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Abstract
The education of students to become competent user experience designers is a delicate matter as students need to obtain a multitude of knowledge, skills, and judgmental abilities. In this paper, our effort to manage this multiplicity in a bachelor's program in user experience design is shared along with our experiences and teaching practices influenced by theories of situated and embodied cognition together with reflective teaching. The program was followed up through interviews with eight alumni and a company representative that employs user experience designers. The results show that the program overall works well, although some of the identified issues need to be addressed in the future. The interpretation is that our program curricula and teaching practices are fruitful, which hopefully can contribute to thoughts and discussions for other teachers in the field of user experience design and human-computer interaction.
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