Enhancing Human-Computer Interaction Design Education: Teaching Affordance Design for Emerging Mobile Devices

Autor/inn/en	Faiola, Anthony; Matei, Sorin Adam
Titel	Enhancing Human-Computer Interaction Design Education: Teaching Affordance Design for Emerging Mobile Devices
Quelle	In: International Journal of Technology and Design Education, 20 (2010) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-008-9082-4
Schlagwörter	Models; Computer Software; Interaction; Social Environment; Epistemology; Thinking Skills; Teaching Methods; History; Teaching Models; Cognitive Processes; Theories; Case Studies; Educational Strategies; Problem Solving; Critical Thinking; Higher Education; Technology + Suchen Sie Ihr Suchwort? Analogiemodell; Interaktion; Soziales Umfeld; Erkenntnistheorie; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Lehrmodell; Cognitive process; Kognitiver Prozess; Theory; Theorie; Case study; Fallstudie; Case Study; Lehrstrategie; Problemlösen; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technologie
Abstract	The evolution of human-computer interaction design (HCID) over the last 20 years suggests that there is a growing need for educational scholars to consider new and more applicable theoretical models of interactive product design. The authors suggest that such paradigms would call for an approach that would equip HCID students with a better understanding of the social context of technology design and development. An intrinsic part of the proposed pedagogical model is the concept of affordance or that which implicitly suggests to the user a particular kind of functionality of the product. According to cognitive theory, people approach multi-functional mobile devices by building mental models of their functions, starting with physical appearance. A case study of an HCID teaching strategy, based upon the primacy of affordance, highlights how students can be taught a range of knowledge domains for product design to support creative problem-solving and critical thinking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10