Teaching HCI Skills in Higher Education through Game Design: A Study of Students’ Perceptions
Bibliographic record
Abstract
Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge. Therefore, a need to innovate in the teaching-learning processes to achieve an effective education arises. This article describes a proposal for teaching HCI through the development of projects that allow students to acquire higher education competencies through the design and evaluation of computer games. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate students (studying their fifth semester of software engineering) was applied at the end of the semester. The results indicated that this teaching method provides the students with the HCI skills (psychology of everyday things, involving users, task-centered system design, models of human behavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a positive perception on the efficacy of the use of videogame design in a higher education course.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".