Course Summary

Human-Computer Interaction (HCI) is a rapidly expanding field of research and development that continues to transform how we use computers over the past five decades. This course is designed for both graduate and undergraduate students interested in understanding fundamental HCI theories, techniques, and research methods. The course covers various topics, including human factors (perception and cognition) in computing, graphical design fundamentals, qualitative and quantitative user research methods, interaction modeling, prototyping, and evaluations. The course also briefly reviews emerging areas in HCI research, including human-AI interaction, accessible computing, ubiquitous computing, and augmented reality. Both undergraduate and graduate students will work on semester-long projects.

Course Credits

Credits: 3
Pre-requisites/Co-requisites: None

Course Learning Objectives

  • Conduct user research (interviews, focus groups, contextual inquiries, surveys) within real-world contexts to grasp the aspirations, goals, and challenges of the target users of technologies.
  • Demonstrate proficiency in interpreting and synthesizing complex problems by identifying patterns in user research data, conducting competitor analysis, and concept testing.
  • Develop design sketches, low-fidelity prototypes, and user storyboards to visualize design ideas and narratives of use in practical scenarios.
  • Execute analytical evaluations (heuristic testing) and experimental evaluations (controlled studies) to gather feedback on user experiences effectively.
  • Analyze user research data using thematic coding and statistical analyses.
  • Apply commonly used descriptive and predictive models in HCI.
  • Present findings from user research and evaluations in user experience reports and research papers.

Required Student Resources

  • Amy J. Ko. (2023) Design Methods. (Licensed under CC BY-ND 4.0). Available Online
  • MacKenzie S. I. (2013) Human-Computer Interaction: An Empirical Research Perspective. Available on Amazon
  • Hartson R. & Pyla P. (2019) The UX Book (2nd ed.).
  • Lazar J., Feng J. H., & Hochheiser H. (2017) Research Methods in Human-Computer Interaction. Morgan Kaufmann.
  • Norman D. A. (2013) The Design of Everyday Things: Revised and Expanded Edition. Basic Books.
  • Johnson J. (2020) Designing with the Mind in Mind (3rd ed.). Morgan Kaufmann.

City Training and IRB Resources

Additional reading materials from current research will be provided as we proceed. You will also need access to certain statistical software.

Required Work

Project (40%)

Getting the Right Design

Component Points
Recruitment and User Research Plan  
1. Recruitment Criteria 5 Points
2. User Research Method(s) choice and description 10 Points
3. Question Instruments or Observational Items 15 Points
Analyzing User Research Data  
1. Description of approach 10 Points
2. Findings 10 Points
3. Presentation of Findings 10 Points
Modeling User Research Data  
1. Description of User Analysis 10 Points
2. User Profiles 10 Points
3. Personas 10 Points
Task Scenario and Storyboarding  
1. Task Analysis 5 Points
2. Task Scenarios 20 Points
3. Storyboarding 5 Points
Low-fidelity Prototyping  
1. Low-fidelity designs and narrowing process 10 Points
2. Low-fidelity prototype evaluations 10 Points
3. Wireframes/Mockups 10 Points

Getting the Design Right

Component Points
Building the Computer Prototype  
1. Visual descriptions system functionality 20 Points
2. Adherence to visual design 10 Points
Heuristic Evaluation  
1. Heuristic Evaluation Method 15 Points
2. Findings 15 Points
Prototype Revision  
1. Updates 30 Points
User Testing  
1. Three Tasks descriptions 15 Points
2. Findings 15 Points
Redesign  
1. Usability problems with severity ratings 10 Points
2. Fixing at least four issues 20 Points

Assignments (4 x 5% = 20%)

Four assignments on qualitative research, design, prototyping, and quantitative HCI data analysis.

Exams (2 x 10% = 20%)

Two tests consisting of multiple-choice and short questions.

Quizzes (10 x 1% = 10%)

Ten quizzes consisting of two multiple-choice questions.

Class Participation and Reflections (5% + 1x5% = 10%)

Attendance and class participation for undergraduate students. Additional reflections on research papers for graduate students.

Evaluation Procedures and Grading Criteria

Attendance Statement and Other Policies

You are allowed a maximum of two unexcused absences from the class except during sessions involving the two quizzes, exams, or when your group is presenting the project. Additional absences will result in a deduction of two points from your class participation grade. In the event you miss an exam or quiz due to an excused absence, you may have the chance to make up the missed assessment. Contact me to coordinate a suitable time, day, and method for the makeup exam or quiz.

