ClassPal : An interactive Doubt clearance portal | Aug 2012 - January 2013 Done under the course in Interaction Design, developed an Interactive doubt posting/clearance portal to enhance the learning experience for a lecture based classroom. Applied a User-centered approach to come up with a system for the classroom and interface for individual student. The project has been selected for publication in the journal Design for All, March ‘13 issue.

1. Interaction Design Project Report
ClassPal : the Classroom Assisting System
Jatin Pherwani Vikas Luthra Bhasker Sharma
10020518 10020544 10020512
Abstract We chose to explore and do research on the
In this paper we describe the process and related topics of personality traits like
outcome of our work developing an Interactive introverts and extroverts. The learning
doubt clearance portal to enhance the learning techniques preferred by the students had
experience for a lecture based classroom. enough variety, which allowed us to search
During the project we have learned about the for a problem area which might be present in
various forces playing part in effective learning the rigid methods of teaching, which exist
ranging from discussions in the class to effect throughout classrooms in a school. While we
of personality traits on the participatory explored the area of interest, there were
activities. findings that indicated how learning is
primarily a social activity and participation
Keywords in the social life of the school is central for
effective learning to occur. We set ourselves
Introvert learning, Doubt Clearance, out to come up with a solution that would
Interactive Assistance help maintain the balance of social and
individual learning at the same time not
disturb the various complex dynamics of
Introduction individual personality traits.
ClassPal is the name of our concept portal
which will help enhance the learning
experience of a traditional lecture classroom.
Many different features of this application are
inspired from real life experiences such as
Doubt clearance, Quiz attempt and Student
feedback. We started our process by choosing
the topic of Education and confining it to the
domain of learning experience in a classroom.
Another area that fascinated us was the variety
in personality traits that exist within students
and teachers, how these make the The portal as discussed, will
phenomenon of learning an even more have an experience of
interactive classroom by
complex process. making use of network
technology and social
interactions

2. Research Phase
The project demanded a lot of research to be
done since our areas of interest were too wide
and had to be connected logically. Since we as
students have been through the situation of
learning in the classrooms, there were many
decisions where we were tempted to use our
own discretion and act as the user. However
that would not be the way a designer works to
solve such a problem. Thus there was extensive
literature study done to get the concepts
related to personality types and their
effects on learning right.
The famous ted talk by Susain Cain
describing the nature of introverts and why
Secondary Research the society can’t afford to ignore them.
Reading research papers cleared our Ref. www.ted.com
assumptions about the factors playing role in
learning in a classroom for different
individuals. We chose to concentrate on four The following is an abstract from a paper
topics mainly. First, the learning activity for a called Reflections on Being an
classroom based environment. Secondly, the Introvert in the Classroom
types of personality traits that exist and their by Jeanne Briggs, '96
behavior towards an activity like learning. “If I offer my idea in class, however, I feel as
Third, the different researches that have been though it is unconnected and makes no sense
done to support demarcations in learning in the conversation. For this reason I often
styles of extroverts and introverts. Fourth, the keep my ideas to myself. I sometimes end up
various interactive platforms that exist to speaking at the end of class, when I have fully
enhance the classroom learning experience. processed all of the ideas that have been
Learning at school requires students to pay presented and therefore feel able to
attention, to observe, to memorize, to contribute my opinion, but by then it is
understand, to set goals and to assume usually too late. My preference for an
responsibility for their own learning. These introverted learning style does not mean that
cognitive activities are not possible without I never speak in class or that I don't like to
the active involvement and engagement of speak in class. I actually enjoy participating in
the learner. A few ways the teacher can a lively, thought-provoking discussion, as
assure this of are : long as it is structured in a way that allows me
• avoid situations where the students are to contribute. “
passive listeners for long periods of time. “Eysenck’s theory places assumption on the
• Provide students with hands-on activities, difference in the nervous system of people with
such as experiments, different personality traits. Introverts are
observations, projects, etc. assumed to have a weak neural inhibition
• Encourage participation in classroom That the stimulation of senses easily prompts
discussions and other collaborative activity in the brain, while extroverts have
activities strong neural inhibition making it difficult for
- Elmore, Peterson & McCarthy, 1996; sensory stimulations to activate the brain.”
Piaget, 1978; Scardamalia & Bereiter,
1991. -Introverts and Extraverts require

