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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.

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.

This paper aims to present a detailed description of Tukuchiy, a framework to dynamically generate adapted user interfaces. Tukuchiy is based on Runa-Kamachiy, a conceptual integration model that combines human–computer interaction (HCI) standards to create user interfaces with user-centered concepts usually addressed by adaptation.

The first step was the definition of three profiles: user, context and interface. These profiles contain information, such as user disabilities, location characteristics (e.g. illumination) and preferences (e.g. interface color or type of system help). The next step is to define the rules that ensure usability for different users. All of this information is used to create the Tukuchiy framework, which generates dynamic user interfaces, based on the specified rules. The last step is the validation through a prototype called Idukay. This prototype uses Tukuchiy to provide e-learning services. The functionality and usability of the system was evaluated by five experts.

To validate the approach, a prototype of Tukuchiy, called Idukay, was created. Idukay was evaluated by experts in education, computing and HCI, who based their evaluation in the system usability scale (SUS), a standard usability test. According to them, the prototype complies with the usability criteria addressed by Tukuchiy.

This work was tested in an academic environment and was validated by different experts. Further tests in a production environment are required to fully validate the approach.

Tukuchiy generates adapted user interfaces based on user and context profiles. Tukuchiy uses HCI standards to ensure usability of interfaces that dynamically change during execution time. The interfaces generated by Tukuchiy adapt to context, functionality, disabilities (e.g. color blindness) and preferences (usage and presentation) of the user. Tukuchiy enforces specific HCI standards for color utilization, button size and grouping, etc., during execution.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

Pakistan adopted “one-size-fits-all” policy for human capital (HC) development with the assumption that the level of HC is equal across industry and firm size. The purpose of this paper is to test this major assumption on which this policy is based, by comparing the differences in the levels of HC, overall and by dimensions of HC, by industry and firm size.

The study is based on new data set of a sample of 750 manufacturing SME firms in Pakistan, compiled through a survey. Applying the independent sample t-test, one way analysis of variance and multivariate analysis of variance, the hypotheses of differences in levels of overall and dimensions of HC were tested.

The results indicate significant differences in the levels of HC by industry and firm size. The levels of HC were found to be higher in textiles, food, metal and leather industries, and for medium-sized firms.

The findings provide supporting evidence on the inadequacy of the current human capital development (HCD) policy in Pakistan. The study therefore recommends customized HCD policies, accounting for differences across industry and firm size.

By taking the data on nine major dimensions of HC from 750 manufacturing sector SMEs, the study tests the level of overall HC and its nine dimensions by industry and size. The study also challenges the “one-size-fits-all” policy of the government of Pakistan for developing HC in SMEs.

This paper narrates a case study on design thinking-based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user-driven innovation strategies.

A renewed culture and environment for industrial design (ID) students emphasised seeking functionality and fidelity, user and society value over beauty and form factors alone. The pedagogical approach sought to determine the new industrial products reality with an increasing contribution by design thinking, and its associated methodologies that are currently advancing typical ID.

In conclusion, the authors propose a number of reflections as recommendations, which may be useful for educational institutions contemplating similar curriculum makeovers to their design degrees.

Our research provides valuable lessons to other design courses that wish to invigorate their curriculum with technical and design thinking-based advances.

The purpose of this paper is to report findings from an interpretive case study on user participation in the open source software (OSS) development context.

Through an empirical, interpretive case study and a literature review utilising the metaphor of text in the analysis, this paper provides a refined conceptualisation of user participation in OSS development.

The paper reveals that different kinds of meanings have been attached to users and to their participation. User participation is both direct and indirect in the OSS development context. Some user groups actively take part in OSS development, while others are merely represented in it. Different kinds of intermediaries “representing the users” are identified.

The research is based on one case study on a small but active OSS project with an interest in users. Other kinds of OSS projects should be analysed. The analysis was focused on a discussion forum, but users can take part in OSS development by other means as well. Paths for future work should include the gathering of more varied empirical data.

The findings indicate that users can provide feedback to the development through discussion forums in the distributed environment, but there is a need to support the users in doing so and the developers in analysing the data. The importance of different kinds of intermediaries “representing the users” is highlighted.

The paper provides thorough empirical insights and a refined conceptualisation of user participation addressing the currently weakly empirically explored OSS development context.

The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners.

This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability.

Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity.

The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability.

This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

Information behaviour has evolved to focus on the dynamic human information interactions (HII) between systems and users, to develop models that encompass user behaviour, cognition and affect, and to understand the ways in which context and tasks motivate information needs and shape information seeking and use. In recent years, user experience (UX) has gained prominence in human–computer interaction (HCI) and may provide further enrichment and new directions in the design and development of HII theories, methodologies, systems and services. This chapter seeks to provide an overview of UX, and to explore the intersection between HII and UX, specifically with respect to the shared emphasis on context, needs and sense making. The overarching aim is to provide new directions for information behaviour by proposing that we view HII through a UX lens as we strive to holistically conceptualize, evaluate and design for human information experiences. Taking a UX approach allows us to imagine information interactions as rich and varied narratives, and to explore information seeking and use as processes within, as well as outcomes and predictors of human experiences.

There is a scarcity of research studies on why people remain inactive when encountering and recognising misinformation online. The main aim of this paper is to provide a groundwork for future research into why users do not challenge misinformation on digital platforms by generating hypotheses through a synthesis of pertinent literature, including organisational behaviour, communication, human-computer interaction (HCI), psychology and education.

Given the lack of directly related literature, this paper synthesised findings from relevant fields where the findings might be relevant, as the tendency to withhold opinions or feedback is a well-documented practice in offline interaction.

Following the analysis of relevant literature, the potential reasons for online silence towards misinformation can be divided into six categories: self-oriented, relationship-oriented, others-oriented, content-oriented, individual characteristics and technical factors.

Although corrections coming from peers can effectively combat misinformation, several studies showed that people in cyberspace do not take such action. To the best of the authors’ knowledge, there has been scarce and virtually non-existent research investigating why people refrain from challenging others who post misinformation online. Thus, this paper attempts to address this gap and identify reasons in adjacent domains. The reasons provide a starting point for researching interventions to reduce reluctance and abstinence regarding the challenge of misinformation. The findings can be beneficial beyond the area of challenging misinformation and are extensible to other types of content and communication that people are hesitant to discuss and challenge, such as online injustice, prejudice and hate speech.