Fall 2022 - IAT 351 E100

Advanced Human-Computer Interaction (3)

Class Number: 6567

Delivery Method: In Person

Overview

  • Course Times + Location:

    We 4:30 PM – 6:20 PM
    SRYC 3310, Surrey

  • Prerequisites:

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

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:


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 group design project grounded in cognitive science and using advanced human computer interaction theory and methods.

Lectures focus on HCI models, theories and frameworks from the cognitive sciences, social sciences, and human performance science as they apply to the design of interactive technologies. These include design for 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 and integration of a variety of theoretical perspectives and research methodologies to achieve these goals.

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.

COURSE-LEVEL EDUCATIONAL GOALS:


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

  • 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 social and ethical implications of design decisions
  • Make design decisions that are informed by your analyses
  • 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 majors.
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Grading

  • Group project proposal 10%
  • Group project report, focusing on design rationale and process 20%
  • Group video presentation 10%
  • Individual take-at-home quizzes: 3 x 10 pts 30%
  • Individual analysis and response to each week's reading 20%
  • Participation, includes individual response to each week's lecture 10%

NOTES:

Readings are required, and 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.  The grade for a late assignment will be marked down 20% for each day it is late.

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.

Materials

REQUIRED READING:

"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.

RECOMMENDED READING:

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

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site 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