3. different learning environment
Ronald Schmeck and Dan Lockhart 1983
“Most students are neither totally introverted
nor totally extraverted. They require both quiet
as well as stimulating learning environments.
The challenge thus is one of
(1) Providing the majority of students with an
environment that may sometimes be too
stimulating for the teacher. School of One is one radical initiative that
(2) Providing a little extra stimulation for the aims at Reimagining the classroom to
extraverted children. meet the needs of every student
(3) Keeping all this stimulation from interfering
with the learning of extremely introverted
students.”
-Introverts and Extraverts require
different learning environment
Ronald Schmeck and Dan Lockhart 1983
The Office of LYCS Architecture is
typically extroverted: light, open, and
airy to facilitate collaboration.
A Playground for Leif by Designliga
A playful environment designed specifically for introvert toddlers.

4. Primary Research Survey
The first step was to identify the range of
The User research was done within the
personality traits in a typical classroom in
premises of our campus, IIT Guwahati.
the college. The questionnaire was
The students and teachers can serve as a
carefully designed to serve two main
reflection of many higher education
purposes. One, to identify the personality
institutes and universities in our country.
trait of a student and secondly a few
The strategy followed for research were
opinion questions to know about their
divided into two phases. First to get a wide
problems with the existing methods of
range of general opinion on the context, we
teaching and interaction in class.
carried out surveys for a large group of
people. Second phase was done to get the in The survey research was done with 94
depth knowledge of the matter and freshmen in the lecture theatre after the
included activities like observations, user class. The method followed was to modify
interviews and expert interviews and focus an approved personality test, to suit our
group study. purpose. Items were drawn from the
Eysenck’ personality questionnaire which
is a simple test with 15 multiple choice
Observation
questions to help determine the person’s
We conducted observation sessions in two traits on a fair range of introversion.
types of classrooms to see the activities of
students and teachers. There were many
interesting findings from this method.
Techniques like Shadowing, and Fly on
the wall were used to observe and record
behavior of students without interfering in
their activities. A time lapse video and our
own notes recorded the useful
observations which were used in further
analysis.
Students filling in the survey
questionnaire
Subject Matter Expert (SME) Interviews
The matter of classroom learning required
knowledge of knowing different social
Frames from the Photographs and time factors influencing a participatory activity
lapse videos as a part of the activity like doubt asking. We consulted Dr. Naveen
observation. Kashyap a professor of Psychology
department at IIT Guwahati. We asked

5. him about the experience a student goes
Focus Group/ Discussions
through in the class and the problems they
might face in interaction sessions or doubt Without much analysis, one may infer that
clearance. teachers/instructors are an essential part
of learning in the classroom. As a part of
carrying the research, we interviewed a
User Interviews few of the very experienced professors at
IITG to know their side of the context with
We have till now interviewed 8 students
interactivity in a classroom. An informal
as a part of the research. We chose these
session carried out in a relaxed
people from the result of their surveys.
environment helped ignite many sparks of
Having done the analysis of the scores in
ideas for the concept and motivated us to
the personality questionnaire, we picked a
the right path.
sample size of 8 people who reflected the
extreme and moderate personality types
for getting to know the different
perspectives and experience. Questions
were asked in a friendly manner to make
the students as comfortable as possible (so
as to get the natural responses). Their
responses for having a more interactive
classes were quite apparent however a few
insights were more of findings.
Group discussion with
teachers at IITG.
User
interviews
being
conducted.