In case of inclement weather-related closure or additional in-person instruction disruptions at Tulane, students should be ready to log in to a Zoom room at the scheduled class time for that day unless otherwise specified. Work will not be accepted beyond the due date. Assignments, Discussions, and Quizzes on Canvas, as well as any external submission links, will close at the time work is due. Assignments may not be re-submitted to improve a grade. I do not give extra credit.

Please acknowledge the use of any generative AI tools, including but not limited to ChatGPT and Bard, in your submissions at the end of the document.

For undergraduate students, a major component of your work for this course will be conducted as part of a team. With each major submission, students will be asked to submit an evaluation of the work of the members of their team. The questions in the evaluation will be shared in the class. It is important to resolve any conflicts within the group promptly. Please do not hesitate to reach out to me regarding any issues.

Grading Scale

Range Grade
93.0 - 100.0% A
90.0 - 92.9% A-
87.0 - 89.9% B+
83.0 - 86.9% B
80.0 - 82.9% B-
77.0 - 79.9% C+
73.0 - 76.9% C
70.0 - 72.9% C-
60.0 - 69.9% D
< 59.9% F

ADA/Accessibility Statement

Tulane University is committed to offering classes that are accessible. If you anticipate or encounter disability-related barriers in a course, please contact the Goldman Center for Student Accessibility to establish reasonable accommodations. If approved by Goldman, make arrangements with me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion. I will never ask for medical documentation from you to support potential accommodation needs. Goldman Center contact information: Email: goldman@tulane.edu; Phone: (504) 862-8433; Website: accessibility.tulane.edu

Code of Academic Conduct

The Code of Academic Conduct applies to all undergraduate students, full-time and part-time, in Tulane University. Tulane University expects and requires behavior compatible with its high standards of scholarship. By accepting admission to the university, a student accepts its regulations (i.e., Code of Academic Conduct and Code of Student Conduct) and acknowledges the right of the university to take disciplinary action, including suspension or expulsion, for conduct judged unsatisfactory or disruptive.

Unless I indicate differently on instructions, all assignments and exams are to be completed individually and without any study aid, including textbooks, class notes, or online sites. If you have any question about whether a resource is acceptable, you must ask the instructor rather than assume.

Equity, Diversity, and Inclusion Statement (EDI)

“Equity, diversity, and inclusion (EDI) are important Tulane values that are key drivers of academic excellence in our learning environments. In our drive for academic excellence, we seek to ensure that students, faculty, and staff across diverse social identities, cultural backgrounds, and lived experiences can thrive - especially those from underrepresented and underserved communities (e.g., race/ethnicity, gender identity and expression, sexual orientation, disability, social class, international, veterans, religious minorities, age, and any other classification protected by applicable law - see Tulane’s Nondiscrimination Policy). In order to build a supportive culture and climate for every member of our community, we recognize that we each have unique EDI strengths to share with others and that we also have areas for EDI growth, learning, and change. This EDI commitment and cultural humility help us collectively build a university community and culture where everyone experiences belonging.”

Religious Accommodation Policy

Per Tulane’s religious accommodation policy as stated at the bottom of Tulane’s academic calendar, I will make every reasonable effort to ensure that students are able to observe religious holidays without jeopardizing their ability to fulfill their academic obligations. Excused absences do not relieve the student from the responsibility for any coursework required during the period of absence. Students should notify me within the first two weeks of the semester about their intent to observe any holidays that fall on a class day or on the day of the final exam.

Recordings of Class Sessions/Remote Engagement

Tutoring (Include as is)
You can schedule a 1:1 tutoring appointment with a peer tutor at Penji. Select the ALTC Community.
Writing Coaching: You can schedule an in-person or virtual writing consultation with one of our Writing Coaches at Penji. Select the Writing Center Community.
To get the most out of your writing appointment:

