Using video in HCI assessment
In the UK 2015/16 semester when I started teaching Interaction Design, I suggested the idea of having students showcase the low fidelity prototypes (which they were required to design as part of their assessment) using video. With agreement from the module team, we work-shopped the idea together and made this happen.
The main motivation behind using video was that students were tasked with developing low-fidelity prototypes of possible technologies based on results from their user engagement and we wanted to create a level playing field for how students showcased their prototypes to us. Prototypes had to be multi-platform, but could be made with physical materials (e.g. paper, cardboard) and/or designed on one of the many web-based prototyping software packages available such as Moqup or Omnigraffle. Showcasing the prototypes through a short video allowed artistic creativity and allowed a level playing field, no matter what medium the groups chose to use. We also ensured that the marks were attached to the quality and decisions behind the prototype itself rather than to the quality of the video, to ensure a level playing field between students with video editing experience and those without.
Feedback from the students on the assessment was very positive overall and it has been retained in subsequent iterations of Interaction Design in subsequent years. In these subsequent iterations, we have purposefully shown examples to the students of excellent prototype solutions showcased using average quality video production, emphasising it is the quality of the prototype to which the marks are attached. This method has continued to receive positive student reviews.
My colleague Adriana Wilde and I have shared our experiences of using video in computer science assessment in this way in internal and external conferences:
* My powerpoint used for the What Works In Assessment conference (University of Southampton internal, multi-faculty, 14th September 2017): LINK HERE