Elicitation prep: openquestions.tex

File openquestions.tex, 4.7 KB (added by jelinson, 2 years ago)

Open Questions.tex

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1\documentclass[pdftex,12pt,a4paper]{article}
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67\begin{document}
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69%%%%%%%%%%%%%
70%\setlength{\topmargin}{-.9in}
71\newcommand{\HRule}{\rule{\linewidth}{0.4mm}}
72\begin{center}
73\HRule \\
74Michigan Technology \\Erin Coughlan, Julius Elinson, Michael Morton, Rebecca Thomas\\[.1cm]
75\textsc{\large{Open-ended Questions For Customer Elicitation}}\\[-.1cm] % Title
76\HRule \\[.4cm]
77\end{center}
78\vspace{-.7cm}
79%%%%%%%%%%%%%
80\section*{Education Goals}
81\begin{enumerate}
82 \item Is there a particular type of technology the game should focus on? Should it all be modern? Should it be technology from a particular place?
83 \item In teaching about the effects of the technology, is it important to specify actual instances of such effects in certain geographical locations or is a more general description sufficient?
84 \item What are some examples of technologies you think would be important to include in the game? Should the game focus on a single piece of technology or should it address multiple throughout?
85 \item What are some examples of effects of technology on the community you think should be portrayed in the game?
86 \item Upon beating the game, what lessons should the player have acquired? Similarly, what type of decisions by the player should result in them losing?
87 \item How important is it that the different types of technology be explained to the player?
88\end{enumerate}
89\section*{Classroom Environment}
90\begin{enumerate}
91 \item What type of computers are available to the students in the classroom? Are there enough for all the students in a class? Should the game be available to students on their home computers and/or online?
92 \item How long is an average class period? Should the game be completable in that time?
93 \item Do students usually work individually or in pairs/groups? Should the game model this?
94\end{enumerate}
95\section*{Student Capabilities}
96\begin{enumerate}
97 \item From what you can infer, do most students have computers at home? In general, how familiar are students with computers?
98 \item What is the average reading level? What are some names of books that the students have recently read (in order to gauge the level of vocabulary and reading skills)?
99 \item Are the students comfortable with addition and subtraction? What are the largest numbers they generally work with?
100 \item How long does their attention span tend to be?
101 \item Are the students able to, at least on a basic level, develop a strategy while playing a game or are their decisions more impulsive?
102\end{enumerate}
103\section*{Student Interests}
104\begin{enumerate}
105 \item What computer or video or phone games do the students enjoy?
106 \item How important is it that the game seem realistic overall?
107 \item In the students' own community, what sort of technologies do they encounter on a regular basis?
108 \item How much do the students enjoy science?
109\end{enumerate}
110\section*{Other}
111\begin{enumerate}
112 \item How much science is part of the curriculum?
113 \item How much has the topic of technology in communities been discussed in class?
114 \item Should the player be able to save the game's progress and then be able to resume playing where they left off?
115\end{enumerate}
116\end{document}