Abstract
This paper discusses the education of human computer interaction from the perspective of role play activities. In one case, role play is used in team projects where students are encouraged to act as persons with certain responsibilities and motivations. In the second one, roles play can be observed in discussion and debates format that is used in the undergraduate classes and graduate seminars. The multidisciplinary engineering, science and social underpinnings of human computer interaction challenge mostly technical-oriented software engineering students. In our opinion, social aspects are better assimilated by the students when teaching methods established in social science education are used. We employ these methods in traditional lecture-based teaching format and large student classes. The aim is to increase students' involvement in seminar subject where active participants are both speakers and listeners. In our opinion, the role playing activity in the project work, discussions and debates intersperse engineering studies.
Highlights
According to Compact Oxford English Dictionary, the first meaning of the word „play” is „games and other activities engaged in for enjoyment”
Further we present our experience of teaching Human Computer Interaction (HCI) from the role play perspective in both undergraduate HCI and graduate Human Computer Interaction Design (HCID) courses delivered in Vilnius University
In this paper we aim to illustrate how role play addresses the comprehension of topics related to social aspects
Summary
According to Compact Oxford English Dictionary, the first meaning of the word „play” is „games and other activities engaged in for enjoyment”. The primary obstacle instructor faces in teaching usability goals for undergraduates includes students’ frequent attitude that the newest technology is the most important factor for the project success This attitude discourages students from doing the deep user needs and usability goals analysis that they are expected to do at the beginning of the semester. Assignments where students play a user role were included in the beginning of the semester. Students observe once again that reason of user problems is not the lack of competence but design mistakes They are often surprised that they, in the near future software engineering professionals, encounter problems with their colleges’ projects. Further we present our experience of teaching HCI from the role play perspective in both undergraduate HCI and graduate HCID courses delivered in Vilnius University. We summarize the experience of using role play in project work, discussions and debates
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