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User Stories
README: The user stories of lecturers are divided into the themes “Prepare Quiz” and “Conduct Quiz”.
As a lecturer, I can easily create a new quiz and include it in a course such that I limit the time overhead when preparing lectures.
As a lecturer, I can access an overview of quizzes I have previously created and include one into a given course, such that I can reuse my previous work.
As a lecturer, I want to be able to include questions stored in Moodle’s Question Bank in my quizzes, such that I can save time and effort by utilizing existing material.
As a lecturer, when I add a question to a quiz, I want the question to be automatically saved in the Question Bank, such that I can reuse it in future quizzes.
As a lecturer, I can rearrange the order of the questions in a quiz, such that I can easily change the structure of the quiz.
As a lecturer, I want to set a time limit for each quiz question when creating quizzes, so that I maintain and ensure efficient use of time during the quiz.
As a lecturer, I can choose to include a period where students can view the question without being able to answer, such that the students can think about the question and try to understand it before they can give their answers.
As a lecturer, I can create a question that includes multimedia such that I can engage with more dynamic and context-rich visuals or practical concepts.
As a lecturer, I can create questions that include mathematical symbols and equations so that I can ask questions that incorporate mathematical concepts.
As a lecturer, I can copy a question and include it in a new quiz such that I can use the copy as a foundation and thereby create a new question while still keeping the original.
As a lecturer, I can edit questions in the questions bank such that I do not have to create new questions if I need to change an existing question.
As a lecturer, I can select multiple-choice as response-type, such that I can get a fast overview of the answers.
As a lecturer, I can select true/false as a response-type, such that I can make questions about complex matters that are simple to answer.
As a lecturer, I can add explanations to a given question, such that students can learn about the question in their own time and in preparation for the exam.
As a lecturer, I can read about how I can use each response type in my teaching, such that I can get inspiration on how I can use quizzes.
As a lecturer, I can access an overview of quiz settings with a single click from the view where I am editing the quiz, such that I can easily verify that the settings are as intended.
As a lecturer, I can test a given quiz by doing a trial-conduction of the quiz where I can view the questions and answer them, such that I can catch mistakes before conducting the quiz in class.
As a lecturer, I can choose between different background tracks for quizzes, such that students don’t get annoyed by listening to the same track too much.
As a lecturer, I can intuitively, and in a few steps, prepare a quiz, such that using quizzes in my teaching doesn’t require much extra time and effort.
As a lecturer, I can allow access to a quiz at any point during my lecture without prior scheduling, so that I can start quizzes when it is appropriate.
As a lecturer, I can manually trigger when the next question is displayed to the students during class, such that I can give explanations about the previous or next question before moving on.
As a lecturer, I want the quiz to automatically finish the answering period for a question, if all students have responded before the timer expires, such that I can prevent idle time.
As a lecturer, I can present graphical statistics of the results for each question immediately after students have submitted their answers to the question, such that I can provide feedback, facilitate a discussion, and adjust the remainder of the lecture.
As a lecturer, I want my students to be able to connect to the quiz via laptops, tablets and phones such that they are not required to have a particular device turned on in order to participate.
As a lecturer, I want my students to easily connect to the quiz, so that we can get started quickly.
As a lecturer, I want my students to get immediate personal feedback on their own answers, such that they can use the feedback as context if I decide to discuss the question before moving on in the quiz.
As a lecturer, I only want explanations of the solutions to be available outside live-quizzes, so that I can give an explanation in class.
As a lecturer, I can enable background music during the answering periods of the quiz, to prevent the classroom from becoming completely silent.
As a lecturer, I can choose to generate anonymous names for each participant, such that I do not have to rely on students providing aliases themselves.
As a lecturer, I can intuitively, and in a few steps, conduct quizzes, such that students are not kept waiting during lectures due to quiz initiation or technical issues.
As a lecturer, I want to be able to extract and store quiz data on my device, so that I can do my own data analysis.
As a lecturer, I want all results of the quiz, comprising results from the class and personal retakes, and explanations of questions to automatically be available to students through the course, such that students can work with the quiz in their own time and in preparation for the exam.
As a lecturer, I want the Quiz to be available to students for personal retakes through the course, such that students can work with the quiz in their own time and in preparation for the exam.
README: The user stories of students are divided into the themes “Participate in Quiz” and “Interact with Quiz after its Conduction”. The themes were divided into features before specifying the features into user stories.
As a student, I can easily connect to the quiz via my laptop, tablet, or phone, so that I can get started quickly.
As a student, I want the question text, options and math to be displayed in a large suitable format on the projector-screen, so I can easily read them without difficulties.
As a student, I want to be able to see pictures property on the projector-screen from all viewing angles, such that I can actively participate in the quiz.
As a student, I am given time to read and understand the question before anyone can answer, so I can respond thoughtfully.
If the period for reading a question is timed, then I, as a student, can see the remaining time I have for reading it before I can answer, so that I can manage my time accordingly.
As a student, I can see the remaining time I have for answering a given question, so that I can manage my time accordingly.
As a student, I can clearly see how and when I can give my answer via my device, such that I do not lose motivation for participating in the quiz.
As a student, I can quickly get a response on my device showing what I have answered, such that I am not in doubt if I answered or not.
As a student, I know if I answered the question correctly immediately after everyone has answered or the time has run out, such that I can evaluate my performance during the quiz.
As a student, I can get points for answering correctly, such that the prospect of doing well motivates me to learn about the subject and to participate.
As a student, I want the GUI to only include necessary components while the quiz is conducted, such that I do not get distracted from reading the question and giving my answer.
As a student, I want the quiz to play music while answering to make the experience more engaging and reduce the tension in the room.
As a student, I want the lecturer to not use the same background music for each quiz, such that I don’t get annoyed listening to the same music each time I participate in a quiz.
As a student, I can see data about the quiz results of the whole class such that I can get an insight into what my fellow students have answered.
As a student, I can see my updated score after each question on my device, so I can track my progress and get motivated throughout the quiz.
As a student, It’s important for me that the results and leaderboard are anonymous, so that I feel comfortable with the results being displayed in the plenum.
As a student, I want the lecturer to explain the solution for the difficult questions, so that I can learn how to solve them.
As a student, I can at any point navigate to quizzes previously conducted in my courses, such that I can view previous results or retake the quiz.
As a student, I want to have the ability to review my answers to a given quiz, such that I can recall how I answered the quiz.
As a student, I want to see explanations for the solutions to the questions after I have submitted my answers, so that I can improve my understanding of the material.
As a student, I want to have the ability to retake the quiz at any time after the lecture such that I can practice outside class.