Design Research Methodology | Final Compilation
Task 4 / Research Reflection and Presentation
Name: Nadia Chong Wen
Student ID: 0355736
Specialization: UX/UI
1.0 Task 1 / Proposal
1.1 Research Topic:
Enhancement of Engagement in Educational Websites with UX/UI
1.2 Research Problem:
The Role of UI in Educational Websites and Effects of UI in Educational Process
1.3 Problem Statement
In recent years, the internet has introduced many to the prospect of educational websites that could help people, students and working adults alike learn more efficiently. The Covid-19 Pandemic caused many to look towards educational websites in order to learn new skills or to store and teach educational resources in order for students to continue to learn materials needed. The User Interface (UI) of educational websites is one of the most important aspects to ensure good user accessibility for learning and focus.
Websites such as Khan Academy, Coursera, and Duolingo have become three of the many mainstream educational websites at the moment of this problem statement, having been described as efficient and helpful to students not only due to their material but their easy access in getting educational material via the UI of the platform.
Unfortunately, there are websites that could have lacking information and structure, such as having important information not being spread out and mapped out which would cause confusion for the users (Yesa et al., 2024). By ignoring usability principles, it will often give users poor user experience (Islam, 2023).
While three educational websites mentioned have their own problems in keeping user retention and engagement in its other aspects, they still manage to maintain their user base. Duolingo has a smooth platform for its gamification and proof that it increases user satisfaction and efficiency (Qi & Xu, 2024) that retains its users while the other two websites provide the users an easy navigation to use while not taking away attention from the teaching material itself, which is important for the purpose of websites. According to Cen et al. (2023), “A well-designed user interface can guide the user to complete the corresponding operation, play the role of a guide, and has the direct advantage of attracting the user.”
The current study will examine the effects of the UI in educational websites and how the design elements of the UI maintains the user’s engagement and focus in their education process. The researcher will select a few significant educational websites for this purpose.
1.4 Research Questions
1. What UI design elements are important for educational websites?
2. How do the UI Design Elements in educational websites maintain user focus?
1.5 Research Objectives
1. To explore and identify UI design elements that are important for education websites.
2. To understand how UI design elements maintain user focus.
2.0 Task 2 / Critical Review
2.1 Critical Review 1:
Qi, Y., & Xu, R. (2024). Research on User Interface Design and Interaction Experience: A Case Study
from "Duolingo" Platform. EAI Endorsed Transactions on Scalable Information Systems, 11(5). https://doi.org/10.4108/eetsis.5461
Summary
2.1.1 Research Problem:
The research problem of this research article is the potential correlation between user interface design features and user interaction experience and proposes effective improvement methods to enhance user satisfaction and efficiency. Through the analysis of the app “Duolingo,” it seeks to explore the optimization of the quality of user experience of e-learning platforms through an in-depth study of the relationship between user interface design and interactive experience (Qi and Xu, 2021).
2.1.2 Methodology:
Qi and Xu (2021) conducted an in-depth analysis of the app “Duolingo” and uses interaction design principles to guide the improvement and optimization of the user interface. User interviews and Usability Testing were used to determine by the authors on what would improve the overall user satisfaction of “Duolingo” by actively considering user behavior and needs in the design of the app. At the same time, specific mathematical models and equations are used to quantitatively analyze the efficiency and smoothness of the user interaction process, providing designers with more precise directions for improvement with an experimental design of 500 registered Duolingo users that were randomly selected.
2.1.3 Discussion:
This research article shows how the optimized user interface design and its interaction experience of a platform could affect user satisfaction and usage efficiency and ways to improve on them. It highlights how the authors analyzed the app “Duolingo” in order to determine how optimizing its UI and UX can improve user satisfaction and usage efficiency and found multiple ways on how it managed to sustain users. Qi and Xu (2021) have placed multiple observations on how the app uses simple and effective interface design principles such as Simplicity, Consistency, etc. and how it could be applied and adjusted to be more effective. It also provides advice and information important to UI designers on what to take note of during the design process.
2.1.4 Authors’ Conclusion:
The authors of this research article concluded that the user interface design and interaction experience are important for online learning platforms and that excellent interface design can attract users’ attention and improve users’ satisfaction and experience. Through optimization of the interface design and interaction experience, it becomes an important way to UX and platform competitiveness.
