TL 6440 Human-Computer Interaction and Emergent Technologies

University of Utah-Spring Semester, 2004
Thursday 5pm – 8pm Room MBH 109
Office Hours: Starting February 2004 Thursday 4pm-5pm, Friday 1pm-3pm
Instructor: Lisa Yamagata-Lynch
*The University of Utah and the Department of Teaching & Learning seek to provide equal access to its programs, services, and activities for people with disabilities. Reasonable prior notice is needed to arrange accommodations
*Upon discussion with students, the instructor reserves the right to make revisions to the course syllabus

Course Purpose
The primary focus of this course is on the design and evaluation of human-computer interactive systems. The content presents a broad survey of designing, implementing, evaluating, and refining the user interface of computer systems. A psychological approach will be taken in the course presentation, and special emphasis will be given to issues concerning educational technology. Course content includes: theories, principles, and guidelines of human-computer interactive systems; review and evaluation of the user interface; balancing function and fashion of the user interface; online help and tutorials; computer-supported cooperative work; hypermedia and the World Wide Web.

  • Your understanding of human computer interaction
  • Skills to conduct reviews of human computer interactive artifacts
  • Skills to design and develop user-centered human interface
  • A community with your classmates as a team of collaborative learners
  • On your understanding of Human Computer Interaction
  • On your understanding of how to develop user-centered interfaces
  • Your understanding of Human Computer Interaction
  • Your understanding of user-centered interfaces
  • Designing user-centered educational interfaces
  • Developing user-centered educational interfaces
Interface Design Critique Diaries (5ptsX4) 20 pts
You have to complete 4 interface design critique diaries. Interface design critique diaries are your reflection and applications of HCI principles to an artifact with some electronic component. Your critics should be related to the ongoing discussions that take place in class and the readings for class. These article critics should not exceed more than 2 pages single-spaced using 12-point Times New Roman font. Your first 2 entries should be a critique of any household/everyday electronic object such as: alarm clocks, microwave ovens, car radio, CD-player…. Your later 2 entries should be a critique of educational software or web sites.

Your interface design critique diaries should consist of the following sections:
  1. Description of the critiqued artifact
  2. Your reactions to the artifact as a user
  3. Critique of the artifact using HCI principles you have learned in class
  4. Your recommendations for redesigning the object if any or identification of exemplary interface design of the artifact
  5. References you used for identifying the HCI principles
The writing and style of the report should be professionally prepared and follow the APA manual 5th edition. The deadline for this assignment is at the beginning of class on: 2/12 and 4/1.

User-Centered Educational Interface Design and Development Plan 25 pts
You and a team of 3 other peers have to prepare a design plan document for a user centered educational interface that you all have agreed to design and develop for this class. The team of 4 individuals ought to consist of 2 IDET 2nd year students and 2 IDET 1st year students. At this stage, you are not expected to complete the project, but instead you are expected to lay out how you are going to proceed with the project from time of the plan is created to your project completion. Additionally, if your plans change between the time you submit your design plan and you complete your project that will not hurt your final grade.

Your user centered educational interface design and development plan should consist of the following sections:
  1. Project overview
  2. Role assignment and job description of team members
  3. Analysis
    • Users
    • Needs
  4. Design description
  5. Development plan
  6. Evaluation plan
Additionally, every individual of the team must complete the peer evaluation form supplied by the instructor.

The writing and style of the report should be professionally prepared and follow the APA manual 5th edition. The deadline of this assignment is at the beginning of class on: 3/11.

User-Centered Educational Interface Project 40 pts
You and your team have to develop and evaluate the planned user centered educational interface design project.
As the deliverables of the project you have to provide the following to the instructor:
  1. Completed Project
  2. Revised Design Document based on the Design and Development Plan in addition to the following sections:
    • Evaluation findings
    • Revisions made after the evaluation
  3. Personal reflection paper—these are individual papers
    • What went well?
    • What did not go well?
    • What would you do differently in the future when you are working on a user centered educational interface design team
  4. Completed peer evaluation form—these are submitted individually with the reflection paper
The writing and style of the report should be professionally prepared and follow the APA manual 5th edition. The deadline of this assignment is at the beginning of class on 4/22.

Team Project Presentation 5 pts
You and your team have to present your project to the class. For the presentation prepare a 1 page handout (times new roman font single-spaced). The purpose of these presentations are for everybody in class to share their projects and to share what was learned from the experience. Please prepare the handouts in a way that it would help other students to follow your presentation. You may choose to use graphics rather than text, or a combination of both. If you choose to use an electronic visual aid rather than a paper based handout, that is fine as well; however, please make it accessible to other students in case they would want a copy of it. For electronic visual aids there is no limit to how many slides/pages the information ought to be contained in.

The presentation should be contained within 15 minutes (10 minutes of presentation and 5 minutes of questions, answers, and discussion). I will be timing you so you will not be allowed to run over your allotted time.

This presentation will take place during the 4/22 class session.

Course Expectations
Class Participation 10 pts
You are expected to come to class and participate in a manner that provides evidence that you have read and reflected on the assigned readings and discussion that take place in class.

Assignments and Total Possible Points
Possible Points
Interface Design Critique Diaries
User-Centered Educational Interface Design and Development Plan
User-Centered Educational Interface Design Project
Team Project Presentation
Class Participation
Total Possible Points

The definitions for the letter grades are as follows:
Outstanding performance; excellent command of course content.
A 100-96, A- 95-90
Good, solid work; Good command of course content.
B+ 89-87, B 86-84, B- 83-80
Meet minimum requirements; Satisfactory performance; Average command of course content.
C+ 79-77, C 76-74, C- 73-70
Marginally; below average command of course content; Minimally acceptable performance.
D+ 69-67, D 66-64, D- 63-60
Unsatisfactory performance; Inadequate knowledge of course content.
59 points or below

Required Texts
  • Preece, J., Rogers, Y., & Sharp, H. (2002). Interaction design: Beyond human-computer interaction. New York: John Wiley & Sons, Inc.

Electronic Reserve Readings
Week 2:
  • Norman, D. A. (2002). The psychopathology of everyday things. In The design of everyday things (pp. 1-33). New York: Basic Books.
Week 3:
  • Norman, D. A. (1993). Distributed cognition. In Things that make us smart: Defending human attributes in the age of the machine (pp. 139-153). Cambridge, MA: Perseus Books.
Week 4:
  • Doyle, M., & Straus, D. (1993). How to find win/win solutions. In The new interaction method: How to make meetings work! (pp. 55-82). New York: Berkley Books.
Topic Readings Notes Assignments
What is interaction design all about? Preece et al. (2002) Chp 1,
Norman (2002) pp.1-33
Understanding the user Preece et al. (2002) Chp 3, Norman (1993) pp.139-153    
Understanding interaction
Team Meetings
Select Project Teams
Preece et al. (2002) Chp 2, Doyle & Straus (1993)
1. Team Clarification
2. Diary (e.g.)
3. Activity 1
4. Activity 2--Handout
5. Recap

Understanding how users are affected Preece et al.(2002) Chp 5
1. Lost on the Moon Test
2. Discussion on Affective Interface Design and Debate
3. Group Work Time
Interface Design Critique Diaries 1 & 2
Interaction design process and establishing needs and requirements Preece et al. (2002) Chp 6-7
Design, prototyping, developing a user-centered interface Preece et al. (2002) Chp 8-9
1. Discussion on Prototyping and User Involvement
2 . Activity
3 . The Usability Methods Toolbox
4 . Recap
Evaluating your project Preece et al. (2002) Chp 10-11

 1. Visit the Web Resources page for Interaction Design and find information that will help you plan your evaluation.
2. Share the specific useful resource you found with the class.
3. Plan your evaluation strategies using the Evaluation Identification Sheet.
4. Use the Evaluation Checklist to examine your plan.
5 . Midterm Evaluation for the course and instructor.

Group consultation Time
*Schedule appointment with instructor
    User-Centered Educational Interface Design and Development Plan
Spring Break
Testing your project 1 Preece et al. (2002) Chp 12-13 3. Hand back project plan
Testing your project 2 Preece et al. (2002) Chp 14-15
1. Go over final paper rubric
2. Project Presentation Information
3 . Course lecture on research design
4 . Schedule group consultation time
5 . Group work time
Interface Design Critique Diaries 3 & 4
Group Consultation Time
*Schedule appointment with instructor
Student Work Day 
Group Presentation of Final Projects     User-Centered Educational Interface Design Project

  • Readings need to be read for class on the day they are assigned.
  • There will be 2 class sessions devoted for team consultation (3/11 and 4/8). Each team is responsible for scheduling an appointment with the instructor during regular class hours to discuss on the team process.
  • 4/15 will be designated as a teamwork day. Each team needs to use the class session in a productive manner during the class session for the final project.
Last Maintenance Update January 1, 2011