6. Research Analysis Phase
40
Secondary Research
35
After the research done at secondary level 30
Sample Size: 94
(mostly reading research papers), it was
25
implied that the introvert students face
No of students
problems in a gathering of people to share 20
their ideas or ask doubts. Where many findings 15
from secondary research also indicated that a 10
quiet personality may not be the only 5
restriction for an individual get his/her idea 0
through the social barrier. A few very crude
exterme extrovert low introversion and high introversion and extreme introvert
high extroversion low extroversion
conclusions and ideas that came after Question: I don’t like over stimulating environment?(
I am not comfortable in going for horror movies or
secondary research were : roller coaster ride or loud rock concerts)
Question: Do you prefer studying on your own
than having group studying session?
• The establishment of a fruitful collaborative 40
35 35
and co-operative atmosphere is an essential 30
25
30
25
part of school learning at any level.
20 20
15
15
10 No of Students
10 No of Students
5
5
0
0
• It is essential to create circumstances for
students to interact with each other, to
express their opinions and to evaluate other Question: I am often able to share my ideas with Question: Do you often ask doubts in a class ?
group of people effectively and easily ?
students’ arguments.
40
50
35 45
30 40
• Where a platform for sharing of ideas and 25
20
35
30
25
opinions /asking doubt may be
15 20
10 No of Students 15
10 No of Students
5 5
advantageous for the students who like to be 0 0
in their shell, it is not going to hamper the
learning style of an extrovert student.
Focus Group and Discussion session
• Social networking and blogging was an
activity the student section of society is very As mentioned earlier, a group session with
active in, this can be incorporated within the three very experienced teachers at IITG was
classroom scenario too. done to get their take on our idea and an
insight on their side of problem. They
expressed concern over the diminishing
Survey Analysis trend of discussions and idea sharing
The survey brought results of 94 students and within the class. Through the discussion,
we were able to identify the students, with we were intimate about the following
whom we should interact with for further important issues :
research. Also from the analysis we were able
to get the opinion of freshmen on the teaching • The class hours have been shrinking
methods and the idea of doubt clearance over the years, because of which
within the class. discussions and doubt clearance within
the class is not promoted. However the
doubts are entertained via email after
the class.

7. • Their might be issues of breaching the
discipline through the portal if it Flow Model and Affinity Analysis
supported anonymity , also students After the intimation of all the different factors
may not concentrate on the instruction. involved in the activity of doubt clearance
• The teachers backed the idea to be within the class, we developed a flow model to
implemented in tutorial and problem reflect the system.
solving sessions since they are not all
about grasping concepts by the means of
instruction.
User Interviews
In a question answer session carried with 10
primary users i.e. the students, their were
many insights developed and got to know the
problems they came across while sharing ideas
or asking a doubt. All the sessions were a very
open and we tried to promote the sharing of
experiences with us. Where many common
findings were recorded, we analyzed all user
statements and then prepared a chart to get the
clear understanding.
Affinity Analysis
Flow Model
Doubt Clearance in a REFERENCE
SOURCES
classroom
Left Disregarded Left Disregarded
INSTRUCTOR PEER
DOUBT
Feedback/
Attention Clearance
Instruction Noise/Distraction
STUDENTS

8. Chart of the User Interview analysis
Observation Inference Opportunity
Instructor assumes that the There is a feedback in A system for better
concept taught has been some form from the feedback from the students
grasped well by the students but lacks assurity. can be made.
students but not sure.
Students prefer a concept, The learning of a new The student may have an
repeated multiple number concept strengthens on option of going back and
of times. repetition. repeating the concept for
himself.
Teacher seemed the most Doubt clearance is most Need of an instant system
interested during the class likely to be entertained with the features of having
regarding the topic. well by the instructor doubts cleared within the
during the class. class.
Verbal Interaction during a A sudden break/change in A change in the media of
class is always appreciated the course of a instruction, a dialogue with
by students. monotonous lecture is the instructor, an idea
good to bring back interest. shared.
Majority of students have Speaking in a gathering is A platform to share the
many times not asked a mainly not welcome, with doubt and have less
doubt due to the fear of personality type playing a influence of speaking in
public speaking. small role. public.
Doubt asking was not If not very important or A discussion platform
entertained within the supported well, asking the where all the doubts get
class due to lack of time doubt may cause a break in accumulated and
with the teacher. the class flow and waste entertained by the
precious class time. instructor after the class.
Students do express their It is easier for all the A platform where students
opinions and ideas on individuals to have can post their ideas,
platforms like social discussions on the internet opinion in public or
networks and blogs. which if not equally, is very communities and initiate a
effective to an interaction discussion.
‘in person’ .

