HCI and the IS Curriculum - PowerPoint PPT Presentation

Loading...

PPT – HCI and the IS Curriculum PowerPoint presentation | free to download - id: 129f49-YmIyM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

HCI and the IS Curriculum

Description:

HCI and the IS Curriculum. Dennis F. Galletta. University of Pittsburgh ... Red green blue black grey red brown yellow blue black green red yellow grey blue brown ... – PowerPoint PPT presentation

Number of Views:113
Avg rating:3.0/5.0
Slides: 26
Provided by: dennisg
Learn more at: http://sigs.aisnet.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: HCI and the IS Curriculum


1
HCI and the IS Curriculum
  • Dennis F. Galletta
  • University of Pittsburgh
  • Katz Graduate School of Business

2
1. Where does HCI fit?
  • Present Short shrift
  • Future Should be required
  • Why?
  • Poor interfaces abound
  • Why? Negroponte developers use introspection
  • How to fix? Requires lobbying
  • Role for SIG-HCI?

3
2. Attributes of a Successful HCI Course
  • Describes Practice
  • Based on Research
  • Engages the students (more later)
  • Classic readings for debate
  • Experiential exercises
  • Hands-on work
  • Application of concepts

4
3. What curriculum would be ideal?
  • For undergrad/grad, ideal might be
  • Tools course (VB.Net, Cold Fusion, C, etc.)
  • HCI Concepts course (using an HCI in MIS text)
  • HCI Application course (large project integrating
    prerequisite tools and concepts courses)
  • While we all think HCI is important, curricular
    tradeoffs are difficult.

5
3. Curriculum PhD level
  • Important courses
  • Experimental design
  • Psychometrics
  • Multivariate stats / SEM
  • HCI Concepts course (using readings and/or text)
  • MIS Research project course (integrate above)

6
4. Integration into Existing Courses
  • HCI is usually discussed briefly in SAD (or
    SDI) course
  • Too much going on there for anything but a
    superficial view
  • That view could provide some essentials and
    advertise for full course
  • Introduce central role of iteration/testing
  • Compare GUIs and command interfaces
  • Direct Manipulation
  • Xerox Star ? Macintosh ? Windows evolution
  • Training and Documentation (Minimalism etc.)
  • How to evaluate an interface
  • 2-3 New technologies (use recent videos from ACM
    SIGCHI Conferences)

7
5. Content of the HCI Course
  • Assumptions
  • MBA/MS level unless noted
  • All must be jammed into one course
  • Students have recent internship
  • Students have some programming background

8
5a. Assignments (graded)
  • First half VB.Net
  • Executive Memos covering readings
  • Critique an Interface (even on ship!) (removed)
  • Design a text screen (Tullis software)
  • Design an icon (peer evaluated)
  • Major design project (present to class QA)

9
5a. Assignments (in class)
  • Find flaws in interface (Molich Nielsen, 1991)
  • Mental models (Meyer, 1981 Bransford and Johnson
    1972)
  • Retroactive Inhibition (color names/text)

10
Example Retroactive Inhibition
  • Red green blue black grey red brown yellow blue
    black green red yellow grey blue brown black red
    yellow green red black blue brown

11
Example Retroactive Inhibition
  • Red green blue black grey red brown yellow blue
    black green red yellow grey blue brown black red
    yellow green red black blue brown grey

12
Example Retroactive Inhibition

13
5b. Web Resources
  • HCI Bib at http//www.hcibib.org/
  • HCI Webliography at http//www.hcibib.org/hci-site
    s/
  • Shneidermans Book Site at http//www.aw-bc.com/DT
    UI/
  • HCI Resource Network at http//www.hcirn.com/
  • Web Design and Usability Guidelines at
    http//usability.gov/guidelines/
  • Perlmans suggested readings at
    http//hcibib.org/readings.html
  • Microsofts Inductive User Interface Guidelines
    at http//msdn.microsoft.com/library/default.asp?u
    rl/library/en-us/dnwui/html/iuiguidelines.asp

14
5c. Readings (Masters course)
  • Text primary resource now that VB takes up half
    of course
  • Xerox Star (Bewley et al)
  • Web Pages that Suck.com
  • Consistency (Grudin)

15
5c. Readings (PhD Level)
  • 106 readings
  • Subdivided as follows
  • Previous experiments in this course (12)
  • Overview hard/soft science (7)
  • GUIs and Direct Manipulation (8)
  • Design Principles (6)
  • Damaged merchandise and HCI Evaluation (7)
  • Social Factors (5)
  • Devices (11)
  • Menus, command languages (2)
  • Hypermedia (10)
  • Task analysis/GOMS (6)
  • Cognitive other fit (7)
  • Mental models/learning (13)
  • Future technologies (12)

Syllabus available at http//www.pitt.edu/gallett
a/phdhci.html
16
5d. Cases
  • None used currently as assignments
  • Cover two cases in lecture
  • Olympic Message System as illustration of Goulds
    3 principles of design
  • Project Ernestine as illustration of value of
    GOMS
  • This area needs work in my course

17
5e. Experimental Research
  • Used in PhD course only
  • Have published
  • 3 experiments (JMIS, CACM, AMIT)
  • 5 Conference papers (ICIS, AMCIS, HICSS)
  • Two await 1st revision (ISR, JAIS)
  • One in SIG-HCI pre ICIS workshop 2002

18
5e. Experimental Research
  • We have some news media experience as well,
    showing that the world cares about HCI research
  • June 1994 study with Ahuja, Hartman, Peace, Teo
    study reported in WSJ, Computerworld, Information
    Week, PC Magazine
  • April 1996 All Things Considered Interview
    about Web usability difficulties
  • March 2003 study with Durcikova, Everard, Jones
    reported in Business Week, CNN.com, CNN TV, ABC,
    CBS, several newspapers, Minn. Public Radio, CBC,
    etc.

19
WSJ Report
  • Pam Sebastians column
  • exceptionally thorough
  • faxed entire paper
  • allowed me to review a draft
  • Ironic Philippe Kahn juxtaposition

20
CNN TV
21
5f. Videos
  • Several videos are available via ACMs annual
    SIGCHI Conference
  • Extremely useful to illustrate research and/or
    future technology
  • Examples
  • Walking/flying in virtual reality
  • IBMs mobile PDA Navipoint
  • Research channel from time to time
  • Conversa serious and humorous

22
6. How IS Version Differs From Others A
Paradox
  • We can say we stress organizational context and
    business value
  • However
  • We cannot count on students ability to create a
    GUI program
  • We cannot count on students to have psychology
    background
  • Students have business context in previous
    courses
  • Therefore, one might conclude that business
    context is less needed because students already
    have it!
  • But the key is to apply principles to the
    business context
  • My course is taken after an internship, and
    shared experiences are a valuable component.

23
Postscript What we do well
  • We get paid for having a great deal of fun
  • We do studies that interest us
  • We make excellent use of our Public Relations
    person in our school
  • We make the Dean very happy

24
Postscript What I do poorly
  • Have trouble getting radio interviewers to allow
    names of co-authors (corollary I do well taking
    all the credit for our projects!)
  • Integrate learning of tool with conceptual
    information
  • Spend too much time writing up the studies we do
    in the PhD course and too little time on the MBA
    level course recent recovery of abysmal evals.
  • Do not think carefully enough about curricular
    issues

25
HCI and the IS Curriculum
  • Dennis F. Galletta
  • University of Pittsburgh
  • Katz Graduate School of Business
About PowerShow.com