Read the article and answer create a speech and a power pointReport: Artifacts and Outcomes of Prototype Testing
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At a minimum, include two things:
1. Your speech
2. Your slides
Draw on the results of the Speech Preparation exercise you did in class. Include in your
Brief overview of the project and intended audiences
Brief summary of the team’s user-centered design process (including understanding
the audience, and exploring, prototyping, and testing potential solutions)
Your main message – what you want to convey through your presentation (e.g.
findings and recommendations, a key insight, an important learning experience, an
The subpoints you will make to support the main message.
The slides or video recording should include any visuals you mean to present during
the in-class presentation (e.g. graphics, personas, charts and tables).
If you intend to share other video (e.g. of testing) during the in-class presentation,
also include a link to that video. (The total presentation must stay within 15 minutes.)
If you’ll be using any show-and-tell items during your in-class presentation (e.g.
physical prototypes), include images of those items.
Report: Artifacts and Outcomes of
As our project progressed, we realized that the best method to test our app would be
hands-on user testing. To best emulate the conditions our app presents, we asked USG
students to test our app based on the criteria we had. We had a total of four testers, of
which one was recorded and the other three photographed. Each team member set out
to host one prototype test of their own, though we were often present for each others
While interviewing, we all tried to find our strengths to make the best interview for our
participants. Samuel was responsible for making the answers given into a format that
was acceptable for this report. Ale and Mohammad both interviewed each tester
together. They felt that their oral skills best helped them conduct a successful interview
with the participants. Kay was our photographer. He kept track of what was done by
taking pictures of the process, interview, and how participants interacted with our
What was interesting to our testers was the way we actually made the prototype. As
mentioned in our Prototype Test Plan, we used cardboard cutouts as the building blocks
of our app. Each cutout was a different section of our app and a binder was used to flip
through each section. Testers thought that this was a very clever idea.
The point for the test was to receive feedback on what students liked about our app,
how we can improve the it, and what will be added. Therefore, we conducted a survey
test on our prototype to know what the users think when it comes to accessibility and
ease of use with our app. We tested four people who were students at USG. Due to
confidentiality reasons, we cannot disclose the names of our participants. At the same
time, some participants did not want their picture taken. Ethically speaking, we needed
to respect their wishes and we did.
We used two methods to test our prototype. In person interaction is one of the methods
used which we handed out our prototype to the people we surveyed to play with it in
other for them to give us a feedback. The second method was conducting a survey. We
used google survey form to conduct a survey on the usage of the prototype and the
result are as follows:
What would you say that would make this app more useful? (4 responses)
More specialized doctors
Adding live chat
Making it accessible to students outside of USG
On a scale of 1 to 10, with one being the lowest and ten being the highest, how would
you rate the app? Type in the number (4 responses)
Among our participants, four out of four stated that they would use our app again.
However, one person stated that they wouldn’t recommend it to their friends because
most of their friends go to different university. Most USG students use mobile devices
and apps, so this reassures that the app solution would be accessible to our target
We received feedback regarding the absence of specialized doctors due to the mention
of it from students who mentioned needing an allergist and psychiatry/psychological
care. We left this category of care out because we assumed an affordable doctor would
refer clients to specialists who can also provide either payment programs or
connections to government resources to aid costs. However, the integration of this
feature would certainly be feasible.
Another highlighted question asked participants to rate the app on a scale of one to
ten. Overall, the scores were in a very high range. Three out of the four participants
gave us above 8, while one other participant gave us a seven because we didn’t have
an option for live chat in case they need a simple question to ask.
We learned that this app would be very appreciated among the students at USG. Due
to being off the main campus, students do not have the same access to care as their
on-campus peers. Our goal with this solution was to find affordable and highest rated
doctors in the area. By doing so, students can get the best care while not going out of
their way for it,
A recommended next step that likely will be included is specialized doctors. Although
primary care was our focus, every student at USG has different needs. As stated above,
allergists and psychology/psychiatry needs were reported. By providing information
about local specialists, individual needs can be addressed. To incorporate this idea, we
would consider a referral system where either primary care physicians provide us
information about the doctors they work with and refer to, or students can relay who
they were referred to.
However, the group has mentioned in our discussions that specialized care such as
neurologists or cardiologists are seldom sought out without the recommendation and/or
concern of a primary care doctor, meaning this tool may not be useful in all instances.
However, allergists and psychology/psychiatry are examples of specialized care that are
commonly sourced without a PCP’s referral. The debate over which doctors to include
will require additional testing and surveying. The practical integration of this tool will be
limited by the course time constraints and the logistical details of this feature.
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