9. Brainstorming Problem Statement
After an intensive research analysis we sat Interaction and doubt asking in classrooms has
down to join the parts of the problem that we been on a decline over the past years. This is
knew. The Brainstorming session was purely supposed to increase interest in the class and
done to draw relations and associations have participatory learning. A medium can be
between the concepts we were working on. provided in the classroom and tutorial sessions
for the college students (IITG students here)
As the associations were made, we derived which allows them to ask doubts and share
what and where the problem can be solved via ideas within the class without any hesitation or
design intervention. fear which is ubiquitous amongst a large
audience.
We decided to consolidate our problem here to
build an in class portal for the students at IITG Vision Statement
which shall assist in class interaction in To Design an interactive networking portal for
particularly doubt asking. This will cater the the students of IITG which allows Idea sharing
needs of the shy and the introverts while build and Doubt clearance within the class such that
in an interactive and interesting lecture which the students get actively involved in the
brings back the lost excitement of a lecture existing topic and build interest in class .
class.
Writing the observation Observation and Inferences
of Classroom
Design concept of the background system.

10. Scenario Persona Building
Deriving the insights from user interviews and The user statements reflected a general
analysis of all the research, we represent the character of the students for class
present situation in the form of a scenario. interactions. Keeping the opinions in mind
Having different instances that often occur and applying our own insight, we developed a
during a general class with a lot of gathering. persona. This was referred to at all stages of
designing the platform.
Name : Harshit Gupta
Age: 20
Occupation : Undergraduate student
at Guwahati University
Gender : Male
Nationality : Indian
Likes :
• To read books
• Write blogs, social networking and
• internet surfing
Ramesh enters the classroom, he has not • Study and learn through online websites
Ramesh inquires from a nearby batchmate
attended the last two classes. He had inquired
about the on goings in the course and a few • Playing Music
from his friend the current topic of discussion,
updates about an upcoming exam, syllabus etc.
and decided to attend the class. He takes a
backseat so that he doesn’t feel crowded.
Dislikes:
• Going out to parties
• Giving presentations/addressing people
• Taking part in cultural activities.
Motivations :
Harshit is a curios and shy person. He attends lectures in the
college daily and makes notes during the class. He generally
faces many doubts during a lecture, which he usually gets
cleared from his friends or batchmates. He doesn’t ask doubts
from the professor in front of too many people due to the
fear of public speaking and embarrassment. If a doubt bothers
him much, he may go to the concerned instructor during
office hours or search it online.
As the instruction session proceeds Ramesh The topic is taught, Ramesh is able to follow. Goals:
encounters a doubt in understanding the order There occurs another doubt in his mind • To have a good job and excel in it
of differential equation. Before approaching the regarding the method taught to solve a second • To write a book on his life
instructor, he chooses to ask his batchmate and order equation, he thinks he has a better way • To do substantially good projects at
the doubt is cleared. The topic was taught in of doing it. Again, before approaching the
the last class which he didn’t attend. instructor, he chooses to ask his batchmate.
Needs: college
This is might be a new way of solving this, his • To learn from fruitful interactions within the class.
friend is impressed and thinks Ramesh should • To have his doubts cleared and feel motivated to learn
ask the instructor about his idea. • To have interesting lecture.
Name : Rahul Mishra
Age: 19
Occupation : Undergraduate student
Jorhat Engg. College
Gender : Male
Nationality : Indian
Likes :
• Debating
Out of the motivation which his friend The instructor listens to his idea and • Write blogs, social networking and
provided, Ramesh dares to interrupt the acknowledges it however his may not be the • internet surfing
teacher and raise his hand to ask the doubt. method they would be taught and deal with for
• Socializing, partying
all equations. He regards the doubt as a silly
one and continues with the lecture. Ramesh is • Listening to rock Music
left puzzled and a little demotivated.
Dislikes:
• Reading books
• Giving presentations/addressing people
Motivations : • Taking part in cultural activities.
Harshit is a curios and outgoing person. He doesn’t attend
lectures in the college daily and borrows notes during the
exam time. He generally faces many doubts during a lecture,
for which he usually doesn’t take any initiative. However
during exam time he wishes to have hi doubts cleared. He
doesn’t have much fear of public speaking and embarrassment
but would rather not ask the doubt. If a doubt bothers him
much, he may go to the concerned instructor during office
hours or search it online.
Ramesh after the class feels a little Goals:
demotivated however his idea of solving the • To have a good job in the advertising industry
equation is very much in his mind and he
decides to search it on the internet. Bingo!
• To write a book on his life
What Ramesh had suggested during the class • To make friends and have a large social circle.
was a classic way of solving the problem called Needs:
Murrs anaylsis. He feels confident again and
writes an email to the instructor about his
• To learn from fruitful interactions within the class.
doubt and the new discovery he had made • To have his doubts cleared and feel motivated to learn
within the class. • To have interesting lecture.

