Sketching Snapshots: Reflecting on Human–Computer Interaction Education through Sketching

The emergence of Internet of Things, social media, mobile, ubiquitous, and wearable computing has brought human-computer interaction (HCI) body of knowledge to the fore and has rooted it as an established field of teaching and research. Due to its unique and diverse characteristics, there is a lack of awareness and understanding on the importance of HCI education. The unique characteristics, interdisciplinary nature and rapid evolution of HCI bring not only challenges but also innovations in teaching and designing HCI curriculum in this region. In this paper, we present the key findings from our first attempt to bring together HCI educators in Asia-Pacific and sharing the experiences and challenges in HCI Education.

This work open up a conversation about the opportunities that Science Fiction offers to Human-Computer Interaction (HCI) and Design research. In doing so, first, it briefly challenges the term Design Fiction, an emerging concept with increasing popularity in HCI and Design research. Design Fictions are either, manifest design propositions, or intangible, imagined future interfaces, speculative interactions and would-be environments. Design Fictions as useful as they are, however, are not necessarily something new nor innovative in themselves. Speculative design and evaluation methods all have been staple methods of Computer Science research since the establishment of HCI as a discrete field sometime in the 1980s. Second, the paper proceeds to propose that the domain of Science Fiction could not only be useful, but rightly considered, as a legitimate field of creative inquire in HCI and Design education. By reframing the notion of Science Fiction from an ‘anecdotal gimmick’ toward an ‘area of study’ a novel, wide-ranging space for design inspiration, ingenuity and creativity opens up for conceptual exploration. We believe that such an elevation of Science Fiction as a serious research topic has strong potential to inform the Computer Science, HCI and Design research application and education endeavours of the future.KeywordsComputer science research and educationDesign FictionSpeculative future studiesPopular culture in scienceScience Fiction

Community-partnered engineering projects provide a mechanism for cultivating the development of sociotechnical engineers prepared to design within diverse and complex cultural, environmental, social, and other contexts. During the 2021–2022 academic year, we guided three teams of senior undergraduate engineering students through year-long community-partnered projects for their required capstone design course, which instead typically features corporate/industry-sponsored projects. We analyzed end-of-semester reflections (both fall and spring semester) from each student using inductive thematic analysis to explore how they perceived their experiences. The themes that emerged from the student reflections, including connectivity, transdisciplinary, multiple stakeholders, sustainability, justice, and ethics, are all components of the sociotechnical engineering capabilities that we are working to develop in our students. We consider these findings encouraging, and suggestive that integrating community-partnered projects into engineering capstone design offerings is worthwhile and effective. However, our implementation was not without challenges, such as trying to force the projects to fit into a course structure and timeline developed to support corporate/industry-sponsored project teams, which was burdensome to the community-partnered project teams. In this paper, we highlight both the complexities and benefits of this approach and insights gained from student and instructor reflections.

The study aims to investigate the integration of artificial intelligence technology into Weibo sentiment analysis, aiming to enhance the effectiveness of Weibo in human-computer interaction education. Initially, the Weibo sentiment dictionary is created, and a conventional model for sentiment analysis of user-forwarded Weibo is introduced, specifically the Latent Dirichlet Allocation (LDA) model. Then, the deep learning models in the field of artificial intelligence, namely, the convolutional neural network (CNN) model and the long short-term memory network (LSTM) model, are proposed. Tencent Weibo data set is obtained through Application Programming Interface (API) crawler. The experimental environment of the deep learning model is analyzed and the data set is preprocessed. The results show that when the number of topics is 120, the relative maximum value of F1 is 69.92% and 69.96% with and without the introduction of emotional features in the LDA model, respectively. The accuracy of CNN model and LSTM model is 0.793 and 0.849, respectively. In the three cases of user characteristics, user characteristics + Weibo features, and use characteristics + Weibo features + relationship characteristics, the polarity of the forwarded comments of the LDA model doesn’t change much. In conclusion, the LDA model demonstrates universality and accuracy in sentiment analysis of user-forwarded Weibo, while LSTM proves to be more suitable for sentiment classification in this context. Leveraging the LDA deep learning model, LSTM effectively analyzes the sentiment of users forwarding Weibo. These findings serve as an experimental foundation for the efficient integration of Weibo in human-computer interaction education.

