Teaching psychology to computing students

The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the design and use of Psychology materials for Computing students. The format for the paper is as follows. Section one will illustrate the many links between the disciplines of Psychology & Computing; highlighting these links helps to answer the question that many Computing students ask, what can Psychology offer to Computing? Section two will then review some of the ways that I have been involved in teaching Psychology to Computing students, from A/AS level to undergraduate and postgraduate level. Section three will compare the profiles of Computing and Psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt Psychology teaching materials for Computing students. The conclusions which cover some practical suggestions are presented in section four

Driving Towards Inclusion: Revisiting In-Vehicle Interaction in Autonomous Vehicles

This paper presents a comprehensive literature review of the current state of in-vehicle human-computer interaction (HCI) in the context of self-driving vehicles, with a specific focus on inclusion and accessibility. This study's aim is to examine the user-centered design principles for inclusive HCI in self-driving vehicles, evaluate existing HCI systems, and identify emerging technologies that have the potential to enhance the passenger experience. The paper begins by providing an overview of the current state of self-driving vehicle technology, followed by an examination of the importance of HCI in this context. Next, the paper reviews the existing literature on inclusive HCI design principles and evaluates the effectiveness of current HCI systems in self-driving vehicles. The paper also identifies emerging technologies that have the potential to enhance the passenger experience, such as voice-activated interfaces, haptic feedback systems, and augmented reality displays. Finally, the paper proposes an end-to-end design framework for the development of an inclusive in-vehicle experience, which takes into consideration the needs of all passengers, including those with disabilities, or other accessibility requirements. This literature review highlights the importance of user-centered design principles in the development of HCI systems for self-driving vehicles and emphasizes the need for inclusive design to ensure that all passengers can safely and comfortably use these vehicles. The proposed end-to-end design framework provides a practical approach to achieving this goal and can serve as a valuable resource for designers, researchers, and policymakers in this field

Transdisciplinarity seen through Information, Communication, Computation, (Inter-)Action and Cognition

Similar to oil that acted as a basic raw material and key driving force of industrial society, information acts as a raw material and principal mover of knowledge society in the knowledge production, propagation and application. New developments in information processing and information communication technologies allow increasingly complex and accurate descriptions, representations and models, which are often multi-parameter, multi-perspective, multi-level and multidimensional. This leads to the necessity of collaborative work between different domains with corresponding specialist competences, sciences and research traditions. We present several major transdisciplinary unification projects for information and knowledge, which proceed on the descriptive, logical and the level of generative mechanisms. Parallel process of boundary crossing and transdisciplinary activity is going on in the applied domains. Technological artifacts are becoming increasingly complex and their design is strongly user-centered, which brings in not only the function and various technological qualities but also other aspects including esthetic, user experience, ethics and sustainability with social and environmental dimensions. When integrating knowledge from a variety of fields, with contributions from different groups of stakeholders, numerous challenges are met in establishing common view and common course of action. In this context, information is our environment, and informational ecology determines both epistemology and spaces for action. We present some insights into the current state of the art of transdisciplinary theory and practice of information studies and informatics. We depict different facets of transdisciplinarity as we see it from our different research fields that include information studies, computability, human-computer interaction, multi-operating-systems environments and philosophy.Comment: Chapter in a forthcoming book: Information Studies and the Quest for Transdisciplinarity - Forthcoming book in World Scientific. Mark Burgin and Wolfgang Hofkirchner, Editor

HCI in e-Government and e-Democracy

This chapter introduces the application of HCI design processes and design principles in e-government and e-democracy. We elaborate on HCI design processes and six HCI design principles in the context of e-government and e-democracy, including citizen-centered design, usability, accessibility, access to information, transaction efficiency, and security and privacy. Then, we present two cases to demonstrate the value of applying the HCI processes and design principles in developing and deploying e-government and e-democracy. Finally, we highlight the challenges faced by e-government and e-democracy as well as the future trends. In conclusion, HCI can help the success of e-government and e-democracy and their future growth

Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs

Distributed situation awareness in dynamic systems: Theoretical development and application of an ergonomics methodology

The purpose of this paper is to propose foundations for a theory of situation awareness based on the analysis of interactions between agents (i.e., both human and non-human) in subsystems. This approach may help promote a better understanding of technology-mediated interaction in systems, as well as helping in the formulation of hypotheses and predictions concerning distributed situation awareness. It is proposed that agents within a system each hold their own situation awareness which may be very different from (although compatible with) other agents. It is argued that we should not always hope for, or indeed want, sharing of this awareness, as different system agents have different purposes. This view marks situation awareness as a 1 dynamic and collaborative process that binds agents together on tasks on a moment-by-moment basis. Implications of this viewpoint for development of a new theory of, and accompanying methodology for, distributed situation awareness are offered

An HCAI Methodological Framework: Putting It Into Action to Enable Human-Centered AI

Human-centered AI (HCAI), as a design philosophy, advocates prioritizing humans in designing, developing, and deploying intelligent systems, aiming to maximize the benefits of AI technology to humans and avoid its potential adverse effects. While HCAI has gained momentum, the lack of guidance on methodology in its implementation makes its adoption challenging. After assessing the needs for a methodological framework for HCAI, this paper first proposes a comprehensive and interdisciplinary HCAI methodological framework integrated with seven components, including design goals, design principles, implementation approaches, design paradigms, interdisciplinary teams, methods, and processes. THe implications of the framework are also discussed. This paper also presents a "three-layer" approach to facilitate the implementation of the framework. We believe the proposed framework is systematic and executable, which can overcome the weaknesses in current frameworks and the challenges currently faced in implementing HCAI. Thus, the framework can help put it into action to develop, transfer, and implement HCAI in practice, eventually enabling the design, development, and deployment of HCAI-based intelligent systems