-1- Tessellator. Geometry Playground Formative Evaluation Nina Hido formative, mathematics, geometry, spatial reasoning, Geometry Playground
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1 -1- Tessellator Geometry Playground Formative Evaluation Nina Hido 2009 formative, mathematics, geometry, spatial reasoning, Geometry Playground
2 -2- Table of Contents Background... 3 Goals... 3 Methods... 4 Findings ) How much did you enjoy using this exhibit? (1 = not at all / 5 = a lot) ) Anything frustrating or confusing? ) If you were going to tell a friend about this exhibit, what might you tell him or her? ) Since we are still making this exhibit, it is helpful to know if there is anything you are curious about. Do you have any questions about the exhibit? ) We are thinking of having a way that you could get one of your tile designs ed to you, would you be interested in that? ) Are you familiar with the word tessellation?... 7 General Observations / Recommendations... 7 Label... 7 Usability of Line... 7 Touch Screen?... 7 Tessellation... 7 Animation... 8 Icons on Buttons Acknowledgements... 8
3 -3- Tessellator Hido 2009 Exhibit set-up in prototype area Exhibit interface Background Tessellator is an exhibit prototype for the Geometry Playground Exhibition. Visitors have an opportunity to manipulate a single line segment that is multiplied, according to geometric rules, to create multiple, differing patterns. Visitors engage with these results via a creative, authorial perspective. The exhibit seeks to foster an aesthetic appreciation of geometry. Goals The goal of this evaluation is to: Observe how visitors use this initial exhibit prototype. Observe and learn about whether visitors are engaged at the exhibit. To identify areas of frustration or confusion.
4 -4- To learn about the animation feature of the exhibit and what that adds to the experience. To learn if visitors have a sense of authorship at the exhibit and would like to have one of their designs to have at home in an electronic format. Methods Informal evaluation conducted with visitors conducted on Sunday December 13 th, The exhibit was set up with a monitor and a mouse. The exhibit was placed in the prototype area. The exhibit developer, Eric Socolofsky and evaluator, Nina Hido were out on the floor together with visitors. The visitors were cued and asked to try the exhibit. 7 or 8 visiting groups were observed and informally interviewed as they played with the exhibit for an hour and a half. The evaluator then more formally interviewed 5 family groups. Several combinations of the label and tag lines we tried with visitors. The visitors were given a verbal prompt on how to get started with the exhibit, which is typical when working with a new exhibit prototype. (Note: The description text was from a discussion at an exhibit meeting, not from editorial) A draft label used for initial prototype Findings Family groups were cued and asked to use the exhibit. After they used the exhibit they were interviewed.
5 -5-1.) How much did you enjoy using this exhibit? (1 = not at all / 5 = a lot) I like math. I am not good at putting words to it. [As she is playing, before we start the interview] Wow, this is like this artist website I was just using. It is cool how you are working with the pattern. [Do you remember the artist?] I don t. I took my final and now I forget It is interesting to think about it. It is not just a cool thing, you play a part in the end product. Between a 2 and a Not too much to do after a while. If you hadn t been here, I wouldn t have stayed as long as I did. [After the interview was done, the visitor s companion shared this] It is more interesting when you just explore the curve to a line. The complex squiggles you lose the shape that you had at the start. The simple shapes make more sense, you can see the relationship (as you make more complicated lines) it quickly becomes a mess. One idea, what if you sorta had a tutorial at the beginning it could show you, try doing this to the line and see the results [kid] It was fun. (as she played) Can I restart it? (she was making many patterns where the line segment was broken) Fun, but not super exciting. It is interactive, a screen, not as hands on 2.) Anything frustrating or confusing? No. It was pretty easy. Well, I wasn t sure what the play button was. I didn t know what it would play. When I did it, it was just OK. I mostly enjoyed dragging it (the line) around. [As we talk, they play the animation of the straight line segment] Had I seen that, before I was playing with it, that would have been cool. Not really. I am trying to understand the 3 different patterns. There could be way more than 3 too. I was trying to figure out the significance of having 3. It will get frustrating, you should have more than one (exhibit). It is hard to share, there will be a line (of people). They get into it. How to move the line.
6 -6-3.) If you were going to tell a friend about this exhibit, what might you tell him or her? Just try it. Hm, I don t know. It is a pattern making machine. It was surprising, the shape, I would look up (to the top of the screen) and be surprised. I would describe that you use a mouse to manipulate a straight line, but moving the line you can create geometric designs and the display shows you the possibilities. I would tell them it works and it is cool and there was an algorithm that set it up. 4.) Since we are still making this exhibit, it is helpful to know if there is anything you are curious about. Do you have any questions about the exhibit? What are the intentions about what we will learn? I don t know, it is a fun thing, why did you decide to design this? [Man chimes in] It was too advanced. I am not smart enough. I am not a mathematician. (sorta laughs). Not really. No. [Kid] Why are there 3 of them? (meaning 3 patterns). [Dad] What is the definition of tessellation? (he was reading the label). How it works, the programming. 5.) We are thinking of having a way that you could get one of your tile designs ed to you, would you be interested in that? No, I am not into that stuff. [Male companion] Yes. Yes. It would be cool to preserve the patterns, or use them in an art project. Probably not. I would skip it, but it is a cool idea.
7 -7-6.) Are you familiar with the word tessellation? Hm. It sounds familiar. Was that in A Wrinkle in Time? It has been a long time since I have been in school. I have heard it before, but I have no idea what it means. Not familiar with this. No, I am not familiar with the term. (Mom comments, and he has a physics degree! ) Yes. Tessellation is a repeating pattern over multiple xxx (note: missing word) General Observations / Recommendations Label A few visitors asked, Why 3 patterns? or Why these 3 patterns? In the label we might need to address this question. That said, during this initial test there was no strong signal on the either label. It was observed that the visitors were not relying heavily on the label. Usability of Line It is recommended that the project team discuss the merits of having the line more constrained vs. a line that can be manipulated more freely. Some visitors shared that they understood better the concepts when the line was more basic, but several visitors and especially children seemed to like the freedom to be more squiggly with the line and this also resulted in more decorative patterns. Touch Screen? For testing we used a mouse, however the exhibit developer is strongly considering a touch screen. This was a nicely collaborative exhibit, often visitor sitting side by side each taking turns manipulating the line. If we move to a touch screen we should discuss the multi-touch issues and discuss if we think the use pattern will be similar to what was observed at the exhibit, mirrors draw where the visitors had a strong desire to draw at the same time, something the technology doesn t allow. Some visitors suggested having a touch screen so they could be closer to the action and that moving the line might feel more immediate. Tessellation For a few visitors, tessellation was a familiar term and we initially thought it should be in
8 -8- the label to help set the context for visitors. As we talked to more visitors, it seemed like that term was more unfamiliar than we had originally thought. It is recommended that the project team discuss the use of the term tessellation and decide whether or not we want to introduce the term in the label. Animation Most visitors tried the animation feature, but the general feel was that visitors could take it or leave it. The exhibit developer has some ideas about how to change the animation to emphasize the rotation of the line segment. Icons on Buttons In this evaluation we weren t able to test the icons for understandability and plan to do this during the next round of evaluation. There seems to be at least some confusion about how to reset the line. It is recommended that the project team discuss whether we want to build into the functionality of the exhibit the ability to designs to visitors. Acknowledgements This material is based upon work supported by the National Science Foundation under Grant number NSF/DRL Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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