DocumentCode :
654396
Title :
A teaching method for using metaphors in interaction design
Author :
Cavalcante Goncalves, Anderson ; Ferreira, Deller James
Author_Institution :
Inf. Inst., Fed. Univ. of Goias, Goiania, Brazil
fYear :
2013
fDate :
23-26 Oct. 2013
Firstpage :
410
Lastpage :
416
Abstract :
The consistent use of metaphors in the context of Human Computer Iteration (HCI) helps to reduce the cognitive load necessary for understanding the functionality of a computational interface. Students´ understanding about a good usage of metaphors in HCI improves their ability to properly critique and design computer interfaces. However, is not simple to students to learn how to use metaphors in interaction design. To teach students to develop interactive experiences by means of metaphors is not an easy task. This work proposes a teaching method for using metaphors during the design of website, desktop, mobile or tablet interfaces and present results of a successful case study concerning the proposed teaching method. The teaching method developed is a model of collaborative learning based on King´s questioning model and Ferreira´s creative dimensions, that consists in creative tasks allied to questionnaires with structured questions and are designed to encourage interaction, group learning and to foment creativity in students.
Keywords :
computer science education; human computer interaction; teaching; user interfaces; HCI; Web site interface design; collaborative learning; desktop interface design; group learning; human computer interaction; interaction design; metaphors; mobile interface design; student creativity; tablet interface design; teaching method; Collaborative work; Context; Education; Human computer interaction; Mobile communication; Visualization; design; interaction; learning; metaphors; teaching;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
Frontiers in Education Conference, 2013 IEEE
Conference_Location :
Oklahoma City, OK
ISSN :
0190-5848
Type :
conf
DOI :
10.1109/FIE.2013.6684857
Filename :
6684857
Link To Document :
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