Building a Virtual Computer


Michelle Hutchinson, BMultiMedSt CQU, BEd(ProEd) CQU, Multimedia Producer, Multimedia Design Centre [HREF1], Division of Teaching and Learning Services [HREF2], Central Queensland University, Bruce Highway, Rockhampton, QLD, 4700 [HREF3]. Email: m.hutchinson@cqu.edu.au

 

Abstract

This paper will be stepping though the design and development of a learning tool that has been designed to simulate the process of assembling a computer, specifically for students studying in flexible mode. It will be analysing this product’s design by looking closely at processes followed, choices made and problems conquered.

The structure of this paper will replicate the model used in the design of this product, the ADDIE model. Standing for Analysis, Design, Development, Implementation and Evaluation, the ADDIE model is a generic and simplified instructional systems design (ISD) model [HREF4].

 

Introduction

Technology-based learning environments are useful as a medium for the simulation of real-life situations or contexts and problem solving. As such they are well suited to the realisation of theories based on constructivist philosophy.

Constructivist ideology was the foundation for the design of the ‘Building a Computer’ learning tool. This tool has been designed to simulate the process of assembling a computer for students studying the ENCO 11005 Computer Hardware Fundamentals course at Central Queensland University.

A contributing ideology for the conceptual design of this tool was the importance of play in learning. It is suggested that people are more likely to persist with a learning task when they are enjoying the activity (Moyles, 1994). Incorporating interactivity and multimedia elements, this tool has been designed to be an interactive and an enjoyable learning experience over which the student is afforded some degree of control..

 

1.0 - Analysis

Within the analysis phase of this project the following information was determined through consultations between the client and the Multimedia Design Centre development team.

1.1 - Audience

Users of this learning tool will be university students who have enrolled in the ENCO 11005 Computer Hardware Fundamentals course. Students are primarily from the Faculty of Informatics and Communication, but there are exceptions to this, with students from other faculties choosing to enrol in this course as an elective.

1.2 - Rationale

This course is offered in both Internal and Flexible modes of delivery. Internal students participate in laboratory sessions where they have the opportunity of pulling apart and rebuilding computers under the instruction of tutors. While students who have chosen to study externally could do this themselves at home, they often run into problems including the voiding of warranties and lack of instruction.

1.3 - Goal

To simulate the process of assembling a computer for students who are studying the ENCO 11005 Computer Hardware Fundamentals course in flexible mode.

1.4 - Objectives


1.5 - Delivery Options

1.6 - Constraints

 

2.0 - Design


Experimentation was a key factor within the design phase of this project. Between the client and the MDC Development team, many different ideas or strategies for achieving the specified goals and objectives were tabled. The table below depicts the different ideas that were experimented with, along with the pros and cons that were identified. These ideas are listed in the order that they were experimented with, and you can view clearly how they build on the previous results–progressively improving and getting closer to meeting the requirements of the product.

Concept 1: Quicktime VR

We created the model of a computer using Quicktime VR. This was a simplified hand drawn model. It depicted the computer case as a solid colour, with the varied hardware components, also as solid coloured objects, labelled and placed appropriately.

PROS
  1. The user was provided with the control to rotate the model 360°. So they were able to view the model at different angles and view the different hardware components within the computer case.
  2. Users could spend as long as they required looking at the placement of particular hardware components.

CONS
  1. There was limited interaction for the student–they couldn’t move the individual hardware components, they could only rotate the computer as a whole object.
  2. The result didn’t simulate reality as well as hoped for. As simple drawings had been used and not photographs, the fine details of the different hardware components was lost.

Concept 2: A video

The idea of filming a tutor disassembling and rebuilding a computer was considered.

PROS
  1. Students would be able to see a ‘real-life’ computer being built. Hence they could clearly see where the hardware components are located.
  2. They would be receiving instruction as the tutor undertook the task. The tutor would be explaining what each hardware component was and where it was located. Also, any warnings or tips could be communicated through this medium.

CONS
  1. As video is a very passive medium, there is no interaction for the students; they simply watch the video.
  2. It is difficult to alter or extend on a video once it has been developed, without a major edit or even a redo.

Concept 3: Flash Simulation
Animation, audio and graphical elements are combined to provide a learning tool for students. Included is a ‘Demonstration’ section, a ‘Do It Yourself’ section and a ‘Library’ section.

PROS
  1. Students have the opportunity to interact with the end product: managing their own learning.
  2. Flash is a relatively flexible medium, allowing for updates, alterations or extensions.

CONS
  1. Development in Flash is time consuming, particularly intricate animation.
  2. Specialist skills are required to develop using Flash. Consequently, it is unlikely that the lecturer could update materials independently; they would be relying on the developer for any future updates.


Many other essential issues were considered throughout this design phase; far too many to discuss within this paper. Examples of these key issues include:

Ensuring the product was easy for students to use:

  1. The graphical interface was kept consistent throughout the product.
  2. Simple and consistent navigation was used.
  3. Simple instruction was included throughout the product.

Using educational design to facilitate learning:

  1. To empower students in managing their own learning, it was vital that students were able to work through the product at their own pace as well as interact with the different objects within the tool.
  2. Both practical and theoretical learning was incorporated into the design of this product.
  3. The library section was designed to engage students into deeper understanding of the hardware components.
  4. Students are guided in their understanding of this topic by being provided with a demonstration to watch and then the opportunity to practice the task.

