Investigating the effect of realistic projects on students' motivation, the case of Human-Computer interaction course

Urquiza-Fuentes, Jaime; Velasco, Maximiliano Paredes

doi:10.1016/j.chb.2016.07.020

Cited by 25 publications

(21 citation statements)

References 21 publications

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“…As reported by Vasiliou et al [23], Larsen et al [10], Churchill et al [1], Zayira et al [8], and Urquiza-Fuentes and Paredes-Velasco [22], students are more motivated when working with real-world tasks. In view of this, a user-centered model such as the Star Life Cycle can be a viable alternative for assisting the teaching/learning process in HCI courses.…”

Section: Discussion Of Resultsmentioning

confidence: 78%

“…Urquiza‐Fuentes and Paredes‐Velasco investigated the use of real projects involving both students and end users in their HCI course. Using this approach, they pursued improvements to the motivation and learning of students.…”

Section: Related Workmentioning

confidence: 99%

“…The authors find that HCI is a course subject to constant changes; Zayira et al [8] have presented a panel on these changes due to the continuous advancements that take place in this area. Urquiza-Fuentes and Paredes-Velasco [22] investigated the use of real projects involving both students and end users in their HCI course. Using this approach, they pursued improvements to the motivation and learning of students.…”

Section: Related Workmentioning

confidence: 99%

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Star Life Cycle and games development projects for conducting the human–computer interaction course: A practical experience

Martins

Guimarães

2018

Comp Applic In Engineering

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This paper describes an approach to teaching a course in human–computer interaction that is supported by the use of Star Life Cycle methodology and game development projects. This approach aims to increase students’ motivation, commitment, and proactivity during the learning process. The Star Life Cycle methodology was extended to facilitate follow‐up of the projects developed by students and to enable coverage of the whole course. The teacher evaluated the deliverable artifacts that were associated with each activity, thus becoming a central part of the evaluation phase of the methodology as well as the leader of the development. In this paper, a case study is presented in which a mathematical game was defined as a final project for 145 students, who were divided into groups. The viewpoints of both the students involved and their teacher are taken into account in the discussion of the results.

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Section: Discussion Of Resultsmentioning

confidence: 78%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Star Life Cycle and games development projects for conducting the human–computer interaction course: A practical experience

Martins

Guimarães

2018

Comp Applic In Engineering

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“…Lorés et al, Koppelman et al, Reimer et al, Solano, and Urquiza-Fuentes et al [7][8][9][10][11] also used a combination of theory and projects with real-life applications using user-centered design methodologies. In fact, Lorés et al [7] combined the teaching of formal content with the development of a real-life project in a compulsory course within the HCI curricula at the University of Lleida (Spain).…”

Section: Teaching Human-computer Interactionmentioning

confidence: 99%

“…Solano [10] presented an analysis of the teaching experience in an HCI course at the Universidad Autónoma de Occidente of Colombia and identified that problem-based learning is a good way to construct knowledge in real scenarios that can be improved. Urquiza-Fuentes et al [11] presented a study to test the effect of using practical exercises in a human-computer interaction course, and they found that realistic projects are a viable approach to teach HCI and that students involved in this approach are significantly more motivated.…”

Section: Teaching Human-computer Interactionmentioning

confidence: 99%

Teaching HCI Skills in Higher Education through Game Design: A Study of Students’ Perceptions

et al. 2019

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Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge. Therefore, a need to innovate in the teaching-learning processes to achieve an effective education arises. This article describes a proposal for teaching HCI through the development of projects that allow students to acquire higher education competencies through the design and evaluation of computer games. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate students (studying their fifth semester of software engineering) was applied at the end of the semester. The results indicated that this teaching method provides the students with the HCI skills (psychology of everyday things, involving users, task-centered system design, models of human behavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a positive perception on the efficacy of the use of videogame design in a higher education course.

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Let’s Talk About Tools and Approaches for Teaching HCI

Lima

Benitti

2019

Learning and Collaboration Technologies. Designing Learning Experiences

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Investigating the effect of realistic projects on students' motivation, the case of Human-Computer interaction course

Cited by 25 publications

References 21 publications

Star Life Cycle and games development projects for conducting the human–computer interaction course: A practical experience

Star Life Cycle and games development projects for conducting the human–computer interaction course: A practical experience

Teaching HCI Skills in Higher Education through Game Design: A Study of Students’ Perceptions

Let’s Talk About Tools and Approaches for Teaching HCI

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