The International Institute for Science, Technology and Education (IISTE)
Abstract
Teaching interaction design poses unique challenges as it requires discussing design principles for interactive products. Conventional methods like static slides and lectures often fail to effectively engage learners, leading to reduced satisfaction and limited active participation. To address this issue, an action research study was conducted at First Technical University, Nigeria, to investigate the impact of incorporating learning technologies in teaching interaction design. The study involved 21 purposively selected 200 level students from the Computer Science and Software Engineering departments who willingly participated to compare their previous instruction in interaction design.The study aimed to adapt the current learning approach by emphasizing technology-enhanced methods such as flipped classrooms and online teaching. By integrating technology-equipped pedagogy, the research aimed to enhance learners' engagement and interest in the subject.The findings reveal that the integration of learning technologies in teaching interaction design has a significant impact on student engagement and understanding. The gradual inclusion of various technologies transformed students from passive learners to active participants who freely expressed their ideas, engaged in critical discussions, and applied design principles in practical contexts. The results also highlight the importance of aligning pedagogy with learners' needs and cultural context. By creating a less formal learning environment that encourages open expression of ideas and active participation in discussions, the use of learning technologies not only enhances the application of design principles but also fosters the development of students' personalities and soft skills. Notably, communication skills, leadership abilities, teamwork, and project management skills exhibited significant improvement throughout the study cycles. Keywords: Interaction design, Learning technologies, Pedagogy, Engagement, Design principles DOI: 10.7176/JEP/14-21-05 Publication date:July 31st 202