 

3.0 - Development

One of the first hurdles faced while developing this product was finding the best angle to photograph the computer case on. It was essential that the user could view where all the components belonged. The goal was to replicate reality as closely as possible by simulating the user's viewpoint and the angle at which the user would be most likely to place each object into the case.

A digital camera was used to photograph the empty case at various angles. Once the preferred angle had been chosen, photographs were taken of both the individual hardware components, close up, and of the case as each component was replaced.

Adobe Photoshop was then used to digitally isolate images of:

  1. The computer case
  2. The individual hardware components close up
  3. The individual hardware components and how they appear when they are located within the computer case

Once these design attributes were isolated, Macromedia Flash was used to build the product. Initially the basic structure of the product was set up, with the four main sections (Welcome, Demonstration, Do It Yourself and Library). The ‘Do It Yourself’ section was completed first, with this then being automated and becoming the ‘Demonstration’ section.

It was at this stage that the graphical interface was designed using Adobe Photoshop. Stock images were used to create the textured yellow background and to communicate a technical ‘look and feel’. This design was then taken into the Flash movie and replicated throughout. Following this, the last two sections, ‘Welcome’ and ‘Library’, as well as the ‘Quit’ sequence, were completed.

Minor problems overcome included:

  1. Sizing the hardware components so they were within the constraints of the screen design size yet large enough for the user to view clearly.
  2. Coping with the change of component orientation when it changes from ‘click and drag’ mode to ‘released’ mode.
  3. Clearly identifying the ‘hotspots’, to make certain that the users knew where they could place the object.
  4. Pacing the demonstration, to ensure that the user saw clearly where each piece was located.
  5. Layout out the library section screens, to fit in lengthy descriptions while allowing for a large, clear image.

The final activity completed in the development phase was Quality Assurance (QA)Testing. It is important to note here that all products developed at the Multimedia Design Centre undergo thorough QA Testing. There is a checklist [HREF5] that is used as a tool to facilitate this and covers areas including:

  1. Platform consistency
  2. Visual Appearance
  3. Navigation
  4. Technical Functions
  5. Technical – Directories
  6. Plugins & necessary software
  7. Accessibility Priority 1 W3C standards

 

4.0 - Implementation

This product was provided to students in two different ways:


4.1- Course CD ROM

The ‘Building a Computer’ learning tool was added onto the Computer Hardware Fundamentals Course CD Rom. This CD Rom is supplied to all students who are enrolled in flexible mode. It is also available for internal students to purchase through the CQU Bookshop. The product runs direct from the CD ROM, opening in its own browser window.

This Course CD Rom already boasted a diverse range of animations and simulations. The ‘Building a Computer’ learning tool took advantage of this and within the library section, where there was an existent animation of a listed hardware component, direct links were provided. This integration served to strengthen the value of the library section in nurturing a deeper knowledge of the hardware components.


4.2 - Course Website

The ‘Building a Computer’ learning tool was also added to the Course Website. Due to its size, it was zipped up and made available for students to download.

A disadvantage of this option is that the integration with the existing course materials is lost, i.e. the linking within the library section. However, the obvious advantages include the learning tool being accessible to all course website users and consequently, being available for download at any time from anywhere.


5.0 - Evaluation

Official evaluation of this product is yet to commence, as the first offering of this product as part of the Computer Hardware Fundamentals course is currently running. David Cardnell, the Course Coordinator, will undertake evaluation at the end of Autumn Term 2003, with students completing surveys and putting forward their comments. Any relative feedback will then be forwarded to the MDC Development team and this information will be used to improve this product.

However, a small yet diverse sample of people was observed as they interacted with this product. The purpose of this was to:

  1. Identify any problems that they may encounter
  2. View their reactions to the different components of the product
  3. View how they interacted with the product as a whole.

Improvements that have already been identified to be made to this product include:

  1. Redoing the audio clips. Adding more information to some sections and thinning out other sections.
  2. Cutting up the audio clips so that each component has its own audio clip. This will allow students to step through the demonstration at their own pace. Presently there is no way to skip to a certain component; the user has to listen to the demonstration in its entirety.
  3. The hot spots are a bit temperamental and will need to be improved on.
  4. More information will be added to the library section as time goes by. There are still some components that don’t have associated animations, and we also may add links for further information.

 

Acknowledgements

Additional people involved in the design and development of the 'Building a Computer' learning tool were:


Lead Multimedia Developer

Jamie Meyer, AsocDipMechEng CQU
Multimedia Design Centre
Division of Teaching and Learning Services
Central Queensland University


Subject Matter Expert / Course Coordinator

David Cardnell, M.Tech
Faculty of Engineering and Physical Systems
Central Queensland University


Subject Matter Expert / Lecturer

Elizabeth Tansley, BComp(Hons) CQU
Faculty of Informatics and Communication
Central Queensland University

 

References

Moyles, J.R. (ed) (1994) The Excellence of Play. Buckingham: Open University Press

 

Hypertext References

HREF1
http://mdc.cqu.edu.au
HREF2
http://www.dtls.cqu.edu.au
HREF3
http://www.cqu.edu.au
HREF4
http://ed.isu.edu/addie
HREF5
MDC Quality Assurance Testing Checklist (PDF Document)
 

Copyright

Michelle Hutchinson, © 2003. The authors assign to Southern Cross University and other educational and non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to Southern Cross University to publish this document in full on the World Wide Web and on CD-ROM and in printed form with the conference papers and for the document to be published on mirrors on the World Wide Web.