Project-Based Learning in Human-Computer Interaction: A Service-Dominant Logic Approach

Autor/inn/en	Karahasanovic, Amela; Culén, Alma Leora
Titel	Project-Based Learning in Human-Computer Interaction: A Service-Dominant Logic Approach
Quelle	In: Interactive Technology and Smart Education, 20 (2023) 1, S.122-141 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-10-2021-0178
Schlagwörter	Student Projects; Active Learning; Man Machine Systems; Interaction; Instructional Innovation; Teaching Methods; Learning Processes; Undergraduate Students; Computer Science Education; Curriculum Design; Constructivism (Learning); Experiential Learning + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Mensch-Maschine-System; Interaktion; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computer science lessons; Informatikunterricht; Lehrplangestaltung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Purpose: 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. Design/methodology/approach: 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. Findings: 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. Originality/value: 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. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01