Fall 2023 - IAT 351 D100

Advanced Human-Computer Interaction (3)

Class Number: 7155

Delivery Method: In Person


  • Course Times + Location:

    Sep 6 – Dec 5, 2023: Thu, 12:30–2:20 p.m.

  • Prerequisites:

    Completion of 48 units, including IAT 201 and IAT 265, with a minimum grade of C-. Strongly recommended: IAT 267.



Students will learn about and gain experience with a wide variety of interaction technologies, environments and architectures supporting user interaction with systems in work, learning and play. Applied topics may include, but are not limited to, collaboration and computers; ubiquitous and responsive environments; security, trust and privacy; networking; and distributed and heterogeneous interfaces. Emphasis is on practical experience, involving a group design/analysis project in advanced topics in human computer interaction.


Advanced Human Computer Interaction will enble students in SIAT and other disciplines to better understand the role of iteractive computing technology in shaping individual experience, interpersonal communication, and cognitive task performance by individuals, organizations, and in society. This knowledge will be operationalized in a collaborative design project grounded in cognitive science and advanced human computer interaction theory and methods.

Lectures and readings focus on HCI models, theories, and frameworks from the cognitive & social sciences and human performance research studies as they impact the design of interactive technologies that support human capabilities. These include cognitive task performance, interpersonal communication, and design in the context of societal good and human values. Students will be encouraged to consider the contributions, limitations, tradeoffs and synergies of a variety of theoretical perspectives and research methodologies in design science.

The course design follows from IAT 201 Cognition in HCI, beginning with the cognitive architecture ("the Brain"), followed by learning, memory, and reasoning ("the Mind"), concluding with situated, extended, and embodied cognition ("the Environment") and how they can help to structure HCI design processes. We will extend these concepts to support a deeper understanding of the implications of design decisions for the individual, organization, and society.


The overall course objective is to build the capability to learn to build design rationales based in cognitive and social science to guide effective design of interactive technologies. Specific objectives are:

  • Understand a variety of cognitive theory and research methods
  • Learn to read and understand research in cognitive and social sciences
  • Learn to critically analyze these papers from a design perspective
  • Learn to incorporate science knowledge in a reflective design cycle (Schön)
  • Consider the impacts and social and ethical implications of design decisions
  • Make and justify design decisions that are informed by science
  • Document this process in the form of a design rationale document that explains and justifies your design decisions
The emphasis of the course is on combining multiple perspectives in collaborative design processes, and we encourage participation from students with diverse backgrounds and different majors.


  • Group project proposal 10%
  • Group project report, focusing on design rationale and process 20%
  • Group presentation 10%
  • Individual take-at-home quizzes 40%
  • Individual analysis and response to each week's reading 10%
  • Participation, includes individual response to each week's lecture 10%


Readings will be drawn from online sources

Assignments – Details on the requirements for successfully completing the assignments will be given in the assignment on Canvas.  The assignment is due by the workshop on the announced due date. 

Quizzes will be based on assigned readings, lectures and homework.

Project – Students will be expected to complete a multi-part project during the second half of the course.



"HCI Models, Theories, and Frameworks. Toward a Multidisciplinary Science"
Editor: John Carroll (available online)
ISBN: 9780080491417

"The human-computer interaction handbook fundamentals, evolving technologies, and emerging applications" Editor: Julie A. Jacko. (available online)
ISBN: 9780429103971

Additional readings from design practice and research on an ongoing basis.


"Unflattening" by Nick Sousanis
Harvard University Press.
ISBN: 9780674744431


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.