What is Human Computer Interaction?

Human-Computer Interaction (HCI) is an interdisciplinary field that focuses on the design, development, and evaluation of interactive systems that meet users' needs and enhance their experience. HCI is becoming increasingly important in our digital age, as more and more aspects of our daily lives are mediated by technology. As a result, it is crucial for computer science students to develop a strong foundation in HCI principles and practices.

In this article, we will explore how to design an HCI curriculum for computer science students that aligns with Bloom's taxonomy, Miller's educational theory, and the principle of constructive alignment. Additionally, the article discusses the importance of incorporating emerging technologies and provides examples of tools that can be used to teach students how to design and develop user-centered applications. Finally, the use of triangulation in assessing learning outcomes and improving instructional design is also explored. By considering these elements, instructors can create a comprehensive and effective HCI curriculum that prepares students for success in this dynamic field.

Bloom's Taxonomy

Bloom's Taxonomy is a framework that categorizes educational goals into six levels of cognitive complexity (Bloom et al., 1956). The levels are as follows.

1. Remembering: This level involves recalling information from memory. It includes identifying and recalling facts, concepts, and information (Krathwohl, 2002).

2. Understanding: This level involves comprehending and interpreting information. It includes explaining ideas or concepts, paraphrasing information, and interpreting data (Krathwohl, 2002).

3. Applying: This level involves using information to solve problems or complete tasks. It includes using information in a new context, applying procedures, and using tools or techniques (Krathwohl, 2002).

4. Analyzing: This level involves breaking down information into parts and examining relationships between those parts. It includes recognizing patterns, analyzing data, and comparing and contrasting ideas (Krathwohl, 2002).

5. Evaluating: This level involves making judgments about the quality or value of information. It includes assessing the credibility of sources, evaluating arguments, and making judgments based on criteria (Krathwohl, 2002).

6. Creating: This level involves using information to generate new ideas, products, or solutions. It includes designing and developing new products, solutions, or systems, and creating original work based on given criteria (Krathwohl, 2002).

Figure 1 showing Bloom's Taxonomy Adapted from: Vanderbilt University Center for Teaching 

The taxonomy helps educators design learning experiences that cater to different cognitive abilities and encourage higher-order thinking skills (Anderson & Krathwohl, 2001). In an HCI curriculum, students must first understand the fundamental principles of HCI, its history, and its relevance to computer science. They must then apply these principles to solve real-world problems and create interactive systems that satisfy user needs.

Furthermore, when designing an HCI curriculum, it is important to incorporate activities and assessments that align with each level of Bloom's taxonomy. For example, at the "remembering" level, students might be asked to memorize key HCI terminology and concepts. At the "analyzing" level, students might be asked to analyze and compare different interaction design patterns. At the "creating" level, students might be asked to design and prototype their own interactive systems.

Miller's Educational Theory

Miller's educational theory focuses on performance and competence, specifically the four levels of competence: Knows, Knows How, Shows How, and Does (Miller, 1990). These levels describe the progression of learning from basic knowledge acquisition to mastery of a skill.

Figure 2 showing Miller's Educational Pyramid adapted from St Emelyn's Emergency Medicine

At the "Knows" level, learners have acquired basic knowledge about a topic or skill. At the "Knows How" level, learners understand how to apply that knowledge in practical contexts. At the "Shows How" level, learners can demonstrate their competence in performing a task or skill. Finally, at the "Does" level, learners can perform a task or skill without conscious effort or supervision.

When designing an HCI curriculum, it is important to chunk information in a way that allows learners to progress through each level of competence. For example, introductory HCI courses might focus on the "Knows" level, with learners acquiring basic knowledge about HCI concepts and terminology. As learners progress, more advanced courses might focus on the "Shows How" and "Does" levels, with learners demonstrating their competence in designing, prototyping, and evaluating interactive systems.

By aligning the curriculum with Miller's theory, instructors can ensure that learners develop the knowledge and skills necessary to become competent HCI practitioners.

Principle of Constructive Alignment

When designing an HCI curriculum, it is important to include a range of topics and tools that align with Bloom's taxonomy, Miller's educational theory, and the principle of constructive alignment. Some topics that could be explored in an HCI curriculum for computer science students include the following (ACM, 2013). 

1. Human factors and ergonomics: This topic focuses on understanding how humans interact with technology and designing systems that are easy to use and comfortable to interact with.

2. Usability engineering: This topic focuses on designing interactive systems that meet user needs and are easy to use. It includes methods for user testing and evaluating the usability of interactive systems.

3. User-centered design: This topic focuses on designing interactive systems that are centered around the user. It includes methods for gathering user requirements, creating user personas, and conducting user testing.

4. Interaction design: This topic focuses on designing the interactions between users and technology. It includes methods for designing user interfaces, creating interaction flows, and using prototyping tools to test designs.

5. Accessibility: This topic focuses on designing interactive systems that are accessible to all users, including those with disabilities. It includes methods for designing for different types of disabilities and testing for accessibility.

6. Emerging technologies Tools: This topic focuses on providing students with a comprehensive understanding of the latest and most relevant technologies in the field.

   1. Virtual reality (VR) and augmented reality (AR): These technologies enable users to interact with computer-generated environments and objects in a more immersive and natural way. Students can explore how to design interfaces and interactions that make use of VR and AR.

   2. Artificial intelligence (AI): AI is becoming increasingly ubiquitous in interactive systems, from chatbots to voice assistants. Students can learn how to design and implement AI-powered interactions that are both effective and user-friendly.

