research-article

Opportunities and Challenges in Involving Users in Project-Based HCI Education

Authors:

Allison Marie Hishikawa,

Jon E. Froehlich,

Jason YipAuthors Info & Claims

CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

Pages 1 - 15

https://doi.org/10.1145/3313831.3376530

Published: 23 April 2020 Publication History

Abstract

Users are fundamental to HCI. However, little is known about how HCI education introduces students to working with users, particularly those different from themselves. To better understand design students' engagement, reactions, and reflections with users, we investigate a case study of a graduate-level 10-week prototyping studio course that partnered with a children's co-design team. HCI students participated in two co-design sessions with children to design a STEM learning experience for youth. We conducted participant observations, interviews with 14 students, and analyzed final artifacts. Our findings demonstrate the communication challenges and strategies students experienced, how students observed issues of power dynamics, and students' perceived value in engaging with users. We contribute empirical evidence of how HCI students directly interact with target users, principles for reflective HCI pedagogy, and highlight the need for more intentional investigation into HCI educational practice.

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Index Terms

Opportunities and Challenges in Involving Users in Project-Based HCI Education
1. Human-centered computing
  1. Human computer interaction (HCI)

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cover image ACM Conferences

CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

April 2020

10688 pages

ISBN:9781450367080

DOI:10.1145/3313831

General Chairs:
Regina Bernhaupt
Eindhoven University of Technology, Netherlands
,
Florian 'Floyd' Mueller
Monash University, Australia
,
David Verweij
Newcastle University, UK
,
Josh Andres
RMIT, Australia
,
Program Chairs:
Joanna McGrenere
University of British Columbia, Canada
,
Andy Cockburn
University of Canterbury, New Zealand
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Ignacio Avellino
University of Maryland Baltimore County, USA
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Alix Goguey
Grenoble Alpes University, France
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Pernille Bjørn
University of Copenhagen, Denmark
,
Shengdong (Shen) Zhao
National University of Singapore, Singapore
,
Briane Paul Samson
Future University Hakodate, Japan & De La Salle University, Philippines
,
Rafal Kocielnik
University of Washington, USA

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April 26 - May 1, 2025

Yokohama , Japan

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Dangol ANewman MWolfe RLee JKientz JYip JPitt C(2024)Mediating Culture: Cultivating Socio-cultural Understanding of AI in Children through Participatory DesignProceedings of the 2024 ACM Designing Interactive Systems Conference10.1145/3643834.3661515(1805-1822)Online publication date: 1-Jul-2024
https://dl.acm.org/doi/10.1145/3643834.3661515
Palea DVadhul GLee D(2024)Annota: Peer-based AI Hints Towards Learning Qualitative Coding at ScaleProceedings of the 29th International Conference on Intelligent User Interfaces10.1145/3640543.3645168(455-470)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3640543.3645168
Fung KLee LHui PSong S(2024)Can Underprivileged Children Learn Effectively at Home? A Six-Month Study of Game-Based Traditional Chinese Learning During the Pandemic LockdownIEEE Transactions on Learning Technologies10.1109/TLT.2023.325588217(294-309)Online publication date: 1-Jan-2024
https://dl.acm.org/doi/10.1109/TLT.2023.3255882
Sanz CArtola VBaldassarri S(2024)Developing educational serious games as a proposal for university training in the area of Child Computer InteractionInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2024.10067241(100672)Online publication date: Sep-2024
https://doi.org/10.1016/j.ijcci.2024.100672
Visescu ILárusdóttir MIslind A(2024)User-Centred Design: Experiences from Toolbox-Based LearningHuman-Centered Software Engineering10.1007/978-3-031-64576-1_14(233-240)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1007/978-3-031-64576-1_14
García-Holgado AVázquez-Ingelmo AShoeibi NTherón RGarcía-Peñalvo F(2024)Enhancing Language Learning Through Human-Computer Interaction and Generative AI: LATILL PlatformLearning and Collaboration Technologies10.1007/978-3-031-61691-4_17(255-265)Online publication date: 1-Jun-2024
https://doi.org/10.1007/978-3-031-61691-4_17
Rose ETurner H(2023)Trust the Process: A Scalable Model for UX PedagogyJournal of Technical Writing and Communication10.1177/00472816231210234Online publication date: 6-Nov-2023
https://doi.org/10.1177/00472816231210234
Sacre MLallemand C(2023)Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher KnowledgeProceedings of the 5th Annual Symposium on HCI Education10.1145/3587399.3587402(33-42)Online publication date: 28-Apr-2023
https://dl.acm.org/doi/10.1145/3587399.3587402
Elsayed-Ali SBonsignore EChan J(2023)Exploring Challenges to Inclusion in Participatory Design From the Perspectives of Global North PractitionersProceedings of the ACM on Human-Computer Interaction10.1145/35796067:CSCW1(1-25)Online publication date: 16-Apr-2023
https://dl.acm.org/doi/10.1145/3579606
Visescu ILarusdottir MIslind A(2023)Supporting Active Learning in STEM Higher Education Through the User-Centred Design Sprint2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10342978(1-10)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10342978
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