Unit I

Unit I: Survey of Interfaces for Learning

• Examination of several distinct Human-Computer Interaction (HCI) styles in learning technologies.
• Identification of design choices and interaction mechanisms.
• Integration of design approaches within the broader HCI domain.

Unit II

Unit II: Major Interface Design

• Detailed analysis of three major approaches to learning interface designs
• Evaluation of their strengths, weaknesses and affordances
• Mapping interface designs with specific pedagogical approaches

Unit III

Unit III: Pedagogy, Learning Task and Interface

In-depth case study analysis linking a specific pedagogy to a learning technology.
Exploration of how cognitive tasks align with interface affordances.
Evaluation of the interface-pedagogy fit and identification of potential improvement.

Prerequisite: Good reading and writing skills in English

Summary:
This course delves into understanding the users of learning technology, emphasizing the importance of designing technology that caters to the end users’ needs for it to be effective. Misunderstandings or ignorance of these needs can lead to poor user interfaces and diminished learning experiences, a concern particularly acute for vulnerable communities dependent on skill training. Through a detailed exploration of learner needs, with a focus on neurodiversity and educational backgrounds, the course uses a case study of low-literacy women in rural India to navigate the full spectrum of user needs analysis and specification.

Course Objectives:

Students will learn to:

1. Identify the different interaction components
2. Identify the design strategies used by the product
3. Place these within the context of contemporary interface design
4. Explore the connection between interface and pedagogy
5. Observe the technology in use in a naturalistic and controlled setting
6. Assess the effectiveness and make recommendations for interface improvement.

Course Outcomes:

• CO1: Critical Analysis Skills: Students will develop the ability to critically evaluate technology trends and design decisions for their impact on learning.
• CO2: User-Centered Design Proficiency: Gain understanding in designing educational technologies that prioritize user experience and learning outcomes.
• CO3: Pedagogical Knowledge: Enhance understanding of various teaching strategies and how technology can support these methods.
• CO4:Cognitive Psychology Insight: Acquire insights into how learners process information, aiding in the creation of more effective learning environments.
• CO5:Solution Implementation: Apply knowledge to design or improve educational technologies that align with pedagogical goals and cater to learners’ cognitive needs.

Skills:

• Interface Analysis: Ability to dissect and understand the mechanics of various user interfaces in educational technologies.
• Critical Evaluation: Skills in critically evaluating the effectiveness of interface designs in facilitating learning.
• Design Thinking: Competence in applying design thinking principles to create or improve user interfaces that align with pedagogical needs.
• Pedagogical Alignment: Understanding of how to match interface designs with specific educational approaches and cognitive processes.
• Observational Research: Proficiency in conducting observational studies to assess technology usage and its impact on learning.
• Recommendation & Implementation: Capability to formulate and articulate actionable recommendations for enhancing user interface designs in educational technologies.

Program outcome PO – Course Outcomes CO Mapping

Evaluation Pattern:

*CA – Can be Quizzes, Assignment, Projects, and Reports, and Seminar

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2. Muir, A. (2021, May). Where HCI Meets the Spiritual Path: The Three Yogas of the Bhagavad Gītā. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-9).
3. Mallan, V. S., Gopi, S., Muir, A., & Bhavani, R. R. (2017, September). Comparative empirical usability assessment of two HRI input devices for a mobile robot. In 2017 4th
4. International Conference on Signal Processing, Computing and Control (ISPCC) (pp. 331-337). IEEE.
5. Sachith, K. P., Gopal, A., Muir, A., & Bhavani, R. R. (2017). Contextualizing ICT based vocational education for rural communities: Addressing ethnographic issues and assessing design principles. In Human-Computer Interaction-INTERACT 2017: 16th IFIP TC 13 International Conference, Mumbai, India, September 25-29, 2017, Proceedings, Part II 16 (pp. 3-12). Springer International Publishing.
6. Unnikrishnan, R., Amrita, N., Muir, A., & Rao, B. (2016, June). Of elephants and nested loops: How to introduce computing to youth in rural India. In Proceedings of the The 15th International Conference on Interaction Design and Children (pp. 137-146).
7. Norman, D. (2004). Emotional design: Why we love (or hate) everyday things.