Review:
2.1.5 Strengths & Weaknesses:
Strengths:
The strengths of this research article would be that it restricted its scope to Duolingo in order to understand and study what could be an improvement for the platform itself and other platforms that are similar. It provides a good insight into what interface design principles of Duolingo, the behaviors of users that have used Duolingo, and the reason it manages to keep the users’ attention. The authors also gathered many participants to get feedback on the experiment and the points of the results are comprehensible.
Weaknesses:
The weaknesses of this research article is hard to pinpoint the problem statement of the research article in the introduction and its summary. It is only possible to decipher the problem statement after reading each paragraph of the introduction with points that could confuse the reader about the problem statement and the nature of the article. Qi and Xu (2021) used eye-tracking data to determine most of the points within their experiment section and did not expand on user interviews as they said they would.
2.1.6 Reviewer’s Conclusion:
The research article provides good insight on what designers should take note of as they make an online learning platform. It provides details on what could be improved and how the information and hierarchy could be improved upon and how to avoid certain mistakes that Duolingo have made in their optimization. While it was hard to navigate through some sections of the article and find its points, it is good to read this and reflect on the research.
2.2 Critical Review 2:
Yesa, C. L., Putri, N. A, & Noer, D. S. (2024). Designing an Academic Website User Interface Using the
Design Thinking Method. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 8(2), 1243
https://ejournal.mandalanursa.org/index.php/JISIP/article/view/6726
Summary
2.2.1 Research Problem:
The research problem of this research article is the improvement of the Telkom University Subaraya (TUS) academic website’s structure and hierarchy. It is stated by Yesa et. al. (2024) that the website is still lacking in information and structure where important information is often not spread in clear places, making users have difficulty accessing the information they need. Through redesigning, the authors seek to redesign TUS academic website and make it informative, well structured, and has a modern and user-friendly user interface design.
2.2.2 Methodology:
Yesa et. al. (2024) used the Design Thinking Method which is a human-centered method that involves combining analytical thinking, practical skills, and creativity in thinking to redesign the website. It follows 5 stages known as: Empathy, Define, Ideate, Prototype, Test. The authors used direct interviews and observation in order to determine the problems of the TUS academic website.
2.2.3 Discussion:
The research article discussed the process of the authors’ (Yesa et. al, 2024) website designing for the TUS academic website. It goes through the step by step thought process of the authors as they make the prototype and the views of the pages of the TUS academic website. The authors repositioned the website to fit the structure of the website and showed how they improved on its hierarchy.
2.2.4 Author’s Conclusion:
The authors’ concluded that the website interface design that has been created has met the
expectations of users of the fulfillment of functions in the form of informative and structured with the Design Thinking Method. The authors believe it is proof that the Design Thinking has been able to make a positive user experience and meet the basic needs of academic website users and will provide significant benefits for users in searching for and accessing information.
Review
2.2.5 Strengths/Weaknesses:
Strengths:
The strength of this research article would be that the authors were able to provide the thinking of how to redesign the website of the TUS academic website and the reasonings behind every decision that came from the authors.
Weaknesses:
One of the weaknesses of the research article would be that the authors did not use any sources to back up their decision making in the process of redesigning the website. There was only a bibliography list that was used for the introduction of the research article, while the rest of the research paper had no citation or proof reasoning behind the authors’ decisions in the process of redesigning their academic website. The structure of the paper and methodology were not labeled well either.
2.2.6 Reviewer’s Conclusion:
The research article displays the potential of the Design Thinking Method and how it could help in the process of designing a website and how it could help guide a designer when they are unsure of what to do while making a website. However, this research paper wasn’t clear and did not offer in depth reasoning of the decisions that were made and the methodologies being described by only the Design Thinking Method.
2.3 Critical Review 3:
Purwanto, E. S., Jap, E. B., Wijaya, E. S., Juwanda, R., & Sari, A. C. (2022). Application of Design
Thinking in the Creation of UI/UX on E-learning Websites. IEEE Xplore.
https://ieeexplore.ieee.org/document/10031471
Summary
2.3.1 Research Problem:
The research problem on this article is that many e-learning websites do not apply the design thinking method to their interface which negatively impacts their user experience (citation). It aims to identify the effects of implementing the design thinking process on the UX/UI of e-learning websites in terms of helpfulness. Purwanto, et. al. (2022) created a website called StudyNow while following the Design Thinking Method in its creation.
