Mobile devices and visual-spatial presentations of information are pervasive, especially for tasks in which the mobile device can be moved to close proximity of the task. This mobility allows the user to offload mental workload by allowing physical transformations of the device. In this study, we compared a fixed mobile device, a non-fixed mobile device, and a fixed desktop display to determine the effects imposed by the mental workload of transforming the frames of reference into alignment. Our results indicate that allowing the user to manipulate the device's position can influence performance by reducing the need for mental transformations.

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The ®nal report of the Joint Task Force on Computing Curricula (CC2001) suggests that an updated computer science curricula must re¯ect the broadening nature of our discipline. Two areas that are included in the CC2001 are software engineering (SE) and human-computer interaction (HCI). While the ®rst inclination might be to incorporate HCI concepts into a traditional SE course, we propose a different approach. This paper outlines a project-oriented HCI course in which we are able to emphasize some SE notions in the context of HCI concepts. Our course is also a maturation class for our students because they are exposed to a number of non-programming computer science activities, including project speci®cation, software and interface design, user testing, prototyping and use of guidelines. We include an overview of course content that illustrates our approach. We also describe our coverage of speci®c CC2001 knowledge units and provide some feedback data for our course.

Term projects in an undergraduate Usability Engineering (UE) course provide opportunities for students to put the abstract ideas of what they have learned in class into practice. Projects provide students with opportunities to learn that the process of usability engineering is rarely as smooth as it would seem in the abstract. Moreover, term projects give students the opportunity to learn about specific methodologies and notations. One critical phase of the term project is the user interface specification; in our undergraduate UE course we have found the specification phase to be a significant pedagogic challenge. Key elements to that challenge are: 1) Presenting the project requirements in such a way that the students can generate a specification, 2) Defining the form and format for student work, 3) Teaching the process of specification and 4) Assessing the students' work. In this paper, we describe our approach to each of these four challenges. Since 1996, we have had good success with our approach; however, student data suggests that students still find the UE specification process difficult. In Spring 2003, we added some extra steps in our process that seem to lead to greater student understanding and success.

In today's technology-laden society human -computer interaction (HCI) is an important knowledge area for computer scientists and software engineers. This paper surveys existing approaches to incorporate HCI into computer science (CS) and such related issues as the perceived gap between the interests of the HCI community and the needs of CS educators. It presents several implementations of the HCI subset of the CC 0 01 curricular guidelines, targeting CS educators with varying degrees of HCI expertise. These implementations include course/module outlines from freshman to graduate levels, suggested texts, and project ideas and issues, such as programming languages and environments. Most importantly, each outline incorporates Bloom's taxonomy to identify the depth of knowledge to be mastered by students. This paper condenses collaborative contributions of 26 HCI/CS educators aiming to improve HCI coverage in mainstream CS curricula.