Trial 2 Quantitative Results
The results of the post-trial 2 survey conducted with 84 Primary 2 students and 98 Primary 5 students are as follows.
When the Primary 2 students were asked to rate their “usage” and “enjoyment” of the fidget modules, the result “all the time” features most regularly.
Compared with the Primary 5 students, who were asked to rate “perceived benefits” on top of “usage” and “enjoyment” of the fidget modules, we can see that the options “from time to time” and “regularly” are chosen the most frequently.
The overall sentiment of the fidget modules with the Primary 5 student can be said to be acceptable, not overwhelming positive nor negative. It is interesting to note the popularity of the modules is definitely higher with the Primary 2 students.
When the Primary 2 students were asked to rank the situational usage of the fidget modules, “boredom” surfaced as the most popular reason, followed by “when tired” and “waiting for instructions”.
The Primary 5 students had similar reasoning for using the modules, citing “boredom”, “restlessness” and a “need to relax” as the most popular reasons. This similarity in reasoning between the P2’s and P5’s establishes that cognitive ability and age do not skew the general reasoning for using the modules.
It is interesting to note that “helping to ease boredom” was the highest scoring benefit, whilst “focusing in class” was the lowest scoring benefit. Perhaps the fidget modules do help alleviate points of boredom during class, but are not needed during periods where intense focus is necessary. This corresponds directly with our classroom observations, where we saw certain classes have little usage of the modules when focused and immersed in their work, but demonstrate higher usage when having to listen to their teachers talk and explain concepts at the front of the class. The trial results and data analysis do not point towards a strong correlation between fidgeting and focusing, but have uncovered a more ‘niche’ use case; one in which students can use the modules during specific classes which require listening to and understanding the teacher at the front of the classroom.