The "prototype walkthrough": a studio-based learning activity for human-computer interaction courses

C. Hundhausen, D. Fairbrother, M. Petre
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引用次数: 15

Abstract

For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two undergraduate/graduate HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. These results suggest that prototype walkthroughs can be useful not only in helping to teach HCI design, but also in helping to gauge students' evolving design knowledge.
“原型演练”:一个基于工作室的人机交互课程学习活动
一个多世纪以来,以工作室为基础的教学一直是建筑和美术教育的有效教学模式。由于其设计导向,人机交互(HCI)教育是基于工作室的教学的绝佳场所。在HCI课程中,我们一直在探索一种基于工作室的学习活动,称为原型演练,其中学生项目团队模拟其不断发展的用户界面原型,而学生观众成员充当测试用户。我们鼓励听众提出问题并提供反馈。我们观察到,原型演练为学习用户界面设计创造了极好的条件。为了更好地理解该活动的教育价值,我们对两个本科/研究生HCI课程中举办的16个原型演练视频语料库进行了内容分析。我们发现原型攻略讨论主要围绕着相关的设计问题。此外,模仿专家讲师的论证行为,学生们论证了超过80%的设计陈述和批评,其中近四分之一的论证具有理论或经验基础。这些结果表明,原型演练不仅有助于教授HCI设计,而且有助于衡量学生不断发展的设计知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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