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

With the digitalization of education, the integration of Artificial Intelligence (AI) into knowledge management systems provides new prospects for cultivating middle school students' digital literacy, self-learning agency, and socio-affective competence. Sciences provide fertile ground for testing novel concepts because they are interdisciplinary and inquisitive. Design and Method This research used a mixed method which integrated a quasi-experimental research design and observation techniques. For 12 weeks, a middle school science class used an AI-driven knowledge management system. The intervention aimed to foster self-directed learning, group work, and the acquisition of soft and digital skills. Data were collected using digital activity logs, semi-structured teacher and student interviews and pre- and post-tests. digital work logs, and semi-structured teacher and student interviews were also used. The students showed improvement in their understanding of digital communication, content management, and information retrieval. Also boosted were soft skills including problem-solving, self-control and cooperation. Moreover, AI-facilitated tools fostered greater independence and involvement in scientific study. AI-powered knowledge management systems have great potential to revolutionize middle-school education. When properly applied, their use can support cognitive and socio-emotional learning, particularly in inquiry-based subjects such as the sciences. Subsequent research should focus on scale-up and longer-term effects across a diversity of educational settings.

Despite the prevalence of the TOEFL test preparation courses, research on the impact of TOEFL test preparation courses on language learning and teaching is quite limited (Green, 2013; Huang, 2018). The current study investigated the washback effects of TOEFL preparation courses on students’ attitudes and TOEFL scores improvement. The study implemented a partially mixed equal status design (Leech & Onwuegbuzie, 2017). Forty-one students and four teachers in a tertiary-level Intensive English Program (IEP) participated in the study. Quantitative data consisted of students’ responses to Likert-scale items and students' TOEFL scores. They were analyzed by independent sample t-tests, one-way repeated measure ANOVA, and post hoc tests. Qualitative data, which included open-ended survey items, student interviews, and teacher interviews, were analyzed using the inductive approach (Miles & Huberman, 1994) and Saldaña’s (2015) coding techniques. Survey results demonstrated that students had generally positive attitudes toward the class. Additionally, a statistically significant score improvement was found for some students. However, student and teacher interviews also revealed several issues that prevented student learning. For example, students studied TOEFL only to improve test scores; teachers rushed to cover all textbook materials and gave little homework; and there were limited classroom speaking activities. Implications regarding the teaching and administering of TOEFL classes at IEP were discussed.

Background In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology. Methods Our research questions centered on identifying (RQ1) the types of problems that require students’ collective regulation, . Our population included learners aged 8-12 enrolled in a play-based after school HCI design club. Using micro-analytic techniques, we examined the HCI design processes of four teams over nine sessions and four learners over two years. Findings We identified the most common problems students encountered, how regulation and negotiation played out across different levels of analysis, what types of learning occurred as participants worked to improve collaborative processes over time, and the role that technology played in the process. Contribution We end the paper by proposing a model of how nested collective knowledge building processes evolve over time and discuss the implications of our findings for K-12 HCI education.

In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.

BackgroundIncreased emphasis on accountability in education reform and evidence-based practices underscores the need for research on the implementation of K-12 curricular innovations. However, detailed accounts of research examining fidelity of implementation for K-12 STEM curricula remain relatively scarce. This paper illustrates the application of one frequently cited framework for exploring fidelity of implementation, the innovation implementation framework. The paper describes how this framework was applied to identify and describe the implementation of critical components of a newly developed middle school STEM curriculum.ResultsDrawing on classroom observations, student interviews, and teacher interviews, the paper provides illustrative findings and practical examples of methodology and instruments employed over the course of a 2-year study of curriculum implementation. The paper discusses three ways in which the innovation implementation framework enhanced our understanding of curriculum implementation: specifying critical components of the curriculum and their enactment, informing instrument design and data collection, and revealing implementation patterns.ConclusionsThis paper provides support for the use of the innovation implementation framework to study the implementation of curricula developed within the context of research-practice partnerships. In addition to illustrating the application of the innovation implementation framework, the paper extends previous implementation work focused on efficacy and effectiveness studies to demonstrate the practical advantages of studying fidelity of implementation in the context of design and development projects.

