Table 6 Test questions and notes on the testers’ goals on the Wacom gesture-based test
From: Embodied science and mixed reality: How gesture and motion capture affect physics education
Question | Notes | |
|---|---|---|
1 | Imagine your fingertip is a charge that is free to move. Starting at the marker, simulate the movement of the charge as it moves to the top right with CONSTANT velocity. | Do they understand that the finger needs to move at a steady rate across the screen, i.e. “constant.” |
2 | Imagine your fingertip is a charge that is free to move. Starting at the marker, simulate the movement of the charge as it moves to the bottom right with CONSTANT velocity. | Give them practice in the opposite direction. |
3 | Imagine your fingertip is a NEGATIVE charge that is free to move. Starting at the marker, simulate the movement of the charge as it is positively accelerating to the top right corner. | Do they understand what it means to positively accelerate, i.e. move the finger faster towards the end of the swipe. |
4 | Imagine your fingertip is a NEGATIVE charge that is free to move. Starting at the marker, simulate the movement of the charge as it is negatively accelerating to the bottom left corner – that is the charge is slowing down. | Explicitly avoided testing simple vocabulary, thus we spell out “slow down;” will the finger mover slower at the end of the swipe? |
5 | Imagine your fingertip is a negative charge that is free to move. Starting at the marker, simulate how the charge will move in this scenario. | A positive red charge has been placed 4 units to the left of the start point. User should move towards the opposite ion showing positive acceleration towards the end. |
6 | Imagine your fingertip is a negative charge that is free to move. Starting at the marker, simulate the how the charge will move in this scenario. | A negative blue charge has been placed 4 units to the left of the start point. The user should move AWAY from the ion showing negative acceleration towards the end. |
7 (and 8 appear on same screen) | Draw the force vector for the force being acted upon the red charge. | How would the blue electron be affected by the positive ion that is 2 units away? When scored this vector must be comparatively longer than the vector in answer 8. |
8 | Draw the force vector for the force being acted upon the red charge. | Here the electron is 6 units away, so the vector needs to be comparatively shorter than the one in answer 7 to receive full points. |