Abstract. Fab Lab represents a unique concept in educational platforms where both teachers and students can get access to work on digital fabrication. Digital fabrication allows students to do creative tasks using different categorized software tools and technologies in the Fab Lab. Most of the time, students and instructors face challenges to compile a successful job through prototype designing and documentation in the proper way. Instructors have no opportunity to give feedback to the students’ prototyping and documentation through any dedicated application in the present Fab Lab. For evaluating digital fabrication, it isn’t easy to provide timely feedback in the traditional approaches.
For this reason, the present thesis proposes a solution to the difficulty of giving timely feedback to the students based on their documentation and prototyping design which considers a reflection as an activity in Fab Lab. The solution based on several iterations of Fab Lab Oulu digital fabrication courses. This thesis presents means of Interaction and communication for both teachers and students using comment which helps students create a new and unique concept of prototype design through an application in Fab Lab. Based on the submission of students’ weekly prototypes, this application implements the questionnaires for evaluation. It focuses on the easy way to give proper feedback to the students in the Fab Lab education context. This task performed various functions for developing new techniques for giving feedback, such as an evaluation of students. In this thesis, we developed a new application named "Protobooth Oulu" for providing feedback to the students. This thesis represents a real demonstration that assigns different scaling such as, rating, Semantic Differential, and Likert scales for grading the projects and giving feedback to students by instructors, which is also helpful to make decisions. This scaling can compare the current and previous works and quantify the development of individual students’ works. This study also focuses on the various stages of prototyping and different satisfaction levels of the students. As a result, meaningful feedback comes from the educators, which is visible to both the instructors and the students. We also hope to develop new functions for education which are visual and fetch the data based on specific scaling in future. Adding more scaling helps educators give feedback very specifically on the students’ prototyping design, and excellent results will be accurate and can be predicted