This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self‐selected, self‐paced reading of compelling young adult literature. The primary data were 71 end‐of‐year student interviews, supported by end‐of‐year teacher interviews, biweekly observational data, on‐the‐fly conversations with students, and video/audio records of student‐initiated book discussions. An inductive analysis yielded 15 main categories of outcomes, including changes in students' identities, in their sense of agency, and in their relational, moral, and intellectual lives. The web of relationships among the processes and outcomes is examined through 317 causal statements made by students in interviews. Finally, a case study illustrates the cascading and reciprocal effects of engaged reading on one student's development. These adolescents showed, to varying degrees, an awareness of these processes and self‐transformations, and thus a sense of agency with respect to their own development—their personhood and future narratives. This study raises questions about the adequacy of existing models of engagement for explaining students' engaged reading experiences and about currently advocated approaches to teaching English language arts that (a) minimize the roles of engagement and fiction, (b) require students to read the same text, (c) focus on engaged reading as an individual cognitive act without regard for the social nature of literate and human development, and (d) expect uniform outcomes across students.

E-portfolios supporting primary students' writing performance and peer feedback

Problems that arise during online learning must be addressed immediately, including learning to read English. Many students do not achieve effective learning and tend to rely on smartphones instead of using the results of their own ideas and thoughts. The SQ3R method is a method for learning reading that can help students understand English texts with the analysis stage and generate ideas and creativity from their own minds. This study aims to determine: How to implementation SQ3R method in online English learning. This research is a qualitative research by describing how the implementation of the SQ3R method and the results of the SQ3R method that have been carried out online. The participants in this study were 25 students of grade 8F at SMP N 1 Tempel . Collecting data in the form of student interview questionnaires, transcripts of teacher interviews and photos of the implementation of the SQ3R method online. Through research instruments in the form of interviews, questionnaires and documentation. The collected data were analyzed descriptively in the form of presentation tables and presentation of interview transcripts and questionnaires. The first stage of data collection in this study was teacher and student interviews, then applied the SQ3R method to students and documentation of the results of the SQ3R method applied by students. The results of implementation of SQ3R method indicate that the SQ3R method can be applied online by enabling teachers to create media that can help students understand the SQ3R method.

To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students worked with sighted laboratory partners. Four categories of data were analyzed with regard to levels of hands-on participation, including quantitative coding of video-recorded laboratory lessons, qualitative assessment of the same videos, student interviews, and teacher interviews. Evidence in support of the efficacy of the technologies to increase the students' hands-on participation during laboratory lessons was substantial. However, certain factors affected the quantitative interpretation of the data: students with usable low vision experienced similar levels of participation both with and without the adaptations, and students with little usable vision often required more time than did students with full vision to accomplish some laboratory tasks. Additional factors inherent to natural educational environments were also determined to have strong effects on student outcomes.

This study explores the features of sociocultural context of experiment classes taught by a science subject teacher. Two experiment classes on electric circuit for fifth graders were observed and video recorded. The data was also collected through student interviews and teacher interviews. Using the cultural historical activity theory, we extracted the six sociocultural factors and analyzed their interactions. This study could identify that four features of the sociocultural context of the cases. First, the rules of science classes were not decided by the teacher, but formed and modified through the negotiation between the teacher and students or between the students. Second, elementary students played a game, i.e. 'Countdown game', during their electricity experiments, which had both positive and negative influences on science learning. Third, the science teacher feels a limit on life guidance because of the position as a subject teacher in an elementary school. Lastly, although the science teacher had enough time to prepare science classes, there was no guarantee of the improvement of teaching quality. Based on the results of this study, educational implications are discussed in terms of teaching science experiments and of the science subject teacher system.