By the end of today, students can…
Test
a prototype using simple, relevant methods.
Record
data that shows what happened.
Improve
one feature based on evidence, then retest.
Opinion only
“It works really well.”
Evidence
“The holder stayed upright during 3 out of 3 item-retrieval trials.”
What exactly are you trying to find out about the prototype?
Hold Test
Does it hold the selected item for 30 seconds?
Access Test
How many of 3 remove-and-replace trials succeed?
Size Check
Does it fit within the challenge size limit?
Capacity
How many selected items can it hold while still working?
During testing…
Use the prototype the way a real user would.
Do not secretly hold or support the prototype to make it pass.
Record the result you actually get.
If something fails, treat the failure as useful information.
Use the same evidence before and after your change.
Test
Run the selected tests.
Record
Write the data exactly.
Improve
Change one weakness.
Retest
Run the same test again.
An improvement does not have to make everything perfect. It should respond to evidence.
Ask four final questions.
Function
Does it hold or organize the selected item?
Stability
Does it stand on the tabletop?
Access
Can a user reach the item easily?
Impact
How would this solution change the user’s classroom experience?
You have now experienced A → B → C → D.
What comes next?
Unit 2 slows down and looks more closely at users, research, ergonomics, and Criterion A.