Technologies · Year 6

Active learning ideas

Prototyping User Interactions

Prototyping user interactions comes alive when students move from abstract ideas to tangible models they can touch, rearrange, and test. By sketching screens and simulating navigation on paper, students experience firsthand how early feedback prevents costly errors later. Active learning builds both design thinking and collaborative problem-solving skills that stick far beyond the activity.

• ACARA Content Descriptions
• AC9TDI6P05

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 35 min · Pairs

Pairs: Paper Game Flows

Students work in pairs to sketch a 6-screen prototype for a simple game with branching choices. Use paper, markers, and sticky notes for interactive elements. Swap prototypes, navigate as users, note issues on feedback forms, then revise together.

Justify the importance of prototyping before full development.

Facilitation Tip

During Paper Game Flows, provide colored pencils and large paper so visual distinctions between screens help students track navigation paths clearly.

What to look for

Provide students with a card asking: 'Name one reason why building a paper prototype is helpful before coding. Then, describe one change you would make to your prototype based on a hypothetical user's confusion.'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 45 min · Small Groups

Small Groups: Iterative Testing Rounds

Groups construct paper prototypes for interactive stories. Test in three rounds: within group, with adjacent group, with teacher. Collect feedback via observation checklists and sticky notes. Update prototypes after each round.

Compare different prototyping methods for gathering user feedback.

Facilitation Tip

In Iterative Testing Rounds, assign clear roles (designer, tester, observer) to ensure every student participates and listens.

What to look for

Students present their paper prototypes to a partner. The partner acts as a user, attempting to complete a specific task (e.g., 'Start the game,' 'Find the next page in the story'). The presenter observes and asks: 'What was confusing?' The partner provides one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 30 min · Whole Class

Whole Class: Prototype Critique Walk

Display prototypes on tables. Students rotate to test two others, recording usability notes on slips. Regroup to share patterns in feedback and vote on most improved designs.

Construct a paper prototype for a simple interactive game or story.

Facilitation Tip

During the Prototype Critique Walk, post simple sentence starters like 'I noticed...' and 'One suggestion...' on the walls to guide constructive feedback.

What to look for

During prototype construction, circulate and ask students: 'What user interaction are you trying to test with this screen?' and 'How will you simulate this interaction when a user tests your prototype?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 25 min · Individual

Individual: Quick Sketch Iterations

Each student sketches a base prototype for a story app. Self-test by simulating paths aloud, note fixes, create version 2. Pair share final versions for peer input.

Justify the importance of prototyping before full development.

Facilitation Tip

In Quick Sketch Iterations, set a strict two-minute timer for each sketch to emphasize speed over perfection.

What to look for

Provide students with a card asking: 'Name one reason why building a paper prototype is helpful before coding. Then, describe one change you would make to your prototype based on a hypothetical user's confusion.'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teaching prototyping means balancing structure with open exploration. Give students explicit strategies for labeling interactive elements, such as using arrows for navigation or speech bubbles for feedback. Avoid over-explaining; let the testing rounds reveal usability issues naturally. Research shows that when students physically simulate interactions, they internalize user-centered design more deeply than through lectures alone.

Students will confidently create low-fidelity prototypes, explain their design choices, and use feedback to improve designs in at least two iterations. Watch for clear sketches, labeled buttons, and reasoned explanations of usability choices during peer testing.

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Watch Out for These Misconceptions

• During Paper Game Flows, some students may insist on drawing polished digital-style screens instead of rough sketches.

  Redirect students by setting a five-minute timer for rough sketches and reminding them that paper prototypes save time by focusing on function over form. Ask: 'What part of this screen do users need to see to understand the next step?'

• During Iterative Testing Rounds, students may only ask friends for feedback and accept vague praise like 'It looks good.'

  Use the group rotation structure to ensure each student tests with at least two different peers. Provide a feedback form with specific prompts like 'Was any button unclear?' to guide responses.

• During the Prototype Critique Walk, students treat feedback as criticism of their drawing skill rather than an opportunity to improve interaction.

  Model how to give actionable feedback focused on usability. Ask students to point to a specific screen element and say, 'This button confused me because...' before suggesting a change.

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Methods used in this brief

• Project-Based Learning