11. Task Flow

12. Information Architecture
Home
Today’s Course
highlight Material
Chemistry Maths Physics
Tutorial Lab Instruction Notice Board
Lecture* Lecture* Lecture*
Chemistry Discussion
Doubt Portal Lecture Slide Calendar
Course Forum
Promoting the Commenting /
Posting a Searching an
existing Answering the
doubt answer
doubts existing doubt
Paper Prototype

13. Prototype
Scenario Wireframes
The following screens show the
wireframes of the platform for a simple
task of posting a doubt.
Login Screen Doubt Portal Screen
• Enter User Name Student taps on the white
• Enter Password Space to write his/her doubt.
• Tap on Login Button
Home Screen Doubt Portal Screen
The page shows today Student types his/her doubt
Schedule for a student through the keypad.
Like today’s lecture
Labs, Tutorial and notice
Board where mails,
Updates are available.
Doubt Portal Screen
Home Screen
Question/Doubt get posted on
• Student taps on which students can promote if
• chemistry to go they have same doubt or
to current lecture . comment if they know the
answer. User’s question is
differently coloured.
Current Lecture Slide
At top left side have 4
buttons. First icon takes
you to doubt portal where
student could ask doubt r
elated to current lecture
going on. Student taps
on doubt portal icon.
Doubt Portal Screen
Left section of the screen
Shows all the doubts asked
by the students. Doubts
blows up with increasing
number of likes. (Which
Implies many students have
the same doubt.) Right
section gives student a
chance to post his/her
question.

14. Conclusion References
The project done is a part of generic
problem solving. As students faced the
problem of not having their doubts cleared Introverts, Extroverts, and
within the class or have a fruitful discussion. Achievement in a Distance Learning
The matter is required to be addressed and Environment
we explored it and made an attempt at its -Baruch Offir, Rachel Bezalel, and
solution via design intervention. The Ingrid Barth 2007
problem was treated to provide an Bar-Ilan University, Israel
interactive portal which was truly a job of an
interaction designer.
Reflections on Being an Introvert in
the Classroom
During the project we learned to apply
by Jeanne Briggs, '96
different Interaction design methods and
techniques. The framework of our project
-Introverts and Extraverts require
had research as its important component.
different learning environment
We learned about field studies, how to carry
Ronald Schmeck and Dan Lockhart 1983
out observation, how to conduct user
research and make sure it is useful in the
end solution. The analysis of data gathered -Personality type and Online versus
by research was an interesting stage where in class Satisfaction
many insights started to develop and we Richard Daughenbaugh, Lynda
were able to picturize a solution in our head. Daughenbaugh, Daniel Surry and
Mohammed Islam 2003
There is still a lot of scope for development -
of this initial concept and many features Relations Between Personality
need to be consolidated with more research. Traits, Language Learning
However, our next step will be to test the Styles.
solution proposed till a satisfactory result is İsmail ERTON 2010
gathered about the system loopholes and -
usability of the interface. Designing Class Participation
Experiences for the Introverted
Student
By: Jeanne Merkle Sorrell, DAEd Hazel N.
Brown, EdD