Recurrent exercises for introductory human computer interaction courses

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.

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.

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.

Problem-based Learning (PBL) is an instructional approach that uses a real problem to focus, motivate and facilitate learning relevant to the future performance of student conceptual, procedural and attitudinal knowledge as professional life. This paper presents and discusses the implementation of PBL teaching model in Human Computer Interaction (HCI), specifically in teaching usability evaluation of an online course. The model was applied to three classes of the HCI course, involving 16 students, a Brazilian University and 82 users. The results are presented in this work.

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

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.

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.

Task modeling is undoubtedly a key step for task analysis during the development of iterative systems since it helps not only in the understanding of what users want but also in how to design for them. As a consequence, it should be considered as indispensable while specifying the requirements of an interactive system. With this in mind, we analyzed the requirement specifications of a typical interactive system which is a compulsory element of the final grade for a human–computer interaction course in two Master’s degree programs at the University of Valenciennes. To that end, we decided to use an approach based on project-based learning. Sixty-three requirement specifications performed since 2010 were investigated to find out how the task modeling was represented. Moreover, suggestions concerning pedagogical improvement made by the students in an open question on the evaluation form were analyzed using the ground theory method. The results showed that since students are not required to perform task modeling by the requirement specification, they do not do so even in the case of complex interactive systems. Criticism, positive and improvement issues raised by the students were also identified. In this paper, we present a detailed analysis of this study that opens up questions about HCI education and effective learning of task modeling, and, as a consequence, its potential use in industry.

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.

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&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.

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.

There are about one billion persons with disabilities (PWDs) in the world [8]. Between 40 and 80 million of them are in India [5]. In 2015, the Government of India launched the Sugamya Bhārat Abhiyān (Accessible India Campaign), a “nation-wide Campaign for achieving universal accessibility for PWDs”. One of its three components, “Information and Communication Eco-System Accessibility”, focuses on accessible softwares and digital artifacts. The private industry is also increasingly emphasizing developing softwares that are accessible to everyone [See, e.g., 3, 4, 7, 1]. However, the CS curricula that ought to prepare the future professionals to develop such accessible softwares hardly cover topics related to accessibility. This project is aimed at understanding the status of accessibility education in India and developing appropriate course content. I present initial ideas, solicit feedback, and invite collaborators through the discussion on this poster. It is important to note that teaching accessibility (including accessibility topics in your courses) and teaching accessibly (making your course content accessible) are two different things; my focus is on the former. (1) Understanding the challenges to accessibility integration in CS education in India. We first need to understand the faculty’s preparedness for and attitude towards teaching accessibility topics. Shinohara et al. [6] report that very few CS faculty in the US teach accessibility (20% of the respondents but only 2.5% of all faculty surveyed). Moreover, most of them include accessibility topics in specialized human-computer interaction (HCI) courses rather than core CS courses such as Software Engineering. The numbers in India are likely to be much lower due to various factors; for instance, a cursory survey of CS faculty profiles in the twenty “Institutes of Eminence” in India revealed that only three have someone with HCI expertise. I am developing an instrument to investigate the following initial research questions: (2) Developing accessibility-themed courses and evaluating their effects. I will teach a software engineering course with a focus on Android app development in Fall 2021. I am currently developing materials for this course such that accessibility will be an underlying theme throughout the semester. I plan to include the following four topics, observed in the literature [2], in the course learning objectives: I will evaluate the effects of this course on how students learned certain software engineering concepts and their attitude towards accessibility.

In the landscape of computer science education, there is an increasing emphasis on collaborative problem-solving and adaptability. The incorporation of coaching methodologies into computer science courses holds the potential to foster students’ teamwork and professional competencies. In this paper a coaching framework which was piloted in a bachelor-level, course on project management and developed for a Human-Computer Interaction course at a European university will be presented. The framework combines person-centered coaching approaches, agile practices, visualizations, and support via interactions with generative AI tools to support team collaboration.The Person-Centered Approach focuses on the needs of an individual through transparency, active listening, and fostering the self-directed growth thus motivation while progressing in the project. Agile practices focus on collaboration, iterative progress and adaptive feedback cycles thus leveraging constructive communication within the team. Visualizations support transparency and understanding, and generative AI helps suggesting responses whenever technical, linguistic, or other support or ideas are needed. The integration of these four complementary assets into a unified framework aims to leverage the cultivation of key professional competencies, including communication, problem-solving, and adaptability in a time effective and inclusive way. A core component of the proposed coaching framework is the integration of emerging technologies like digital tools, smart online whiteboards and generative AI to facilitate collaboration. While whiteboards and visualization tools support keeping an overview, organization, brainstorming and task management, generative AI tools take on new roles in activities such as ideation, coding, and refinement of content. These tools allow students to engage more deeply with agile methodologies and the quality of their interaction and teamwork, in particular if supported by a mindful, person-centered coach. The outlook is that gradually course instructors who utilize the coaching framework would take on the role of coaches to accompany student teams in their self-determined, digitally empowered tasks.This paper presents the design and architecture of the framework, characteristic use cases in the context of the course on Human-Computer Interaction, the benefits as well as challenges of this innovative approach for students’ engagement, their project outcomes, their professional competencies development, and the potential implications for higher education. Preliminary findings suggest that integrating these coaching methods into computer science education not only improves teamwork but also prepares students for dynamic professional settings.

Empirical evidence shows the ability for computer technology to deliver on its promises of enhancing our quality of life relies on how well the application fits our understanding of how things work. Software designers need to apply methods that provide insights into the user's mental model of the application's target task and to invite the user to be an active participant in the design process. This paper reports on our efforts to design an HCI curriculum around ethnographic techniques of data gathering and paper prototyping. Initial results are presented that study the course's effects on student's attitudes regarding approaches to software design and their long term design behavior.