An innovative design and studio-based CS degree
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Beyond Interaction Design: Beyond Human-Computer Interaction
Beyond Interaction Design: Beyond Human-Computer Interaction
Supporting critical design dialog
Supporting critical design dialog
Exploring studio-based instructional models for computing education
Proceedings of the 39th SIGCSE technical symposium on Computer science education
VLHCC '08 Proceedings of the 2008 IEEE Symposium on Visual Languages and Human-Centric Computing
Studio-based learning in CS2: an experience report
Proceedings of the 46th Annual Southeast Regional Conference on XX
Does studio-based instruction work in CS 1?: an empirical comparison with a traditional approach
Proceedings of the 41st ACM technical symposium on Computer science education
Promoting creativity in the computer science design studio
Proceedings of the 42nd ACM technical symposium on Computer science education
"Act natural": instructions, compliance and accountability in ambulatory experiences
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
An Empirical Study of the “Prototype Walkthrough”: A Studio-Based Activity for HCI Education
ACM Transactions on Computer-Human Interaction (TOCHI)
Talking about code: Integrating pedagogical code reviews into early computing courses
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
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For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two undergraduate/graduate HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. These results suggest that prototype walkthroughs can be useful not only in helping to teach HCI design, but also in helping to gauge students' evolving design knowledge.