Learning HCI Across Institutions, Disciplines and Countries: A Field Study of Cognitive Styles in Analytical and Creative Tasks

Human-computer interaction (HCI) is increasingly becoming a subject taught in universities around the world. However, little is known of the interactions of the HCI curriculum with students in different types of institutions and disciplines internationally. In order to explore these interactions, we studied the performance of HCI students in design, technology and business faculties in universities in UK, India, Namibia, Mexico and China who participated in a common set of design and evaluation tasks. We obtained participants’ cognitive style profiles based on Allinson and Hayes scale in order to gain further insights into their learning styles and explore any relation between these and performance. We found participants’ cognitive style preferences to be predominantly in the adaptive range, i.e. with combined analytical and intuitive traits, compared to normative data for software engineering, psychology and design professionals. We further identified significant relations between students’ cognitive styles and performance in analytical and creative tasks of a HCI professional individual. We discuss the findings in the context of the distinct backgrounds of the students and universities that participated in this study and the value of research that explores and promotes diversity in HCI education

"Do we need an entire course about it?": Evaluating two years of teaching HCI in computer science

Educators increasingly agree on the importance of teaching Human-Computer Interaction (HCI) to Computer Science (CS) students, but there is debate on how to best integrate HCI into CS curricula. Unfortunately, standard course evaluations typically do not provide sufficient insights for improving HCI classes. In the present article, we used a human-centered design approach to evaluate our HCI classes, building on a qualitative study with CS students from four introductory HCI classes over two years. We report on a qualitative assessment through interviews, photo elicitation and sentence completion. Specifically, we addressed four research questions: which contents were the most relevant, how students experienced the courses, how they view the role of HCI in CS, and which outcomes they perceived from the HCI courses. We gathered rich qualitative insights beyond the standard course evaluations and derived concrete enhancements for future course iterations. We discuss implications for other HCI educators and contribute recommendations for the living HCI curriculum. Furthermore, we reflect on the usefulness of our methodological approach to collect in-depth constructive feedback from students

Towards a framework to promote the development of secure and usable online information security applications

The proliferation of the internet and associated online activities exposes users to numerous information security (InfoSec) threats. Such online activities attract a variety of online users who include novice computer users with no basic InfoSec awareness knowledge. Information systems that collect and use sensitive and confidential personal information of users need to provide reliable protection mechanisms to safeguard this information. Given the constant user involvement in these systems and the notion of users being the weakest link in the InfoSec chain, technical solutions alone are insufficient. The usability of online InfoSec systems can play an integral role in making sure that users use the applications effectively, thereby improving the overall security of the applications. The development of online InfoSec systems calls for addressing the InfoSec problem as a social problem, and such development must seek to find a balance between technical and social aspects. The research addressed the problem of usable security in online InfoSec applications by using an approach that enabled the consideration of both InfoSec and usability in viewing the system as a socio-technical system with technical and social sub-systems. Therefore, the research proposed a socio-technical framework that promotes the development of usable security for online information systems using online banking as a case study. Using a convergent mixed methods research (MMR) design, the research collected data from online banking users through a survey and obtained the views of online banking developers through unstructured interviews. The findings from the two research methods contributed to the selection of 12 usable security design principles proposed in the sociotechnical information security (STInfoSec) framework. The research contributed to online InfoSec systems theory by developing a validated STInfoSec framework that went through an evaluation process by seven field experts. Although intended for online banking, the framework can be applied to other similar online InfoSec applications, with minimum adaptation. The STInfoSec framework provides checklist items that allow for easy application during the development process. The checklist items can also be used to evaluate existing online banking websites to identify possible usable security problems.Computer ScienceD. Phil. (Computer Science

Hierarchical categorisation of tags for delicious

In the scenario of social bookmarking, a user browsing the Web bookmarks web pages and assigns free-text labels (i.e., tags) to them according to their personal preferences. In this technical report, we approach one of the practical aspects when it comes to represent users' interests from their tagging activity, namely the categorization of tags into high-level categories of interest. The reason is that the representation of user profiles on the basis of the myriad of tags available on the Web is certainly unfeasible from various practical perspectives; mainly concerning the unavailability of data to reliably, accurately measure interests across such fine-grained categorisation, and, should the data be available, its overwhelming computational intractability. Motivated by this, our study presents the results of a categorization process whereby a collection of tags posted at Delicious #http://delicious.com# are classified into 200 subcategories of interest.Preprin

Hierarchical categorisation of web tags for Delicious

In the scenario of social bookmarking, a user browsing the Web bookmarks web pages and assigns free-text labels (i.e., tags) to them according to their personal preferences. The benefits of social tagging are clear – tags enhance Web content browsing and search. However, since these tags may be publicly available to any Internet user, a privacy attacker may collect this information and extract an accurate snapshot of users’ interests or user profiles, containing sensitive information, such as health-related information, political preferences, salary or religion. In order to hinder attackers in their efforts to profile users, this report focuses on the practical aspects of capturing user interests from their tagging activity. More accurately, we study how to categorise a collection of tags posted by users in one of the most popular bookmarking services, Delicious (http://delicious.com).Preprin

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Supporting the discoverability of open educational resources

Open Educational Resources (OERs), now available in large numbers, have a considerable potential to improve many aspects of society, yet one of the factors limiting this positive impact is the difficulty to discover them. This study investigates and proposes strategies to better support educators in discovering OERs, mainly focusing on secondary education. The literature suggests that the effectiveness of existing search systems could be improved by supporting high-level and domain-oriented tasks. Hence a preliminary taxonomy of discovery-related tasks was developed, based on the analysis of the literature, interpreted through Information Foraging Theory. This taxonomy was empirically evaluated with a few experienced educators, to preliminary identify an interesting class of Query By Examples (QBE) expansion by similarity tasks, which avoids the need to decompose natural high-level tasks in a complex sequence of sub-tasks. Following the Design Science Research methodology, three prototypes to support as well as to refine those tasks were iteratively designed, implemented, and evaluated involving an increasing number of educators in usability oriented studies. The resulting high-level and domain-oriented blended search/recommendation strategy, transparently replicates Google searches in specialized networks, and identifies similar resources with a QBE strategy. It makes use of a domain-oriented similarity metric based on shared schema.org/LRMI alignments to educational frameworks, and clusters results in expandable classes of comparable degree of similarity. The summative evaluation shows that educators appreciate this exploratory-oriented strategy because – balancing similarity and diversity – it supports their high-level tasks, such as lesson planning and personalization of education