2.3.2 Methodology:
The authors (Purwanto, et. al., 2022) gathered input from 20 participants using a questionnaire in order to gain insight into some common user problems in e-learning websites and defined these problems and assigned explanations to them. It was then discussed to decide which features they should implement on the website.
2.3.3 Discussion:
The features implemented into the website generally received positive feedback, with the Search Feature, Video-based learning Features, and Exercise feature receiving the highest ratings, though the user interface had mixed reviews. It also found that most aspects of the website received high scores for usability, with the lowest score of all aspects being 6.2 and the highest being 9.0. The aspect with the lowest overall rating was Use of Color, which the researchers noted as a point for improvement.
2.3.4 Author’s Conclusion:
The authors concluded that the design of the website had become easier and simpler for users to use, and that the use of the Design Thinking method in the creation of the website had brought positive effects.
Review
2.3.5 Strengths/Weaknesses:
Strengths:
This research has several strengths. At each stage of data gathering, the authors collected from a large pool of respondents with 20 people giving input in the empathize stage, and 40 giving feedback in the testing stage. Along with that, it is a recent publication with a wide pool of references which are also relatively recent. This paper details the design thinking process relatively well where you can see each step and many reputable sources as well.
Weaknesses:
The weaknesses of the paper are that its language is often biased, vague, or unclear. It uses the first-person perspective, making the paper seem more personal and subjective. Along with that, it uses superlatives and informal slang which appears unprofessional. Its grammar and structure may feel disjointed at times, and it also has several typos which may make the paper difficult to understand. There was also vagueness in parts of the paper.
2.3.6 Reviewer’s Conclusion:
This research paper all in all has some valuable insights and has a few points of interest which may prove useful. While the paper seems somewhat unreliable when it comes to certain sections of it, it is still a good source to look into for how interfaces impact the platform.
Task 3 / Research Design - Primary Data
Name: Nadia Chong Wen
Student ID: 0355736
Specialization: UX/UI
3.1 Research Questions
1. What UI design elements are important for educational websites?
2. How do the UI Design Elements in educational websites maintain user focus?
3.2 Research Objectives
1. To explore and identify UI design elements that are important for education websites.
2. To understand how UI design elements maintain user focus.
3.3 Methodology
3.3.1 Description of Selected Method:
In this research, the data collected will be through an online survey in order to gather information on what UI design elements and explore how elements involved in the website could affect and maintain user focus during their learning process. The researcher will collect the data through the online questionnaire from the information provided by the participants in the survey.
According to Singh & Sagar. (2021), online survey or questionnaire-based studies collect information from participants responding to the study link using internet-based communication technology through platforms such as emails and other survey platforms. It is used to gather information on the characteristics and opinions of the respondents that might not have been observable through other means of data collection. (Domede et. al., 2022) Additionally, surveys allow for multiple respondents at a time as compared to interviews with the questions needing at least 10-20 minutes in order to finish which many believe saves time.
3.3.2 Justification of Selected Method:
The selection of online surveys as a primary source of data gathering is due to its main reason being efficiency. Social Media has become widespread ever since the Covid-19 Era and it became a source for researchers to conduct internet-based data collection. (Singh & Sagar, 2021) It is very efficient in remote data gathering as creating and administering the online survey can be done in lesser amounts of time compared to several in-person methods of gathering data. (Hlatshwako et al., 2021). Through online platforms that are available, online surveys have become a way to gather large amounts of data for their respective research through its ease of distribution. Online surveys are time efficient and low cost alternatives which can be sent to the demographic easily without interviewer biases.
3.3.3 Pros of Method:
Online surveys can be easily distributed to its demographic through online platforms such as LinkedIn, Reddit, and other websites. It allows for respondents to have a shorter time answering questions. (Nayak & K A, 2019) Due to the anonymity, there is a higher chance for respondents to be more participative and responsive as compared to an in-person method of data gathering. In addition to this, the data gathered through online means can be presented in a visual format with its software. (Domede et. al., 2022)
3.3.4 Cons of Method:
There are many limitations to an online survey. Firstly, the choices that are offered to the respondents in the survey are highly reliant on the knowledge of the researcher and the survey questions might be limited. (Domede et. al., 2022) There is also the issue of disinterested respondents not taking into consideration the questions and answering without any attempt of understanding of the survey due to survey fatigue. (Singh & Sagar, 2021) Most importantly would be the participant rate of the survey itself. The response rates of online surveys are generally really poor compared to offline methods and participants might accidentally give a biased result for the data. (Nayak & K A, 2019)
3.3.4 Analysis Criteria:
Figure 1.0 | Duolingo Figure 1.1 | Udemy
This research will involve respondents who have used at least one educational website such as Duolingo, (Figure 1) Udemy (Figure 2), Coursera and more. The websites mentioned are well known by the public due to the services they provide as educational platforms for people to learn from through either gamification, personalisation, or both. Their user interface (UI) offers users with a comfortable user experience (UX) that keeps users learning on their site aside from the courses. These websites aim to make their platforms easy to understand and navigate so as to not disturb the flow of the user.
