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Problem: One of the most challenging and frustrating parts of taking notes on a computer is trying to integrate diagrams or drawings from class into notes in a text editor. Sometimes a particular chart or graph is essential to the understanding of the notes, so the difficulty causes many note takers to stick with paper and pen instead of dealing with this issue.
Why is the task being done?
To record the diagrams that are being shown on slides or drawn on the chalkboard. Often the diagrams convey information (relationships, physical structure, etc) that cannot easily be recorded purely textually.
What does the user need to know or have before doing the task?
In traditional paper-based note-taking, the user needs to have an idea of the scale of the diagram and the amount of space and detail that will be necessary. For a computer-based note taking system, the user needs to understand what diagramming tools are available (e.g. shapes, drawing tools, resizing and moving capabilities).
Where is the task performed?
Diagramming will generally take place during class on a laptop. The user will be sitting down, and will likely have limited desk space around his/her computer. It is possible that a user may retroactively add diagrams to notes after the lecture is over, but this is much less likely.
What is the environment like?
The environment is a classroom - quiet.
How often is the task performed?
The task in general is performed daily throughout a semester. In finer detail, users will insert and draw diagrams multiple times in most lectures, and will generally have multiple lectures per day. All 3 of the students interviewed cited the frequency of drawing diagrams as a reason against taking notes on computers with current software, as it was too tedious.
What are its time or resource constraints?
There is a very tight time constraint on drawing/inserting diagrams into the notes - the user must be able to do so at least as fast as the diagram can be drawn on a chalkboard (or faster if the lecturer is using a slideshow). There are cognitive constraints on the task as well: it must be easy enough for the user to continue to comprehend the material. The user is also resource constrained in terms of input devices - the user cannot be expected to carry around large items such as Wacom tablets or scanners.
How is the task learned?
Diagram drawing must be learnable primarily by trying it, although there may be certain shortcuts or efficiency improvements to be learned by watching other students. Since all of the students will be drawing the same diagrams, it is possible for a user to learn by watching other students in the same class drawing the same thing.
What can go wrong?
Some common exceptions might include the user accidentally drawing incorrect shapes, or the size/shape of the desired diagram changing
(e.g. as the lecturer expands or erases things on the chalkboard).
Who else is involved in the task?
The task will be performed individually.
Reviewing/editing past notes
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