Opportunities and Challenges in Involving Users in Project-Based HCI Education

Abstract

Users are fundamental to HCI. However, little is known about how HCI education introduces students to working with users, particularly those different from themselves. To better understand design students' engagement, reactions, and reflections with users, we investigate a case study of a graduate-level 10-week prototyping studio course that partnered with a children's co-design team. HCI students participated in two co-design sessions with children to design a STEM learning experience for youth. We conducted participant observations, interviews with 14 students, and analyzed final artifacts. Our findings demonstrate the communication challenges and strategies students experienced, how students observed issues of power dynamics, and students' perceived value in engaging with users. We contribute empirical evidence of how HCI students directly interact with target users, principles for reflective HCI pedagogy, and highlight the need for more intentional investigation into HCI educational practice.

Award
Honorable Mention
Keywords
HCI Education
User-centered design
Reflection
Authors
Wendy Roldan
University of Washington, Seattle, WA, USA
Xin Gao
University of Washington, Seattle, WA, USA
Allison Marie Hishikawa
University of Washington, Seattle, WA, USA
Tiffany Ku
University of Washington, Seattle, WA, USA
Ziyue Li
University of Washington, Seattle, WA, USA
Echo Zhang
University of Washington, Seattle, WA, USA
Jon E. Froehlich
University of Washington, Seattle, WA, USA
Jason Yip
University of Washington, Seattle, WA, USA
DOI

10.1145/3313831.3376530

Paper URL

https://doi.org/10.1145/3313831.3376530

Conference: CHI 2020

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2020.acm.org/)

Session: CS & HCI education, literacies & disciplinary engagement

Paper session
313A O'AHU
5 items in this session
2020-04-29 09:00:00
2020-04-29 10:15:00
Japanese summary
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