Furthermore, the target demographic of this research will be focused on the wide range of ages of the users who use these websites from age 13 to 45 and above. The reasoning behind including the older generation and not just the younger generation is due to the fact that the older generation have been participating more in technology and online learning ever since Covid-19 (Ben et. al., 2022).
This research will focus on identifying the elements of design of a websites’ UX/UI that are important for a user’s learning process and focus. It is to evaluate what users perceive to be needed in their learning experience design wise and to gather information on what design mistakes hinders the learning process.
3.4 Data Collection
3.4.1 Survey Questions:
Form Link: https://forms.gle/ihg7RXUYf5GfDQzAA
Section 1: Demographics
Section 2: UI Elements
Section 3: Preferences for maintaining focus
Section 4: Feedback
3.5 Data Results and Analysis
Section 1: Demographics
Q1. What is your age?
Figure 1.3 | Age
There are a total of 53 responses gathered from the survey. The majority of respondents have been users of educational websites aged between 18-24 with 32 respondents (60.4%) and respondents who are ages 45 and above having 13 respondents (24.5%). Respondents who are under 18 gave up 6 responses (11.3%) with the remaining group of respondents who are aged 25 to 44 making up 2 respondents (3.8%).
This shows to the current researcher that the majority of the users of educational websites are young children and adults (Under 18 and 18-24) with a percentage of 71.7% of the respondents. However, nearly a quarter of the respondents (24.5%) are aged 45 and above. The representation of the ages between 25 and 44 are significantly lower than the other groups.
Q2. What is your gender?
Figure 1.4 | Gender
26 (49.1%) respondents are male while 24 (45.3%) are female. There are 2 respondents that prefer not to give their gender. There is a slightly higher number of male respondents in the survey as compared to females but their numbers and percentage are almost equal.
Q3. How familiar are you with educational websites/applications? Rate from 1 to 5 based on Familiarity.
Figure 1.5 | Familiarity with Educational Websites/Application
18 (34%) respondents rated their familiarity of educational websites to be a 4. The two groups that rated 2 and 3 are groups of 12 (22.6%) respondents. The 9 (17%) respondents rated themselves 2 to be familiar with educational websites. 2 (3.8%) respondents rating themselves 1 on familiarity,
Based on the chart, the majority of the respondents seem to be somewhat familiar with educational websites. 56.6% of the respondents are quite familiar with educational websites and using them, while a lesser number of 17% of the respondents are not too familiar with educational websites. There is a significant small number of respondents who are not familiar with the platform. This might indicate the rise of use in educational websites and therefore familiarity with them.
Section 2: UI Elements
Q4. What design elements of an application or website helps you focus?
Figure 1.6 | Design Elements
84.9% (45 checks) of the respondents believe that readability is one of the design elements that allow for an educational website to help users focus on their learning process. The next two most selected options by the respondents were navigation with 75.5% (40 checks) and Structure and Hierarchy with 69.8%. Colors doesn’t seem to be as important as the previous options with only 47.2% (25 checks) of respondents choosing it as an element that helps them focus. There are also a few other elements that were written by the respondents, however this research will focus on the main points and selections within the survey.
Q5. What visual issues have you had with educational websites?
Figure 1.7 | Visual Issues
A significant number of respondents selected Poor Structure of Website (83%) and Poor Navigation and Instructions (79.2%) to be the most common visual issues that are experienced in educational websites. Nearly half the respondents believe that texts being too small (49.1%) and the sizes of posts and material (43.4%) are issues that the respondents experienced within their educational websites. Distracting colors is the least chosen option with 26.4% of respondents choosing it as a visual issue.
Q6/7. Does the design of educational websites and applications cause problems for your learning experience? / If yes or no, why?
Figure 1.8 | Problems for Learning Experience
The majority of the respondents believe that the design of educational websites and applications do cause problems towards their learning experience with 46 (86.8%) respondents. There is a small number of respondents that are not affected by the design when it comes to learning experiences.
For the respondents that believe that the design impacts their learning experience, the reasoning for many of the respondents was that the navigation of the educational website. Some respondents stated losing motivation due to having to learn how to navigate through the platform in order to find information and learning resources instead of focusing on their respective courses. Respondents have stated that if the structure of the layout of the website was unclear, it would cause them to be frustrated and unmotivated as it gives a sense of poor UI design and serves as an interruption alongside distracting colors.
The respondents that were not affected by the design of their educational website stated that they were more focused on their learning material and the structure of the platform.
Section 3: Preferences for maintaining focus
Q8. For body text size, what is preferable to you?
Figure 1.9 | Body Text Size
79.2% (42 responses) of the respondents have a preference for medium sized body text of 16/18 pt within an educational website. 11.3% (6 responses) prefer the smallest type of body text of 12 pt. There are 5 respondents who prefer the big size (24/28 pt) of body text. No respondent selected the biggest size of body text.
Q9. What would you consider is a great motivator in UI design among these options?
Figure 2.0 | Motivator
Personalization is a major design motivator for the respondents with 64.1% (34 responses) choosing it. Gamification has 19 respondents (35.8%) that believe it to be a good motivator for educational websites. The additional results have been added as it includes the choice but does not register within the survey platform.
Q10. What colors do you think help make you focus on your learning process more?
Figure 2.1 | Colors
Many respondents have different opinions on what colors help them focus. 9 respondents (16.3%) believe that blue is a color that would help them in their learning process as highlighted parts of an educational website. It is the same for red and yellow, with 6 respondents (11.3%) and 3 respondents (5.7%) believing it to help their educational process. Some respondents (5.7%) stated that black, white and grey help them focus due to the high contrast of the colors. 18.9% (10 responses) of respondents believe that darker colors within an educational website allows for them to focus. Pastel colors were also mentioned by 9.4% (5 respondents) to have helped them in their learning process.
Q11. Does Screen Size affect your focus in the learning process?
Figure 2.2 | Screen Size
The majority of respondents (84.9%) believe that the screen size of their device affects the focus of the learning process of users while 15.1% of the respondents does not have their focus affected by the screen size of their learning process.
Section 4: Feedback
Q12. What do you think should be added into educational websites and applications to improve your learning experience?
Figure 2.3 | Improvement
43 respondents (81.1%) believe that color changing with examples such as light and dark mode in educational websites would help improve the learning process. Zoom in functions for educational websites are also parts of an educational website that 75.5% of the respondents believe would help improve user experience. Checkboxes are not as significant in comparison to the other two elements with 27 responses (50.9%). Navigation of educational websites was also mentioned by some respondents (5.7%) to improve the experience.
Q13. Have you used any of these educational websites/applications?
Figure 2.4 | Educational Websites
Duolingo is observed to be one of the most used educational platforms among the respondents at 35 responses (66%). 10 respondents (18.9%) have used Coursera. Udemy has also been used by 8 respondents (15.1%). There are other educational platforms mentioned but its lesser in numbers compared to the three previously mentioned platforms.
Q14/15. How long have you spent on the learning platform that you got? Which aspect of the design of the application kept you focused while learning on the website or application?
Figure 2.5 | Time spent on Education Website
Many respondents only recently started using the learning platform. 24 respondents (45.3%) used their learning platform under 11 months with 12 respondents (22.6%) using it for at least 10-30 minutes per week. There are 5 respondents (9.4%) that have been using their online learning platforms for 1-3 years.
The major aspect of the design that kept the users focused while learning was gamification. The majority of respondents of this survey are duolingo users and are motivated to focus on their lessons in order to not lose a “streak” they have. The simplified and structured layouts of educational websites was also an aspect that kept users focused in their learning process.
Q16. Do you enjoy using educational websites/applications?
Figure 2.6 | Enjoyment of Educational Websites
48.1% (26 respondents) have placed “Maybe” on their enjoyment of educational platforms while 44.4% (24 respondents) enjoy using educational websites. A small number of respondents dislike the use of educational websites. The data may have been affected by the respondents’ educational platform due to the learning of its educational platforms’ aspects
3.6 Conclusion
The research has shown that the UI of educational websites can affect the engagement of the users and enhance their learning process with the right motivators. There are a lot of issues within the UI of an educational website that causes unwanted distractions for its users such as when the structure of the posts and website are not balanced and when the texts are too small with poor navigation. With this analysis, the author is able to address some errors to avoid while exploring ways to enhance the learning process of the users of educational websites while also stating reasons as to why users cannot focus with their devices due to screen size.
