Search results

The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to produce artefacts in the other.

Working with real users throughout all stages of the design process, the authors structured two courses so findings from the evaluation methods learnt in the one course (their analyses) were directly acted on in the other (their re-designs). The authors fostered a group-spirited learning environment where students presented designs-in-process; explained the findings from focused evaluation methods using tangible representations; identified the relationship from these findings for subsequent re-design rationales; and discussed and critiqued each other's work using multiple feedback, teach-back and discursive strategies.

The authors found that in-depth coverage of material, working with real data and users at all stages of assessment and producing visualizations from evaluations, naturally forced student motivation to act and redesign better solutions. The authors noted improved attendance and students reported high engagement and content appreciation.

Ensuring relevance, by adding larger context concerns, expansive critical methods and feedback processes in a cycle of understanding, acting, learning can have useful practical and social implications. This is germane when designing for quality of everyday use in, for example, education, urban environments and mobile applications.

The paper includes implications for the development of learning environments where course and semester content is developed in tandem to support integrated learning by acting with project output and teach back “presentations” throughout the course.

The paper proposes a unifying tandem approach to learning and applying evaluation tools with real users, teachback and acting to improve redesigns with potential to improve human computer interaction educational standards for learning and design outcomes.

Affordable mobile devices with video playback functionality are rapidly growing in the market. Current wireless and third generation communication networks enable smoother and higher quality streaming video. With the support of these technologies, most participants in telecom value‐added service chain are planning to shift their business focus to a more profitable and appealing area, mobile TV. Previous work that survey on users' behavior while consuming mobile TV has indicated that users normally watch brief and casual contents, and not the full program. However, most of the current services adopt a “push” approach since users passively receive pre‐defined contents, rather than pulling the interesting topics and segments. In order to promote a more enjoyable and rewarding watching experience, this paper will propose a framework to support a fully interactive mobile TV. The main goal is to enable users to: 1) visually locate interesting topics across multiple genres (such as news, sports and entertainment) and 2) fully control the playback flow of the multimedia items while selecting the most interesting segments. A web‐based system has been developed to implement and test the effectiveness of the proposed framework in a wireless and mobile setting.