Candace V Johnson

.

Usability Testing & Reflection

By

Candace Johnson

, , , ,

Usabilitiy Testing

Welcome! In today’s video, we’re diving into an innovative approach to enhancing usability in an 8th grade reading unit spread across nine weeks. I n unpack practical, classroom-tested strategies to streamline navigation, increase student engagement, and boost instructional clarity, all while aligning with educational standards. Whether you’re a teacher, curriculum designer, or educational coach looking to refine your reading program, this video offers clear, actionable insights to help your unit feel vibrant, efficient, and learner-centered. Let’s get started!

Google Classroom: https://classroom.google.com/c/Nzg2NzYwNzY0NDUz?cjc=rzd6vmph

Hi, I’m Candace Johnson. This video highlights the usability testing process and my reflections on improving a 9-week 8th-grade reading unit built in Google Classroom. Designed around The House on Mango Street and The Pigman, the unit aims to develop critical thinking and literary analysis. Here’s what I learned.

Google Classroom served as the platform, with Docs and Slides embedded for daily instruction. While the system was intuitive for most testers, account-based restrictions blocked some from accessing videos. This exposed a key limitation: even familiar tools can present challenges if permissions aren’t correctly set. I’ll now verify access across accounts and embed universal video formats, like unlisted YouTube links.

A recurring issue was the inaccessibility of key content—like the welcome video—which disrupted user flow early on. Testers also noted that too many linked documents made navigation feel disjointed. These observations reminded me that accessibility isn’t just about content quality, but also about reducing friction in how learners interact with the materials.

In response, I restructured the “Start Here” section with clearer instructions and embedded the welcome video via YouTube to avoid domain blocks. I also reduced the number of clicks needed to access materials by consolidating weekly content into organized slide decks with consistent icons and labels.

These updates made the course cleaner and easier to follow. By resolving access issues and improving layout, I created a more intuitive environment where students can focus on learning instead of troubleshooting. The result is a smoother, more engaging experience from day one.

Access problems with videos and links also impacted instructional alignment. When students missed essential resources, they lacked the background needed for key assignments. After testing, I ensured all critical materials were accessible and aligned each lesson more intentionally with final assessments.

To support all learners, I added a tech guide, embedded tutorials, and simplified navigation. I’ll also run weekly check-ins to address tech issues early. For students with limited internet, I’ve created printable versions of core materials to ensure equitable access regardless of device or connectivity.

This process strengthened my instructional design and made the unit more responsive to real student needs. It reinforced the value of feedback and highlighted how thoughtful course design can directly improve access, equity, and engagement.

Reflection

Throughout the Instructional Design course, I remained deeply engaged with my learning community, particularly through collaboration with my group members and classmates. Regular feedback exchanges, peer reviews, and open dialogue played a critical role in shaping my final product. These interactions helped me refine my thinking, revise my design choices, and ensure that my unit was both practical and aligned with course expectations.

One of the most impactful parts of the process was the feedback I received on my 9-week 8th-grade reading unit, which centered on The House on Mango Street and The Pigman. Classmates noted areas where instructions could be more student-friendly and where scaffolds could be strengthened for diverse learners. In response, I revised all student-facing materials to simplify directions, improve consistency, and include supports such as sentence stems, graphic organizers, and a STAAR-aligned short constructed response template.

In addition to this, I used TEA STAAR Released Test Questions and the Lead4ward TLR ELAR Grade 8 resources to ensure alignment with academic standards and to increase the rigor of the tasks (TEA, n.d.; Lead4ward, n.d.). Peer suggestions also encouraged me to think more critically about how students would interact with the unit in a digital environment, which led me to streamline navigation and add more reflective components.

The work of L. Dee Fink, particularly his Creating Significant Learning Experiences framework, was foundational in how I approached course and unit design. Fink’s emphasis on aligning learning goals, teaching strategies, and assessments helped me make sure that each component of the unit served a clear purpose and worked together to foster student growth (Fink, 2013).

Collaborating with my peers throughout this course was both affirming and transformative. Their honest, thoughtful feedback challenged me to revise and refine my ideas, while their encouragement reminded me of the value of shared professional growth. This experience not only strengthened my instructional design skills but also deepened my appreciation for the collaborative process. I look forward to sharing this journey in my final reflection as a demonstration of the power of peer-driven, research-informed instructional design.

References:

Leave a comment