Many users prefer personalization and gamification in order to enhance their engagement with the platform alongside believing that darker colors have been able to help users focus more than other colors.
4. Reference List
Cen, C., Lo, G., Li, L., Liang, Y., Li, K., Jiang, T., & Xiong, Q. (2023). User-Centered Software Design:
User Interface Redesign for Blockly–Electron, Artificial Intelligence Educational Software for Primary and Secondary Schools. Sustainability, 15(6), 5232.
https://www.mdpi.com/2071-1050/15/6/5232
Hasan, Layla. (2014). Evaluating the Usability of Educational Websites Based on Students' Preferences of
Design Characteristics. International Arab Journal of e-Technology, Vol. 3, No. 3, January 2014.
Islam, S. (2023) Why eLearning Platforms Fail & How to Avoid That. TutorLMS.
https://tutorlms.com/blog/why-elearning-platforms-fail-how-to-avoid-that/
Purwanto, E. S., Jap, E. B., Wijaya, E. S., Juwanda, R., & Sari, A. C. (2022). Application of Design
Thinking in the Creation of UI/UX on E-learning Websites. IEEE Xplore.
https://ieeexplore.ieee.org/document/10031471
Qi, Y., & Xu, R. (2024). Research on User Interface Design and Interaction Experience: A Case Study
from "Duolingo" Platform. EAI Endorsed Transactions on Scalable Information Systems, 11(5).
https://doi.org/10.4108/eetsis.5461
Yesa, C. L., Putri, N. A, & Noer, D. S. (2024). Designing an Academic Website User Interface Using the
Design Thinking Method. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 8(2), 1243
https://ejournal.mandalanursa.org/index.php/JISIP/article/view/6726
Purwanto, E. S., Jap, E. B., Wijaya, E. S., Juwanda, R., & Sari, A. C. (2022). Application of Design
Thinking in the Creation of UI/UX on E-learning Websites. IEEE Xplore.
https://ieeexplore.ieee.org/document/10031471
Qi, Y., & Xu, R. (2024). Research on User Interface Design and Interaction Experience: A Case Study
from "Duolingo" Platform. EAI Endorsed Transactions on Scalable Information Systems, 11(5).
https://doi.org/10.4108/eetsis.5461
Yesa, C. L., Putri, N. A, & Noer, D. S. (2024). Designing an Academic Website User Interface Using the
Design Thinking Method. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 8(2), 1243
https://ejournal.mandalanursa.org/index.php/JISIP/article/view/6726
5. Links
5.1 Link to Presentation Slides:
https://www.canva.com/design/DAGavRJ3uGY/Pq7zFSwWmMd9KBsKAy_CKA/edit?utm_content=DAGavRJ3uGY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
5.2 Link to Presentation Video:
https://youtu.be/5vMpGPFUIVA
6. Feedback
7. Reflection
Experience:
In my experience of this module, it was a really tough module where I had to go out of my way in order to research subjects that I normally do not and have to cite things which I thought would be common sense. However, I managed to learn a lot more about how to research and how in depth and interesting it could be. It was really challenging to do this module while juggling with 5 other modules, but the experience taught me that I have to use my time more efficiently in order to avoid cramming everything at the last minute again and again.
I enjoyed learning more on how to research more despite my dislike for writing professionally in a research way. I will probably use this for my future work in order to get more in depth information about what I’m researching, especially in my Major Projects.
Observations:
I have observed that I have a really hard time understanding what this module entails for the first few weeks. I did not understand what I should be doing due to not having taken any prior specialisation class before taking this module. However, I have observed that I started to be able to work on more of a schedule the more this module progressed and it helped me greatly juggle all my other assignments despite not being able to catch up at times.
Findings:
I never really paid attention to how research is gathered or how to use the information I gathered in an analytical sense rather than an essay sense. I have done it before but not to the extent the module wants it to be. I found that me being shy and scared to share my survey affected my work detrimentally and I could only get my survey out after getting over that fear.I learned many techniques and potential ways I could gather data in the future, Offline and Online. I started to understand what makes an article legitimate.
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