Analyzing the Learners’ Experience of an Experimental HCI Course in a Remote Context

Deivid Eive dos Santos Silva; Guilherme Corredato Guerino; Natasha Malveira Costa Valentim

doi:10.5753/jis.2023.3243

Authors

Deivid Eive dos Santos Silva Federal University of Paraná https://orcid.org/0000-0003-1066-0750
Guilherme Corredato Guerino State University of Maringá https://orcid.org/0000-0002-4979-5831
Natasha Malveira Costa Valentim Federal University of Paraná https://orcid.org/0000-0002-6027-3452

DOI:

https://doi.org/10.5753/jis.2023.3243

Keywords:

Learner Experience, Experimental HCI, Remote Learning, LX Analysis, LX Elements

Abstract

Learner eXperience (LX) is learners’ perceptions, responses, and performances through interaction with educational technologies, involving behaviors, attitudes, sensations, emotional responses, and others. Therefore, this paper reports learners’ experiences in Experimental Human-Computer Interaction (Experimental HCI) course in the remote learning format. The activities consisted of synchronous and asynchronous classes. Participants in this exploratory study were undergraduate computer science and graduate computer science learners from a Brazilian university. This study sought to verify the LX elements that may have influenced the learners’ knowledge, such as Value, Usability, Desirability, Comfortability, and Adaptability. Thus, learners shared positive and negative feelings regarding their experiences using educational technologies. Finally, 16 LX guidelines for remote learning are presented. It is believed that the knowledge acquired in the course can contribute to preparing these young researchers for research in academy and industry, including undergraduate, master’s, and doctoral learners. The results of this exploratory study can direct and support future courses in the remote learning format.

Downloads

Download data is not yet available.

References

Agarwal, R., Edwards, S. H., and Pérez-Quiñones, M. A. (2006). Designing an adaptive learning module to teach software testing. In Proceedings of the 37th SIGCSE technical symposium on Computer science education, pages 259–263.

Basili, V. R. and Rombach, H. D. (1988). Towards a Comprehensive Framework for Reuse: A Reuse-Enabling Software Evolution Environment. Technical Report 90-47, University of Maryland, Maryland.

Butola, L. K. (2021). E-learning- A New Trend of Learning in 21st Century During Covid-19 Pandemic. Indian Journal of Forensic Medicine & Toxicology, 15(1):422–426.

Chapman, J. R., Seeley, E. L., Wright, N. S., Glenn, L. M., and Adams, L. L. (2016). An empirical evaluation of a broad ranging e-text adoption with recommendations for improving deployment success for students. e-Journal of Business Education and Scholarship of Teaching, 10(2):1–14.

Chen, S. Y. and Liu, X. (2008). An integrated approach for modeling learning patterns of students in web-based instruction: A cognitive style perspective. ACM Transactions on Computer-Human Interaction (TOCHI), 15(1):1–28.

Corbin, B. (2019). Students’ wants and preferences for essay feedback in college level english courses. English in Texas, 49(2):24–30.

Donelan, H. and Kear, K. (2018). Creating and collaborating: students’ and tutors’ perceptions of an online group project. International Review of Research in Open and Distributed Learning, 19(2).

dos Santos, G. C., Silva, D. E. d. S., and Valentim, N. M. (2022). Um mapeamento sistemático da literatura sobre iniciativas que avaliam a experiência do aprendiz. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 621–633. SBC.

Drisko, J. W. and Maschi, T. (2016). Content Analysis. Oxford University Press.

Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1):59–109.

Graziano, K. J. (2018). Preservice teachers’ comfort levels with technology in an online standalone educational technology course. Journal of Teaching and Learning with Technology, 7(1):70–86.

Hammad, N., Harpstead, E., and Hammer, J. (2021). Towards examining the effects of live streaming an educational game. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems, pages 1–6.

Hardani, H., Rahmadi, I. F., and Nurhasanah, F. (2022). Pembuatan candi dari kertas lipat sebagai media pembelajaran science, technology, engineering, arts and mathematics (steam). Edcomtech: Jurnal Kajian Teknologi Pendidikan, 7(2):103–114.

Huang, R., Spector, J. M., Yang, J., Huang, R., Spector, J. M., and Yang, J. (2019). Learner experiences with educational technology. Educational technology: A primer for the 21st century, pages 91–105.

