Methodology applied problem-based learning in teaching HCI: A case study in usability evaluation of an online course

The challenges of designing computer support for education have shifted considerably in recent years, with, e.g., the rapid growth of the Web, online learning and social networking. New human–computer interaction (HCI) design approaches, methods, tools and theories are now required to analyze and understand interactions and learning of online groups. This chapter first reviews a number of issues related to the new software and pedagogy challenges. It then presents the approach of the VMT research project to address these issues by combining support for integrated synchronous and asynchronous collaboration media. The VMT system integrates a lobby, small-group chat rooms, multiple shared work spaces and community wiki pages to foster learning at the individual, small-group and community levels. The use of this system for a college HCI course is reported. The VMT Project illustrates the application of design-based research to system development, the theory of group cognition as a conceptual framework and an adaptation of chat interaction analysis for HCI design.

Introductory human computer interaction (HCI) courses are fundamental in the computer science curriculum as there is not only a need for teaching students to solve problems, but also to map their solutions to end-users. Currently, there are several high level approaches to teaching such courses. Many of these courses can gain benefit through reformatting or augmenting current course structures with recurrent exercises. This paper suggests two types of recurrent exercises and contains data on one semester of a course using this methodology of teaching.

This presentation describes a project for a standard undergraduate human-computer interaction (HCI) course that incorporates issues related to users who are disabled. It is part of the 2-year project "Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach," funded by the National Science Foundation.

The Human-Computer Interaction (HCI) environment, which includes topics taught, teaching resources and evaluation procedure, is changing rapidly. As the body of knowledge about HCI is periodically redefined, course content should be adapted in response to these changes. This position paper presents trends in topics taught, course content and assessment procedures using examples of HCI courses. Methods which encourage students to develop their learning activities and the assessment procedures are discussed in regards to course content and the current situation in the HCI learning environment.

Online learning has grown significantly in recent years, due to the proliferation of online courses offered by universities. As a result, pedagogical guidance is critical for improving teaching quality in an online learning environment. In this study, Inquiry-Based Learning (IBL) activities were developed with the aim of increasing students' cognitive engagement, cognitive retention, and motivation to learn. This study also investigated the effects of the IBL pedagogical method on student performance. A pre-experimental study was conducted with 16 undergraduate students enrolled on a Multimedia Design and Human Computer Interaction course. Learning Analytics (LA) was used to retrieve research data from a Learning Management System (LMS) online discussion forum, and the data was then analyzed using content analysis and data mining analysis. According to the findings, students perceived a higher rate of low-level cognitive engagement but, interestingly, a high level of cognitive retention and motivation. Meanwhile, a significant relationship was observed between students' cognitive engagement, motivation and cognitive retention.

Problem Based Learning (PBL) is an instructional method in which the base for learning is a real-world problem. A typical PBL setting is comprised of students working together on an authentic problem, using simple tools such as whiteboards and stationery. Online tools and multimedia technologies have also been used to support PBL activities. There is however no empirical work on the blended use of both physical and digital tools. This paper presents a case study in which we employed PBL pedagogy for the teaching of a post-graduate course in Human Computer Interaction (HCI). The activities were situated in a multimodal information space, rich in digital and physical elements including personal computers, projectors with downwards projection, tablets, iPods, digital pen readers, stationery and a Facebook group for each team. We administrated questionnaires assessing students’ motivational beliefs and overall satisfaction with the learning experience. Our results show that students’ overall satisfaction was highly rated, while the information space contributed to students’ engagement and collaboration.KeywordsProblem based learningHCI educationMulti-modal interfaces

This paper analyses and discusses a partial implementation of problem-based learning (PBL) from the student standpoint. PBL is an instructional approach that uses problems to initiate, focus and motivate students' acquisition of specific knowledge and development of professional skills and attitudes. In this study PBL was implemented in an administration theory module of an electrical engineering programme at a public university in Brazil. Data was collected through participant observation of classes and an end-of-term questionnaire and analysed qualitatively. Despite suggesting disadvantages such as increased workload and time consumption, superficial knowledge acquisition and deficient evaluation, results indicate a high level of student satisfaction as regards PBL and its capacity for promoting skills and attitudes cited by the literature.

