Abstract
Today’s user experience (UX) educators and designers can no longer just focus on creating more usable systems, but must also rise to the level of strategists, using design thinking and human–computer interaction (HCI) solutions to improve academic and business outcomes. Both psychological, designer, and engineering approaches are adopted in this study. An invited program review committee met to review progress of the UX program at the Beijing Normal University (BNUX). They considered issues and challenges facing the program today, and the steps that it could make to develop further. During a recent augmented reality (AR) project on designing future life experience on smart home and wearables, several experiential concepts and prototypes were generated to demonstrate HCI and UX research directions. The committee was impressed by BNUX with its energy, enthusiasm, and a sense of purpose on practicing transdisciplinary teaching and learning activities. Recommendations on the current organization of education, the relation between project-based learning and research, and opportunities for exposure and visibility are provided.
Highlights
BNUX is aware of the key issues that are fundamental in education: (1) user experience (UX) is acutely different given the arrival of human–computer interaction (HCI), machine learning, and artificial intelligence (AI); (2) awareness that context is a critical variable and a challenge to quantify; (3) deep awareness that quantitative and qualitative research is needed to reveal the underlying variables; (4) design thinking is a curiously neglected intellectual activity in the context of science thinking; (5) it is critical that we develop a balanced approach to our social networks through balanced attention to the design and science paradigms
We investigate human–machine interaction (HMI) for creating new augmented reality (AR), virtual reality (VR), and mixed reality (MR) experiences and experiential prototyping solutions; and test the usability by analyzing data collected from eye-tracking, electroencephalograms (EEG), electromyograms (EMG), and functional near-infrared brain spectroscopy devices
The curriculum structure is divided into three levels: (1) The first level is the psychology theory courses, which train students to obtain rigorous research thinking and solid psychology experimental design methods
Summary
Wei Liu 1,2, * , Kun-Pyo Lee 3 , Colin M. Toombs 1,2 , Kuo-Hsiang Chen 4 and Larry Leifer 5.
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