Zoom Online-Learning User Research
This user research study is a personal projects, which introduces the problems of college students' lack of participation during online sessions during the pandemic and some possible recommendations to redesign Zoom for users to have a better experience. This user research is conducted through three stages, field observations, interviews, and surveys. The following are the links to detailed information on the research.
Introduction
Background
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Due to the coronavirus pandemic policies in the United States, citizens are told to stay inside and avoid direct contact with others. Many restaurants, grocery stores, schools, and other social places shut down. Most universities and colleges shift the gear to online learning via teleconference platforms, either partly or full-time. With many students suddenly moving to a whole new online learning environment, the situation turned out to be embarrassingly uncomfortable for them.
Goals
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Find out the potential contributing factors causing the decrease in participation for online classes.
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To Improve and increase students’ interactions in online learning classes on teleconference platforms (such as Zoom)?
Research Stages
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Field Study
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Interview Study
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Survey Study
Field Study
Research Plan
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This field study was conducted using the structured observation method to record observations throughout 3 class sessions on Zoom, under the following focus areas:
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Interaction experiences and the emotions of the participants while participating.
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Instructors' methods for class participation and whether the participants would participate.
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Possible reasons if the participant doesn’t participate in a certain part.
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Observer’s personal experience throughout the class to see if the instructor provides clear instructions and a good enough overall classroom vibe for participating.
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Key Findings
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The students might get bored with the materials or simply listen to the instructor talking all the time. The field observations show that students were less likely to participate in class if they did not understand the instruction and course materials.
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Objective factors from many areas, such as technical issues, background, surroundings, etc, would possibly prevent class participation or make fewer interactions happen in class.
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Personal interests: Students might favor certain class features and start talking about a particular question or decide to hide under the camera and isolate themselves entirely from others.
Affinity Diagram
Recommendations
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The instructors should plan ahead for a well-structured class.
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To address the issue caused by objective factors, such as background noises, family issues, technical issues, etc, with alternative methods of participation.
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Instructors should offer the students certain benefits for participating in class, such as extra credits, and give them the freedom to choose.
Interview Study
Research Plan
Three interviews were taken online via teleconference Zoom, and each interview lasts around thirty to forty-five minutes. The screen recording feature on Zoom recorded the interview sessions and then they were transcribed into transcripts.
Interview Questions:
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How many online classes are you taking right now?
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What platform do you use?
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What are some pain points of using teleconference platforms (Zoom) to take online classes?
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Why are they your pain points?
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Can you think of any possible ways to solve that pain point?
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What are your experiences when participating in any of your online classes?
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When is the last time you feel awkward when the instructor asks for participation?
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What happened to make you awkward when participating?
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Do you participate every time the instructor asks for participation?
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For the times you did, what makes you didn’t want to participate?
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For the times you didn’t, what makes you come up to participate?
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What technologies/tools do you usually use on Zoom to engage with the class?
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Which one is your least favorite?
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Do you like the camera function on Zoom?
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Do you turn on your camera in class?
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When do you turn on your cameras during an online class?
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For those times when you don’t, what are the reasons behind that?
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If the instructor asks you to turn on your camera, what would you do?
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Do you think turning on your camera makes a better interaction with the class?
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Can you give any suggestions on how to increase class interactions?
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Key Findings
Survey Study
Research Plan
This study was conducted by sending out surveys, via an online survey forum: Microsoft Forms, to gather more specific data from larger sample size and explore more issues caused by the lack of participation in online classes and suggestions to improve participation. The goal was to have as many participants as possible. A large sample size will bring clearer results and patterns to analyze.
Survey Questions:
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How many online classes are you taking right now? (Fill)
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On a scale from 1-5, rank your overall experiences with online learning (1 = terrible, 5 = very good)
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Please briefly explain why you choose your answer.
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What teleconference platform are you using for online classes? (Fill)
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Is there anything you don’t like about Zoom (design, functions)?
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Can some of those features cause you not to participate in class?
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Do you participate every time your instructors ask for participation? (Y/N)
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For the times you didn’t, what are the reasons behind that?
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What are some background or extrinsic reasons caused you not to participate? (Fill)
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Rate the following statement: Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree
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I feel very comfortable turning on my camera.
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Turning on cameras can make better interaction with the class.
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I can learn better if the online environment is more like a physical classroom.
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Would you turn on your camera if the instructor says (Y/N):
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“You will lose your points if you don’t”
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“For those who have cameras on, one will be randomly chosen for extra credit.”
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“I encourage you all to turn on your cameras, it’s weird to teach in front of black boxes.”
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What are some reasons that you don’t turn on your camera? (Fill)
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Do you think more interaction can lead to better learning quality?
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If yes, can you think of any ways to improve online participation?
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Key Findings
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The initial online policies have given the students too much freedom in participation and turning on the cameras.
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Breakout rooms function on Zoom seems like a very bad feature, which is one of the top reasons students wouldn’t participate.
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Extrinsic factors have been troulbing students in their online learning experiences.
Recommenations
Zoom should add a classroom mode without the showing camera option, which would not allow students to turn off their cameras ever while in the classroom mode. Zoom can have other modes which would still have the camera function.
Zoom breakout rooms should be more like the situation in a physical classroom. A possible solution is to include an option that allows the students to see what is happening among the groups while in the breakout rooms.
Zoom should have ways to inform the students and other people in the class about possible outside issues. One recommendation is to add symbols indicating the status internet when Zoom detects a bad internet signal or noise when Zoom detects sounds that could affect the class.
Reflections
Limitations
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One of the most significant limitations of field study results is that they are based on observation notes. The data was collected only by observation, and for this particular topic, many students tended to turn off their cameras. Many details could not be discovered, and some results were only assumptions based on the data. There might be different reasons behind that.
Takeaways
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Improve my ability to develop user research plans and conduct user research to understand the basic needs of users and the cause of certain problems.
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User research is used to understand user behaviors, needs, and motivations through observation techniques, task analysis, and other feedback methodologies.
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User research is an essential part to start a problem-solving process.