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DCU UX Course Project: Prototyping


Team Based Learning company (Hypothetical)


My Role:

UX Designer


Developing prototypes which could be used to get feedback from users for an online Team Based Learning tool.


March 2020 – April 2020



About the brief:
Team Based Learning includes the delivery of Individual and Team quizzes, as well as Peer assessments of your fellow teammates.


The objective here is to demonstrate your ability to develop useful paper prototypes, showcases two different features for TBL tool.

Prototype 1

The first prototype created is a mobile version of the TBL online tool, showing how the RAT quiz would work. The screen dimensions were based on a Samsung galaxy S9 phone. Babich (2018) states that it is better to work ‘mobile-first’, i.e. to start with the smaller screen size first, the restricted area forces the prioritisation of content, as opposed to fitting all the elements into a desktop screen then encountering issues when it comes to accommodating the same content on smaller format.

Prototype 2

The second prototype is a desktop version of a tool for facilitating peer assessment for group work. It shows the peer review section as a sidebar on the homepage, with the homepage represented in a generic style to allow for focus on the peer review function. The sidebar has small icons representing the team members, alongside their percentage score of how you have valued their contributions to a group project. At the bottom of the sidebar is the button to view more details and to edit the information. This brings us to the full peer review screen with more of the evaluation criteria where you can score different aspects of their contributions.

This is the main element on the page, but there are also some questions on the team dynamics with text boxes to allow for more open-ended feedback. The percentage value is also shown again, the full screen size allowing for a pie chart visualisation showing the contributions split. On the paper-based feedback form, the text explaining this part can be misinterpreted. The example shows four spaces for names, but some teams varied in size, leaving some unsure if they were included in the evaluation themselves and as such may only evaluate their teammates or may otherwise calculate the percentages wrong. When it is done through the peer assessment tool proposed in this prototype, the assigned team members are visible so participants know everyone is included, and also the pie chart and inputs would allow only for the total percentages to reach 100%, removing the ability for users to make an error that can be made on a paper form. Once the method for completing this task, the user can focus more on the information they are giving, and the tutors can be satisfied that it is harder to receive incorrect data from the assessment.

The current paper peer assessment form delivered as part of an assignment can also be overlooked amongst the instructions and marking rubrics presented, or only filled in at the last minute as a student is preparing their submission. The position of the sidebar on the homepage may also help keep the in the mind of the student when logged into the tool. Even without clicking onto the page, the profile pictures beside percentages should serve as a quick glance reminder of the evaluation process.