Usability Testing & Reflection Assignment

This assignment focused on testing and refining my instructional design based on real user feedback. I invited a small group—including a parent, student, and colleagues—to review my course modules and provide input via Google Forms and video recordings. Their insights helped me identify areas where navigation could be simplified, instructions clarified, and resources consolidated. I also addressed technology limitations specific to my district, adjusting submission options and adding student-facing walkthrough videos. This experience deepened my understanding of designing with the learner’s perspective in mind and reinforced the importance of iterative improvement in instructional design.

Usability Feedback Tools & Results

To ensure that my instructional design was developmentally appropriate and accessible for second-grade students, I tested the modules with a diverse group of stakeholders. Their insights were gathered through structured forms and informal video commentary, offering a well-rounded perspective on what worked and what could be improved.

As part of this assignment, I conducted usability testing with four participants: a student, a parent, and two educators familiar with 2nd-grade writing instruction. Feedback was collected using a Google Form and video recordings.

Google Form: Usability Testing Feedback: 2nd Grade Personal Narrative Writing Module

Results: Noonan Usability Testing Feedback: 2nd Grade Personal Narrative Writing Module (Responses)

Participants evaluated:

  • Ease of navigation through modules

  • Clarity of instructions

  • Usefulness and accessibility of resources

  • Suggestions for improving student experience

 

Key Takeaways from Google Form Results

  • Most respondents rated the module layout and resources highly (average rating 4.25–4.75).

  • Suggestions included shortening instructions, combining some resources, and using visuals or videos to guide students through tasks.

 

Video Feedback
Feedback videos from two testers were also reviewed.

  • Mr. Koeffler provided feedback on alignment to upper-grade writing expectations and ease of use in Google Classroom.

  • Ms. Porterfield offered suggestions based on direct experience with 2nd-grade students and noted where content might be too wordy for young learners.

 

Adjustments Made Based on Feedback
Based on user feedback, I made several improvements to increase accessibility and clarity:

  • Added short, student-view “how-to” walkthrough videos to model navigation and submission.

  • Clarified submission options by offering three district-approved alternatives: editing the digital template, uploading a photo of a handwritten copy, or turning in a printed hard copy.

  •  Condensed long text blocks into shorter, step-by-step directions.

  • Replaced the in-module peer editing task with optional student checklists for self-revision.

 

This process emphasized the importance of designing through the learner’s lens. By embedding student-friendly tools, addressing district constraints, and listening to real feedback, I strengthened both the usability and instructional integrity of the course.

References

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus. https://opentextbc.ca/teachinginadigitalage/

CAST. (2018). Universal design for learning guidelines version 2.2. CAST. https://udlguidelines.cast.org/

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing significant learning environments. Lulu Press.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024

Pappas, C. (2015). The adult learning theory - Andragogy - of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD. 

Texas Education Agency. (2019). Texas Essential Knowledge and Skills (TEKS), Grade 2. https://tea.texas.gov

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD.

 

Student Tools & Resources

Below are the key tools and supports included in the module to guide students through each step of the narrative writing process:

Collaboration of Learning

(Click the link to view the interactive group Padlet)

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