KLM-GOMS Great Cell Phone Comparison
Here are the tasks we selected, in class, to compare. Every student cell phone will have a KLM-GOMS analysis done on each task, then we will combine the results into a grand, cross-class cell phone comparison.
Start all tasks from home screen, phone unlocked. No Siri/Alexa. Predictive texting turned off.
If your phone cannot accomplish all these tasks, you will need to select more tasks to analyze (get my approval).
|0||1-4 pts||5-7 pts||8-10 pts|
|Key Concepts Usage||No keywords or concepts from the current week of class used in analysis, or discussion reveals fundamentally flawed understanding, or essay is off topic.||No comparison of own cell phone with other phones in class based on KLM-GOMS results in analysis, or no discussion of own phone's KLM-GOMS results, or discussion reveals fundamentally flawed understanding||Some comparison of own cell phone with other phones in class, based on KLM-GOMS results in analysis, or some discussion of own phone's KLM-GOMS results. Discussion reveals student correctly understands most of the concepts.||Compares own cell phone with other phones in class, based on KLM-GOMS results in analysis, and discusses own phone's KLM-GOMS results. Discussion reveals student correctly understands most of the concepts.|
|0||1-3 pts||4-5 pts||6-7 pts|
|Writing / Analysis Quality||Essay is off topic.||Disorganized or incoherent prose. Unclear whether or why student likes/dislikes tool. One or more paragraphs are off-topic.||Moderately well organized, prose mostly coherent. Clear whether student likes/dislikes tool, though may not be clear why. Topic sentences may not be present for each paragraph.||Well organized, coherent prose. Clear whether and why students likes/dislikes tool.|
|0||1 pt||2 pts||3 pts|
|Grammar/spelling||Numerous grammar/spelling errors (1+ per paragraph); sentences that don't make sense.||Many grammar/spelling errors; no completely incomprehensible sentences||Some grammar/spelling errors||Few/no grammar/spelling errors|
Penalty for not suggesting change to own phone that would improve KLM-GOMS results on own phone.
In addition, the usual penalties apply -- for not identifying the topic of the essay and for bizarre formatting.
Note that you may wish to analyze some of these tasks twice -- one for "how an amateur would do it" and once for "how an expert would do it". In that case, make two rows in the spreadsheet and label them "Amateur: Task X" and "Expert: Task X".If you choose to analyze both an "Amateur" and an "Expert" way to accomplish some task, put the word "Amateur:" or "Expert:" at the beginning of the task description, not the end. For example: "Amateur: Call Mom, who is in address book." MS Excel frequently hides the end of long labels; "Amateur" at the end of a label will not be easily visible.
Recall, KLM-GOMS does not model user error, or task learnability. We want to analyze both the "Amateur way" and the "Expert way" to accomplish tasks (if two ways exist) to look at how rapidly the beginning phone owner can accomplish tasks in the days, weeks, or months when the owner knows and uses "the slow way," before the owner discovers "the fast way."