Courses of computer science undergraduate studies are usually classified in two main groups: core and elective courses. The former are mandatory and students must pass them all so they can achieve Bachelor degree. The number of the latter is usually several times greater than the number that a student should select. This challenges the student which elective courses to select. Some elective courses have prerequisites, so the student has to pass other (elective) course(s), while for many others the student can be enrolled in without any prerequisites. The main dilemma for the student is whether to enroll in either more tightly coupled elective courses, or more loosely coupled elective courses. Choosing the former, the student will be directed in more specific areas of computer science. However, there are students that would like to learn broad areas of computer science. This paper focuses on the emerged group of students that select interdisciplinary courses. The experience presented in this paper shows that these students enroll into three completely divergent courses: Microprocessors and Microcontrollers, Software Architecture and Design and Human-Computer Interaction. The paper presents the examples of interdisciplinary projects completed by these students. These complex projects are proposed in the Human Computer Interaction course for the students that have already successfully taken the Microprocessors and Microcontrollers and/or Software Architecture and Design courses. Some students have accepted the challenges to work on the interdisciplinary projects, which resulted in defining and finishing various diploma theses that integrate knowledge areas of two or even all of the three courses.

Objective To evaluate the effect of WeChat learning platform combined with problem-based learning (PBL) teaching model in refresher physician training of gynecology. Methods A total of 63 refresher doctors who studied in Obstetrics and Gynecology Department of Beijing Shijitan Hospital were selected as observation group (PBL+ WeChat group, n=30) or control group (PBL group, n=33) randomly. Knowledge of abnormal uterine bleeding (AUB) and job competency score were used to evaluate the training effect. Results Compared with pre-training and post-training, the competency of PBL+ WeChat group in clinical basic ability [5(4, 5) vs 2(1, 3)], medical professional quality and spirit [5(4, 5)vs 4(3, 4)], basic public health service ability [4(4, 5) vs 3(2, 4)] was significantly improved, with statistical significance (all P<0.05). AUB average knowledge points of PBL+ WeChat group were 76.00±19.41 which were significantly higher than 61.52±22.10 of PBL group (t=2.753, P=0.008). Conclusions WeChat learning platform combined with PBL teaching model can help to improve clinician's clinical skills and job competency. Key words: Problem-based learning; WeChat learning platform; Competency; Gynecology; Refresher physician

This paper explores processes and outcomes from virtual teamwork in a university course in Human-Computer Interaction. The course has students both on- and off-campus, with a very wide geographic distribution. The novel approach adopted in the course organized students into both small teams (three students) and into larger units (a group of six teams). Teams worked collaboratively, using a variety of communication channels: email, chat groups, face-to-face, and phone. Each team was responsible for preparing a power-point presentation that incorporated human-computer interaction design principles, that was then critiqued by other teams in their ‘group’. Overall, students’ experiences were extremely positive and recognized learning that contributed to course goals and effective virtual teamwork. Reflections on the processes involved in successful teamwork indicated that important factors included clear goals for the team, good task organization, similar personal achievement goals among team member, reliability and efficiency, open communication styles, and respect and understanding for others in the team.

2007 Leadership Academy for Educators

Until recently there has been little interest in teaching Human-computer interaction (HCI) per se, although a number of topics which now form part of HCI courses were taught as parts of human sciences, ergonomics, computing and psychology courses. However, the research output in HCI has increased as a result of funding from the Alvey programme and the Joint Councils’ Initiative in the UK, and EEC programmes such as Esprit. As the body of HCI knowledge grows, and awareness of the importance of usability rises as well, the need for teaching and training in HCI increases too.

The importance of Human-Computer Interaction (HCI) education for software professionals should be evident and well understood, when designing Computer Science (CS) programs, at all levels. Unfortunately there is a lack of HCI courses in Chilean CS programs. It is difficult and usually highly bureaucratic to change curricula. It is only a matter of good will to make small changes in the courses' approach and emphasis. An appealing way to introduce HCI at all computer science curricula levels is by systematically including usability practices, especially usability evaluations.

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

This study aims to develop and implement a Project-Based Contextual Learning (PBCL) model to enhance the effectiveness of teaching the Human–Computer Interaction (HCI) course. The research employed a Research and Development (R&amp;D) approach using the 4-D model, which includes the stages of Define, Design, Develop, and Disseminate. The PBCL model was designed to integrate contextual learning principles with project-based tasks, enabling students to connect theoretical knowledge with practical applications. The results indicate a significant improvement in student learning outcomes. The average score increased from 61.5 in the pretest to 84.7 in the posttest, with a gain score of 23.2 points. Competency in interface design also improved, with the proportion of competent students rising from 36% to 82%. Observations showed higher levels of engagement and collaboration, while survey responses revealed that 87% of students perceived the PBCL model as meaningful, motivating, and relevant to real-world contexts. In conclusion, the PBCL model effectively enhances cognitive achievement, practical skills, and student motivation in the HCI course. This model offers a promising pedagogical framework that can be applied to other technology-related courses requiring the integration of conceptual understanding and practical competencies.