ISO 9241-210 (2019). Ergonomics of human-system interaction — part 210: Human-centred design for interactive systems. [Online; acessado em 23/02/2022].

Katuk, N., Kim, J., and Ryu, H. (2013). Experience beyond knowledge: Pragmatic e-learning systems design with learning experience. Computers in Human Behavior, 29(3):747–758.

Kawano, A., Motoyama, Y., and Aoyama, M. (2019). A LX (learner experience)-based evaluation method of the education and training programs for professional software engineers. In Proceedings of the 2019 7th International Conference on Information and Education Technology, pages 151–159.

Kuhn, A., Quintana, C., and Soloway, E. (2009). Storytime: a new way for children to write. In Proceedings of the 8th International Conference on Interaction Design and Children, pages 218–221.

Lammer, L., Weiss, A., and Vincze, M. (2015). The 5-step plan: Empowered children’s robotic product ideas. In Human-Computer Interaction–INTERACT 2015: 15th IFIP TC 13 International Conference, Bamberg, Germany, September 14-18, 2015, Proceedings, Part II 15, pages 557–564. Springer.

Luchini, K., Quintana, C., and Soloway, E. (2004). Design guidelines for learner-centered handheld tools. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 135–142.

Magyar, N. and Haley, S. R. (2020). Balancing learner experience and user experience in a peer feedback web application for moocs. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA ’20, page 1–8, New York, NY, USA. Association for Computing Machinery.

Martinelli, S. R. and Zaina, L. A. (2021). Learning hci from a virtual flipped classroom: improving the students’ experience in times of covid-19. In Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems, pages 1–11.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., and Vijayan, V. J. (2020). Emergency remote teaching during coronavirus pandemic: the current trend and future directive at middle east college oman. Innovative Infrastructure Solutions, 5(3):1–11.

Mutlu, M. E. (2015). Design and development of a digital life logging system for management of lifelong learning experiences. Procedia-social and behavioral sciences, 174:834–848

Nielsen, J. (1994). Usability engineering. Morgan Kaufmann.

Perin, A. P. J., Silva, D. E., and Valentim, N. M. (2021). Experiência de docentes do ensino médio em conduzir atividades remotas durante o distanciamento social: uma análise baseada no contexto da educação 4.0. Anais do Computer on the Beach, 12:141–148.

Queiros, L. M., Bouckaert, Y. H., de Oliveira, I. V., Oliveira, F. K. d., Moreira, F., and Gomes, A. S. (2019). The adoption of learning experience design tools in classroom planning activity: A systematic literature review. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 704–710.

Reyna, J. and Meier, P. (2018). Using the learner-generated digital media (lgdm) framework in tertiary science education: a pilot study. Education Sciences, 8(3):106.

Rodrigues, L. V., de Freitas, S., and Mendes, F. (2016). Um estudo sobre o perfil das equipes de desenvolvimento de softwares educacionais. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 27, page 159.

Roll, I., Macfadyen, L. P., and Sandilands, D. (2015). Evaluating the relationship between course structure, learner activity, and perceived value of online courses. In Proceedings of the Second (2015) ACM Conference on Learning@Scale, pages 385–388.

Rosa, J. R. d. S. and Valentim, N. M. C. (2021). Lições aprendidas do ensino remoto em uma disciplina de engenharia de requisitos: um relato de experiência. In Anais do XXIX Workshop sobre Educação em Computação, pages 51–60. SBC.

Silva, D. E. d. S., Guerino, G. C., and Valentim, N. M. C. (2022). Ensino remoto emergencial da disciplina IHC experimental: uma análise baseada na experiência do aprendiz. In Anais do XXX Workshop sobre Educação em Computação, pages 215–226. SBC.

Stanley, D. and Zhang, Y. (2018). Student-produced videos can enhance engagement and learning in the online environment. Online Learning, 22(2):5–26.

UFPR (2020). Conselho de ensino, pesquisa e extensão (cepe): Resolution no. 65/2020.

Vosylius, A. E. and Lapin, K. (2015). Usability of educational websites for tablet computers. In Proceedings of the Mulitimedia, Interaction, Design and Innnovation, pages 1–10.

Whittle, C., Tiwari, S., Yan, S., and Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. In formation and Learning Sciences.

Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., and Wesslén, A. (2014). Experimentation in Software Engineering. Springer. GS Search.