Learning HCI Across Institutions, Disciplines and Countries: A Field Study of Cognitive Styles in Analytical and Creative Tasks

José Abdelnour-Nocera, Torkil Clemmensen, Tatiane G. Guimaraes

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

Human-computer interaction (HCI) is increasingly becoming a subject taught in universities around the world. However, little is known of the interactions of the HCI curriculum with students in different types of institutions and disciplines internationally. In order to explore these interactions, we studied the performance of HCI students in design, technology and business faculties in universities in UK, India, Namibia, Mexico and China who participated in a common set of design and evaluation tasks. We obtained participants’ cognitive style profiles based on Allinson and Hayes scale in order to gain further insights into their learning styles and explore any relation between these and performance. We found participants’ cognitive style preferences to be predominantly in the adaptive range, i.e. with combined analytical and intuitive traits, compared to normative data for software engineering, psychology and design professionals. We further identified significant relations between students’ cognitive styles and performance in analytical and creative tasks of a HCI professional individual. We discuss the findings in the context of the distinct backgrounds of the students and universities that participated in this study and the value of research that explores and promotes diversity in HCI education.
Human-computer interaction (HCI) is increasingly becoming a subject taught in universities around the world. However, little is known of the interactions of the HCI curriculum with students in different types of institutions and disciplines internationally. In order to explore these interactions, we studied the performance of HCI students in design, technology and business faculties in universities in UK, India, Namibia, Mexico and China who participated in a common set of design and evaluation tasks. We obtained participants’ cognitive style profiles based on Allinson and Hayes scale in order to gain further insights into their learning styles and explore any relation between these and performance. We found participants’ cognitive style preferences to be predominantly in the adaptive range, i.e. with combined analytical and intuitive traits, compared to normative data for software engineering, psychology and design professionals. We further identified significant relations between students’ cognitive styles and performance in analytical and creative tasks of a HCI professional individual. We discuss the findings in the context of the distinct backgrounds of the students and universities that participated in this study and the value of research that explores and promotes diversity in HCI education.
LanguageEnglish
Title of host publicationHuman-Computer Interaction - INTERACT 2017 : Proceedings of the 16th IFIP TC 13 International Conference. Part IV
EditorsRegina Bernhaupt, Girish Dalvi, Anirudha Joshi, Devanuj K. Balkrishan, Jacki O’Neill, Marco Winckler
Place of PublicationCham
PublisherSpringer
Date2017
Pages198-217
ISBN (Print)9783319680583
ISBN (Electronic)9783319680590
DOIs
StatePublished - 2017
EventThe 16th IFIP TC13 International Conference on Human–Computer Interaction: INTERACT 2017 - Industrial Design Centre, IIT Bombay, Mumbai, India
Duration: 25 Sep 201729 Sep 2017
Conference number: 16
https://www.interact2017.org/

Conference

ConferenceThe 16th IFIP TC13 International Conference on Human–Computer Interaction
Number16
LocationIndustrial Design Centre, IIT Bombay
CountryIndia
CityMumbai
Period25/09/201729/09/2017
Internet address
SeriesLecture Notes in Computer Science
Volume10516
ISSN0302-9743

Keywords

  • HCI education
  • Cognitive styles
  • Culture
  • Design
  • Evaluation

Cite this

Abdelnour-Nocera, J., Clemmensen, T., & Guimaraes, T. G. (2017). Learning HCI Across Institutions, Disciplines and Countries: A Field Study of Cognitive Styles in Analytical and Creative Tasks. In R. Bernhaupt, G. Dalvi, A. Joshi, D. K. Balkrishan, J. O’Neill, & M. Winckler (Eds.), Human-Computer Interaction - INTERACT 2017: Proceedings of the 16th IFIP TC 13 International Conference. Part IV (pp. 198-217). Cham: Springer. Lecture Notes in Computer Science, Vol.. 10516, DOI: 10.1007/978-3-319-68059-0_13
Abdelnour-Nocera, José ; Clemmensen, Torkil ; Guimaraes, Tatiane G./ Learning HCI Across Institutions, Disciplines and Countries : A Field Study of Cognitive Styles in Analytical and Creative Tasks. Human-Computer Interaction - INTERACT 2017: Proceedings of the 16th IFIP TC 13 International Conference. Part IV. editor / Regina Bernhaupt ; Girish Dalvi ; Anirudha Joshi ; Devanuj K. Balkrishan ; Jacki O’Neill ; Marco Winckler. Cham : Springer, 2017. pp. 198-217 (Lecture Notes in Computer Science, ???volume??? 10516).
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Abdelnour-Nocera, J, Clemmensen, T & Guimaraes, TG 2017, Learning HCI Across Institutions, Disciplines and Countries: A Field Study of Cognitive Styles in Analytical and Creative Tasks. in R Bernhaupt, G Dalvi, A Joshi, DK Balkrishan, J O’Neill & M Winckler (eds), Human-Computer Interaction - INTERACT 2017: Proceedings of the 16th IFIP TC 13 International Conference. Part IV. Springer, Cham, Lecture Notes in Computer Science, vol. 10516, pp. 198-217, Mumbai, India, 25/09/2017. DOI: 10.1007/978-3-319-68059-0_13

Learning HCI Across Institutions, Disciplines and Countries : A Field Study of Cognitive Styles in Analytical and Creative Tasks. / Abdelnour-Nocera, José; Clemmensen, Torkil; Guimaraes, Tatiane G.

Human-Computer Interaction - INTERACT 2017: Proceedings of the 16th IFIP TC 13 International Conference. Part IV. ed. / Regina Bernhaupt; Girish Dalvi; Anirudha Joshi; Devanuj K. Balkrishan; Jacki O’Neill; Marco Winckler. Cham : Springer, 2017. p. 198-217.

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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AB - Human-computer interaction (HCI) is increasingly becoming a subject taught in universities around the world. However, little is known of the interactions of the HCI curriculum with students in different types of institutions and disciplines internationally. In order to explore these interactions, we studied the performance of HCI students in design, technology and business faculties in universities in UK, India, Namibia, Mexico and China who participated in a common set of design and evaluation tasks. We obtained participants’ cognitive style profiles based on Allinson and Hayes scale in order to gain further insights into their learning styles and explore any relation between these and performance. We found participants’ cognitive style preferences to be predominantly in the adaptive range, i.e. with combined analytical and intuitive traits, compared to normative data for software engineering, psychology and design professionals. We further identified significant relations between students’ cognitive styles and performance in analytical and creative tasks of a HCI professional individual. We discuss the findings in the context of the distinct backgrounds of the students and universities that participated in this study and the value of research that explores and promotes diversity in HCI education.

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Abdelnour-Nocera J, Clemmensen T, Guimaraes TG. Learning HCI Across Institutions, Disciplines and Countries: A Field Study of Cognitive Styles in Analytical and Creative Tasks. In Bernhaupt R, Dalvi G, Joshi A, Balkrishan DK, O’Neill J, Winckler M, editors, Human-Computer Interaction - INTERACT 2017: Proceedings of the 16th IFIP TC 13 International Conference. Part IV. Cham: Springer. 2017. p. 198-217. (Lecture Notes in Computer Science, Vol. 10516). Available from, DOI: 10.1007/978-3-319-68059-0_13