  • Bring all prompts, drafts, notes, and relevant research/support materials with you.
  • When you receive your appointment confirmation email, reply and attach a copy of your paper for the Writing Coach to preview prior to your session.
  • Have specific questions or areas that you want to work on.
  • We recommend that students schedule at least 2 sessions for an average paper and 3 for a major assignment. 1 during the brainstorming and research collection stage, the 2nd after the first rough draft has been completed, and the 3rd prior to submitting the final draft.
  • Good writing requires time and we strongly discourage last-minute appointments. If your paper is due at noon and you show up at 10:00 with a rough draft, there isn’t much we can do but commiserate with you on the poor grade you are going to receive.
  • Writing resources for academic writing, presentations, and ESL tools can be found on our website here: Writing Center
  • If you need help with research citations, writing software, or citation apps, the Howard-Tilton Memorial Library has a Research Help Desk and Subject Area Librarians to help you. They also offer workshops and presentations on a variety of topics and tools that support research and writing. You can access their resources and contact a Research Librarian here: Tulane Library

Acknowledgements

Many of the materials and assignments in this course have been built upon the University of Washington’s CSE 440 course taught by Dr. Katharina Reinecke and Dr. James Fogarty, amongst others; Dr. Amy Ko’s INFO 360 Design Methods course, Dr. Matt Huenerfauth’s HCIN-610 Foundations of Human-Computer Interaction course, Dr. Oliver Alonzo’s CSC 444 Human-Computer Interaction, and Dr. Mick McQuaid’s INF385C Human-Computer Interaction.

Title IX

Tulane University recognizes the inherent dignity of all individuals and promotes respect for all people. As such, Tulane is committed to providing an environment free of all forms of discrimination, including sexual and gender-based discrimination, harassment, and violence like sexual assault, intimate partner violence, and stalking. If you (or someone you know) have experienced or are experiencing these types of behaviors, know that you are not alone. Resources and support are available: you can learn more at allin.tulane.edu. Any and all of your communications on these matters will be treated as either “Confidential” or “Private” as explained in the chart below. Please know that if you choose to confide in me, I am required by the university to share your disclosure in a Care Connection to the Office of Case Management and Victim Support Services to be sure you are connected with all the support the university can offer. The Office of University Sexual Misconduct Response and Title IX Administration is also notified of these disclosures. You choose whether or not you want to meet with these offices. You can also make a disclosure yourself, including an anonymous report through the form at tulane.edu/concerns.

Confidential

Except in extreme circumstances involving imminent danger to one’s self or others, nothing will be shared without your explicit permission.

  • Counseling & Psychological Services (CAPS) (504) 314-2277
  • The Line (24/7) (504) 264-6074
  • Student Health Center (504) 865-5255
  • Sexual Aggression Peer Hotline and Education (SAPHE) (504) 654-9543

Private

Conversations are kept as confidential as possible, but information is shared with key staff members so the University can offer resources and accommodations and take action if necessary for safety reasons.

  • Case Management & Victim Support Services (504) 314-2160 or srss@tulane.edu
  • Tulane University Police (TUPD) Uptown - (504) 865-5911 Downtown – (504) 988-5531
  • Office of University Sexual Misconduct Response and Title IX Administration (504) 865-5611 or titleix@tulane.edu
  • Student Affairs Professional On-Call (24/7) (504) 920-9900

Emergency Notifications: TU Alert

Severe Weather

In the event of a campus emergency, Tulane University will notify students, faculty, and staff by email, text, and/or phone call. You were automatically enrolled in this system when you enrolled at the university.

  • Check your contact information annually in Gibson Online to confirm its accuracy.
  • Follow all TU Alerts and outdoor warning sirens.
  • Seek shelter indoors until the severe weather threat has passed and an all-clear message is given.
  • Do not use elevators.
  • Do not attempt to travel outside if weather is severe.
  • Monitor the Tulane Emergency website (tulane.edu/emergency/) for university-wide closures during a severe weather event.

Active Shooter / Violent Attacker

  • RUN – run away from or avoid the affected area if possible.
  • HIDE – go into the nearest room that can be locked, turn out the lights, and remain hidden until an all-clear message is given through TU ALERT.
  • FIGHT – do not attempt this option except as a last resort.

For more information or to schedule a training, visit emergencyprep.tulane.edu.

Everbridge App

  • Download the Everbridge app from the App Store or Google Play store.
  • The Report feature allows you to silently and discreetly communicate with TUPD dispatchers.
  • The SOS button allows you to notify TUPD if you need help.
  • The Safe Corridor button serves as a virtual escort and allows you to send check-in notifications to TUPD.

Emergency Preparedness & Response

From: Tulane Office of Emergency Preparedness and Response.