Overview

Description

CALENDAR DESCRIPTION:

Students will learn about and gain experience with a variety of research methods, models, and frameworks useful for the design of interactive systems for work, learning and leisure purposes. Topics include, but are not limited to, distributed and heterogenous interaction; and immersive, ubiquitous and responsive environments. Application topics include knowledge work, community and organizational collaboration, security, trust and privacy. Emphasis is on practical outcomes through a project that includes system analysis, design, and development plan.

COURSE DETAILS:

Advanced Human Computer Interaction will enable students in SIAT and other disciplines to better understand the role of interactive 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 rationale project grounded in the behavioral sciences using advanced human computer interaction theory and methods. 



Lectures focus on HCI models, theories and frameworks from the cognitive, social, and human performance sciences 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: human cognitive architecture, higher-order reasoning, social cognition and enactive cognition 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.


Policy for use of GenAI

Information seeking: Best is to use it for initial searching and identification of good content— but beware errors. If the output is wrong and you use it in your paper, you can lose many marks! You are required to make all GenAI prompt logs available for examination in the marking process.

Writing: the process of writing is the process of making knowledge and finding your personal voice as a professional and a scholar. You must also be prepared to respond to questions about your design decisions verbally during your presentation. Use of GenAI to write reports does not support that process and is not permitted.

Final editing: After the document is written by you, GenAI can be useful in producing a comparison document that follows the conventions for general communication in fluent English. You can use this generated document to decide whether you should make final edits in your writing. If you do this you should be particularly aware that sometimes the text that is produced may contains errors and may change the message that your document provides to the reader. You are responsible for any errors that this creates.

COURSE-LEVEL EDUCATIONAL GOALS:

Key learning objectives are:

• Learn to read and understand research publications 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)
• Understand a variety of cognitive theory and research methods
• Consider the impacts and social and ethical implications of design decisions
• Make and justify design decisions that are informed by evidence and outcomes
• Document this process in the form of a design rationale document that explains why your design decisions were made

Grading

Materials

REQUIRED READING:

RECOMMENDED READING:

REQUIRED READING NOTES: