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Project-based learning in human–computer interaction: a service‐dominant logic approach

Amela Karahasanović (Sustainable Communication Technologies, SINTEF Digital, Oslo, Norway)
Alma Leora Culén (Department of Informatics, Faculty of Mathematics and Natural Sciences, University of Oslo, Oslo, Norway)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 18 January 2022

Issue publication date: 2 February 2023




This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects.


This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation.


The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education.

Practical implications

The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues.


While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.



The authors are grateful to all the students and partners who contributed over the years to the work described in this paper. This research was, in part, funded by EEA Grant no. EHP-CZ-ICP-2–019 for the project “Transition Design: A new challenge to service and interaction design education” and by the Research Council of Norway, Grant no. 296639, for the project “Smart Transport in Rural Areas.” The authors acknowledge IADIS Multi Conference on Computer Science and Information Systems (MCCSIS 2021) for publishing the paper (Karahasanovic and Culén, 2021) in their conference proceedings.


Karahasanović, A. and Culén, A.L. (2023), "Project-based learning in human–computer interaction: a service‐dominant logic approach", Interactive Technology and Smart Education, Vol. 20 No. 1, pp. 122-141.



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