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Requirements Analysis

Requirements Analysis

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Published by Mike Silvis

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Published by: Mike Silvis on Sep 01, 2011
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03/28/2014

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1. Root Concept -
Planning Section -Summary of Virtual Kids including Vision, rationale, stakeholder analysis, starting assumptions
Todd Shimado is a PHD graduate in cognitive and behavioral health living in Hawaiiworking on various research studies. He has developed several user interface technologies and isworking with a group of nutritionist to work on a new system to teach kids how to be healthier.Todd has worked extensively with the Web of Inquiry which is a system that merges studentsand teachers together to learn new curriculum in a fun new way. From this Todd was looking for a way to teach children better nutrition methods. However he wanted to do this in a fun way thatwould engage kids into the project. This is where he got the concept of Virtual Kids where youwould allow students to change various inputs and outputs and see the results of their eatinghabits.For Virtual Kids we have two main stakeholders Kids and teachers. Kids are the biggeststakeholder and who we want to focus on the most because the software is essentially for themand needs to have the user interface designed around their needs. The teachers will essentially just be in charge of instructing the kids on how and when to use the software.We are assuming that the students and teachers both have access to computers with a liveInternet connection. Another thing we are assuming is that all stakeholders know how to use basic computer software like log in and record their daily food consumption.
2. Stakeholder Profiles
- Interpretation Section -We have two primary stakeholders for Virtual Kids that will be interacting with the software on adaily basis. These include School Students who will be learning about the nutrtion and the teachers whoalong with the Virtual Kids software platform will teach the students.
Stakeholders
 
Responsibilities
 
Relationships to otherstakeholder groups
 
technologybackground
 
Students
 
The children will needto create an online profile and use thesystem to learn about proper nutrition
 
Work with the teachers inorder for them to learn proper nutrition
 
Moderate
 
Teachers
 
Instruct the students onhow to use the createdsoftware, and ensurethat the studentsunderstand what theyare doing.
 
Work with the students. moderate
 
3. Task Analysis
- Interpretation Section -Task1:
Create screens from wire frame
 
One of our main tasks will be to create user interface screen designs for the Virtual kids software. Thistask will involve reading and analyzing the wire frame that has been provided to us and basing our designs off of it. .Stakeholder 
 
Tasks
 
Kids
 
A child must be able to log onto the system, easilynavigate through the screens and learn about their overall health.
 
Teachers
 
Helping students address their health issuesthough the use of visuals provided by the Virtualkids system; Providing information about differentfoods and food groups that a child has access to.
Task2:
 
Research stakeholders needs and suggest recommendations for improvements
 
This task will partially be before task one and partially after. The first part will involve speaking to a fewJr. high teachers( Friends of our families) and a few kids(brothers and sisters of friends) and seeing whatkind of information would be helpful on the system or what kind of information could provide a user witha simple and fun experience. The second part of this task involves our team visiting the kids again for asimple guided walk-though of the screens to get a feel for what seems effective in the design and whatcan be changed.
4. Artifact Analysis (Obtain in the Checkpoint)
- Interpretation Section -
1.
Interview Notes - The first thing we had to do after reading the online documentation from theVirtual Kids website was to arrange a meeting with Todd. From this meeting we came up with pre-interview questions and then asked Todd to clarify some key points that we were notcurrently clear about. We obtained this information by formally interviewing Todd, and thendocumented Todd’s response for us to remember.
2.
Grant Documentation - One of the most helpful artifacts we received was the documentationabout the actual grant itself. This went in to discuss exactly what Todd was trying to accomplishand helped us to be caught up much faster then it would have taken otherwise.
3.
Wire frame Work flow - Visual representation of what the final product is to look like for theVirtual Kids assignment. Lays out how this is to be built, and the general work flow of using thesoftware.
**Do Later** 5. Workplace Themes
- Interpretation Section -
Theme
 
Issues Contributing to the Theme
Things Kids will learn
 
 
Basic nutrition and eating habits
 
 
Basics of food pyramidFuture for VK 
 
 
Some competitors, most are research related
 
 
Would be like Sim’s game
 
Construction of VK program
 
 
Would like to see graphics such as a button
 
 
Screen of wire frame built
 
Restrictions
 
 
Allergies
 
 
Medical issues
 
Kids ages
 
Family historyExpectations from team
 
 
Would like a user survey conducted (junior high kids)
 
 
Gain more knowledge of virtual kids basicuser experience
 
Build upon last years teams prototype (wireframe)
 
Web of Inquiry integrationexpectation from VK program
 
 
Use computers for fun
 
 
Experiment for kids in a scienceclassroom setting
 
5th-8th graders learn about nutrition in afun way
 
Learn lessons at a young age, start healthyeating early
 
Interactive learning experience
 
Teachers will help the kids learn aboutnutrition
 
Teachers can conduct a full lessons onVirtual KidsClient
 
 
Todd says aloha!
 
 
Todd Shimoda, Barbara White, JeanneWeidner 
 
Todd has a PHP in cognitive & behavioralhealth
6. Scenarios and Claims
- Synthesis Section -
 Scenario 1:
Adam Smith is a typical Jr. High student. He goes to school everyday and afterwords attends football practice. He is a wide receiver and wants to become faster but doesn’t know how to do this. Adam believes if he lost a little weight that maybe he could run faster then the competition but he doesn’t knowhow. Adam goes to his football coach asking what he can do to lose the necessary weight. His coach tellshim just to simply run more, which Adam tried for a month with little results. He now is starting to believe that his nutrition is a result of his obesity. Adam goes to the food pyramid and tries to learn howto eat healthier. With little knowledge gained, Adam now needs a way to learn about nutrition and whathe should be feeding himself.+ Shows the various types of food groups that should be consumed+ Allows little help for Adam to learn nutrition- Doesn’t give Adam positive or negative feedback based on his eating decisions

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