   3. Internet of Things (IoT): IoT refers to the growing network of connected devices, from smart homes to wearable devices. Students can learn how to design interactions that make use of IoT devices and explore the unique challenges associated with designing for such a diverse and rapidly evolving ecosystem.

   4. Wearable technology: Wearable devices like smartwatches and fitness trackers are becoming increasingly popular. Students can learn how to design interfaces and interactions that make use of wearable devices and explore the unique challenges associated with designing for such a small and constrained form factor.

Tools to Explore in an HCI Curriculum

1. Design tools: There are many design tools that can be used in an HCI curriculum, including wireframing tools like Balsamiq and Figma, prototyping tools like Axure and InVision, and design systems like Material Design and Bootstrap.

2. Evaluation tools: There are many evaluation tools that can be used in an HCI curriculum, including usability testing tools like UserTesting and Hotjar, analytics tools like Google Analytics and Mixpanel, and A/B testing tools like Optimizely and VWO.

3. Programming languages and frameworks: Students in an HCI curriculum should be familiar with programming languages and frameworks commonly used in HCI, such as JavaScript, HTML/CSS, and React.

4. Research methods: There are many research methods that can be used in an HCI curriculum, including surveys, interviews, contextual inquiries, focus groups, co-creation sessions, and observational studies. Students should be familiar with these methods and be able to use them to gather user feedback.

5. Emerging technology: There are several tools that can be explored for teaching emerging technologies in the context of HCI. Here are some examples as discussed in (Dunleavy et al., 2009):

1. 1. Virtual Reality (VR) and Augmented Reality (AR): Tools such as Unity and Unreal Engine can be used to develop immersive VR and AR experiences. Students can learn how to design and develop VR/AR applications that are intuitive and user-friendly.
   2. Artificial Intelligence (AI) and Machine Learning (ML): Tools such as TensorFlow and PyTorch can be used to teach students how to design and implement AI and ML algorithms. These tools allow students to gain hands-on experience in building intelligent systems that can learn and adapt.
   3. Internet of Things (IoT): Tools such as Raspberry Pi and Arduino can be used to teach students how to design and develop IoT applications that are intuitive and user-friendly. Students can learn how to use sensors, actuators, and other IoT devices to create smart and connected systems.
   4. Wearable Technology: Tools such as Arduino, Lilypad, and Adafruit can be used to teach students how to design and develop wearable technology that is both functional and aesthetically pleasing. Students can learn how to use sensors, microcontrollers, and other components to create wearable devices that interact with the user and the environment.
   5. 3D Printing: Tools such as Tinkercad and Fusion 360 can be used to teach students how to design and create 3D models that can be printed using a 3D printer. Students can learn how to design objects that are both functional and aesthetically pleasing.

Global Learning Outcome for a Human-Computer Interaction Curriculum for Computer Science Students

Global learning objectives refer to the skills and knowledge that students should gain from an HCI curriculum that prepares them for the global workforce. In today's interconnected world, it is important for students to have a global perspective and be able to design interactive systems that are usable and accessible to a diverse range of users across different cultures and languages.

Global learning objectives include but are not limited to the following (UNESCO, 2015). 

1. Cross-cultural design: Students should be able to design interactive systems that are usable and accessible to users from different cultures and backgrounds. This includes understanding cultural differences in user behavior and designing for internationalization and localization.

2. Multilingual design: Students should be able to design interactive systems that are usable and accessible in multiple languages. This includes understanding language barriers and designing for translation and localization.

3. Inclusive design: Students should be able to design interactive systems that are accessible to users with disabilities. This includes understanding different types of disabilities and designing for accessibility.

4. Ethical design: Students should be able to design interactive systems that are ethical and respect user privacy and security. This includes understanding ethical issues in HCI and designing for data protection and security.

5. Global collaboration: Students should be able to collaborate with colleagues from different cultures and backgrounds. This includes understanding different communication styles and cultural norms and working effectively in a global team.

By incorporating these global learning objectives into an HCI curriculum, students will be well-prepared to design interactive systems that are usable, accessible, and ethical across different cultures and languages. This will enable them to work effectively in a global workforce and make a positive impact on society.

In conclusion, designing an effective human-computer interaction (HCI) curriculum requires a comprehensive understanding of the intended learning outcomes, as well as the principles of Bloom's taxonomy, Miller's educational theory, and the principle of constructive alignment. By aligning the intended learning outcomes with teaching and assessment strategies, instructors can create a more effective and relevant curriculum that prepares students for the demands of the HCI field.

Additionally, the inclusion of emerging technologies in the curriculum is crucial, as it allows students to gain practical experience in working with cutting-edge technologies and applying HCI principles to design innovative and user-centered solutions. Tools such as virtual reality, artificial intelligence, internet of things, wearable technology, and 3D printing can be used to teach students how to design and develop intuitive and user-friendly applications.

Finally, the use of triangulation can help to assess learning outcomes and improve instructional design, ensuring that the HCI curriculum is comprehensive and effective. By combining these strategies and tools, instructors can create a curriculum that prepares students to be successful in the dynamic field of HCI, while also promoting a user-centered and ethical approach to design.

 

References 

ACM. (2013). Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Programs in Computer Science. Retrieved from https://www.acm.org/binaries/content/assets/education/cs2013_web_final.pdf

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill Education (UK).

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.

Miller, G. A. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9 Suppl), S63-S67.

UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. UNESCO.