt, E., & Minstrell, J. (1994). A Cognitive Approach to The Teaching of
Physics. In McGilly (Ed.), Classroom Lessons (pp. 511-74). Cambridge, MA: MIT
Press.
Liu, M., Williams, D., & Pedersen, S. (2002). Allien Rescue: A Problem-Based
Hypermedia Learning Environment for Middle School Science. Journal of
Technology Systems , 30 (3), 255-270.
Mathis, L. (2011). Designed for Use: Create Usable Interfaces.
Norman, D. A. (2002). The Design of Everyday Things. New York: NY:Basic
Books.
Perkins, K., Adams, W., Dubson, M., Fnkelstein, N., Reid, S., & Wieman, C.
(2006). PhET: Interactive Simulations for Teaching and Learning Physics. The
Physics Teacher , 44, 18-23.
Rubin, J., & Chisnell, D. (2008). Handbook of Usability Testing: How to Plan,
design, and Conduct Effective Tests (2nd Ed). John Wiley & Sons, Inc.
Shedroff, N. (1994). Information Interaction Design: A Unified Field Theory of
Design. Retrieved November 23, 2011, from
http://www.nathan.com/thoughts/unified/index.html
Tidwell, J. (2011). Designing Interfaces. Sebastopol, CA:O': Reilly Media.
28
Appendix
Pre-Test Questionnaire
User Experiences on Educational Websites – A Study by Benyamin Rumimbo for
the Course Designs and Strategies for New Media at the University of Texas at
Austin, Fall 2011
Background Questionnaire
User ID : __________
Date: __________
Age: __________
Gender:
 female
 male
1. Education (please indicate your current level):
Undergraduate  1
2
3
4
1
2
3
4
Graduate
Current major: ______________________________
Degree(s) completed (if applicable): ______________________________
2. How many hours per day (approximately) do you use a computer for these
certain purposes:
a. for school or work? __________hours/day
b. for private purposes? __________hours/day
3. How many hours a day (approximately) do you use the internet for these
certain purposes:
a. for school or work? __________hours/day
b. for private purposes? __________hours/day
Have you ever visited a learning website?
 yes
 no
(if no, skip questions 4 and 5)
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Which instructional or learning website(s) have you visited? (if remembered)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What did you do on the website(s)?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Post –test Questionnaire
User ID : __________
Please check in the corresponding box that to indicate the level of your
satisfaction after working with this website.
1 means very unsatisfied and 5 means very satisfied
Aspect of evaluation
1
2
3
4
5
1
2
3
4
5
6
7
8
9
10
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Quality of information
Relevance of information
Ease of navigation
Ease of finding specific information
Clarity of language
Quality of graphics and animations
Usefulness of graphics and animations
Ease of working with tools
Quality of instructions
Overall learning experience
Fun value
Overall appearance, including colors,
12 and fonts.
How likely are you to return to this website on your own?
Highly unlikely
0
1
2
3
4
5
Very likely
Which feature(s) of the website did you like most?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Which feature(s) of the website did you dislike most?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Do you have suggestions for the improvement of the website?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Task (Scenario)
Task 1
Take two to three minutes to have a first look at this website. Feel free to
explore any part of the website that seems of interest to you.
Task 2 to task 4
Say you are taking PHY 301 and now you are at the end of the semester. You
will have final exam next week. Today the instructor gave students a list of
questions that will help you in reviewing the lessons.
Task 2 (Max 4 minutes)
One of the questions is to obtain the acceleration of an object in this given
condition. The mass of the object is 5 kg and is placed on a horizontal
track with k = 0.2 and s = 0.3. A force F = 60 N is exerted horizontal on
the object.
Now, please go to the website and show me a presentation or a page that
discusses the problem.
Task 3 (Max 4 minutes)
Now suppose the next question that you have in the list requires you to
make a graph that shows the change of kinetic and potential energy over
time for an object that is dropped from height h. Please go to the website
and show me a presentation or a page that can help you with this task.
Task 4 (Max 12 minutes)
Now, on your own you want to review lessons that cover the relationship
between position, velocity and acceleration.
Show me at least as many pages as you can that you think discuss this
topic.
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