Interface Design for HCI Classroom: From Learners’ Perspective

Abstract

Having a good Human-Computer Interaction (HCI) design is challenging. Previous works have contributed significantly to fostering HCI, including design principle with report study from the instructor view. The questions of how and to what extent students perceive the design principles are still left open. To answer this question, this paper conducts a study of HCI adoption in the classroom. The studio-based learning method was adapted to teach 83 graduate and undergraduate students in 16 weeks long with four activities. A standalone presentation tool for instant online peer feedback during the presentation session was developed to help students justify and critique other's work. Our tool provides a sandbox, which supports multiple application types, including Web-applications, Object Detection, Web-based Virtual Reality (VR), and Augmented Reality (AR). After presenting one assignment and two projects, our results showed that students acquired a better understanding of the Golden Rules principle over time, which was demonstrated by the development of visual interface design. The Wordcloud reveals the primary focus was on the user interface and shed some light on students' interest in user experience. The inter-rater score indicates the agreement among students that they have the same level of understanding of the principles. The results show a high level of guideline compliance with HCI principles, in which we witnessed variations in visual cognitive styles. Regardless of diversity in visual preference, the students presented high consistency and a similar perspective on adopting HCI design principles. The results also elicited suggestions into the development of the HCI curriculum in the future.

Artificial intelligent based teaching and learning approaches: A comprehensive review

“…Several studies [51]- [53] have shown that technology, especially artificial intelligence (AI), can help maintain academic integrity through tools like Grammarly, Turnitin, and White Smoke that check for plagiarism, proctor students, and keep an eye on how they act online. Other studies [54], [55] talked about gamification, which uses AI for educational purposes and significantly impacts instruction quality. Gamification is also a part of or uses virtual reality and 3-D technologies differently.…”

Beyond Isolation

“…Exploring these questions can lead to meaningful pedagogical insights for the CSCW community. Designing through group collaboration is also a learning process, because students generate ideas, discuss, critique, prototype, communicate with each other, and implement the final prototypes throughout an iterative design process [6,10]. While previous research emphasizes the significance of collaboration in design education, such as brainstorming leading to effective design outcomes [11] and collaborative context fostering participatory culture [12], several challenges regarding online collaboration have been raised.…”