Advanced Human-Computer Interaction (DECO6500)

Course overview

This course explores the complexities of Human-computer Interaction (HCI) at an advanced level, focusing on the adaptation and application of existing theories and methods to suit today’s world – a world of rapidly emerging technologies and a rapidly evolving role of technology in people’s lives and in society. This course will help you understand these changes and prepare you to think about technology in new ways that consider everyone's needs and the broader impact on society. This exploration goes beyond traditional boundaries to include multidisciplinary perspectives on HCI and critical examinations of HCI practices and research.

Learning in this course

This course is a 2-unit course focussed on developing a deeper and critical understanding of Human-computer Interaction, as well as advanced skills in the application of the theories, principles and methods to new and emerging technologies. 

How you will learn in this course

Learning in this course is not through a traditional lecture/tutorial format, but through your:

Engagement with a Seminar Series: These seminars will be delivered by experts from various disciplines currently working in technology design. They will cover contemporary, emerging, and sometimes contested issues in HCI. These seminars provide an opportunity to engage with experts and thought leaders, gaining diverse insights into how HCI theories and principles are applied to address the grand challenges in the field.

Participation in a Studio: These studio sessions blend seminars with hands-on activities, creating a dynamic learning environment where you will explore the practical application of HCI principles, theories, and methods. Each session is designed to deepen your understanding through direct application of the concepts discussed in the seminars. You will engage in activities that highlight the practical application of HCI concepts, and the insights and skills you develop can be directly applied to your project.

Completion of the Project: The project is a core element of your learning journey, aimed at providing practical experience in designing and evaluating a technology solution to an HCI problem, while developing teamwork skills. In small groups, you will undertake a comprehensive design and evaluation process that includes conducting research, performing detailed analysis, proposing design solutions, and testing prototypes. This project facilitates continuous learning and improvement, incorporating feedback at various stages to enhance your understanding and application of fundamental concepts in HCI, and fostering collaboration and teamwork.

Completion of the Report: The individual report is a critical component of your learning, where you will document your contributions, analyse your findings, and reflect on the project. The report emphasizes the importance of critically considering the applicability of existing HCI theories, principles, and methods in addressing the grand challenges. This assessment will help you develop the ability to evaluate the relevance and effectiveness of HCI concepts in real-world contexts, fostering a deeper understanding and critical thinking skills.

Participation in a Debate: In these debates, you will critique HCI theories and principles, applying them to real-world scenarios. These discussions are not just about understanding the material; they are about engaging with it, questioning it, and evaluating its relevance in today's rapidly changing technological and socio-cultural landscape. Debates will help you develop critical thinking and argumentation skills by scrutinizing how HCI concepts hold up under real-world conditions.

How will I use these skills in the future?

By participating in this course, you will acquire a comprehensive skill set in Human-Computer Interaction (HCI), preparing you for a variety of careers in technology design and development. The skills and knowledge you gain will be pivotal for roles in user experience (UX) design, user interface (UI) design, product management, and HCI research.

With a deep understanding of HCI theories and methods, you will be equipped to create usable and effective interfaces and interactions that support engagement by a wide range of people with diverse needs. You will be able to conduct thorough user research, apply critical thinking, and evaluate technological solutions, ensuring they are not only functional but also human-centered and inclusive. Additionally, the project-based learning and iterative feedback processes in this course will enhance your ability to work collaboratively in team settings, adapt to evolving project requirements, and communicate complex ideas clearly.

These skills are essential in dynamic fields such as software development, technology development, interaction design, and design research, where you will be expected to adapt to rapid technological changes and work within complex social contexts.

Changes made in response to student feedback

This course has been redesigned since it was last offered in Semester 2, 2022. The course takes a practical, research-oriented (but still industry relevant) approach to provide students with future-focused HCI knowledge as they design, prototype, and evaluate a technology solution addressing one of the Seven Grand Challenges in HCI. The course combines a seminar series with hands-on studio sessions, emphasizing multidisciplinary collaboration and the application of HCI principles, theories, and methods. The key changes are:

1. Focus on Grand Challenges: The course now centers around the Seven Grand Challenges in HCI, ensuring that students' projects address real-world issues with significant societal impact.
2. Enhanced Practical Experience: Increased emphasis on practical application through studio sessions and a comprehensive project that integrates iterative design and critique building on and extending work that students have completed in previous courses.
3. Expanded Seminar Series: Introduction of a seminar series featuring experts from various disciplines, providing diverse insights into contemporary and emerging HCI issues.
4. Integration of Data Analysis: New stage in the project assessment focused on quantitative and qualitative data analysis to inform design decisions providing students with key skills in data analysis.
5. Revised Assessment Structure: Clear distinction between group work (Project) and individual contributions (Report).
6. Introduction of Debate Component: Addition of a debate assessment to develop critical thinking and discussion skills, focusing on the applicability of HCI theories, principles, and methods to contemporary challenges.

These changes aim to provide a comprehensive and engaging learning experience, equipping students with the skills and knowledge necessary to address complex HCI challenges in their future careers.

Course requirements

Assumed background

The pre-requisite for DECO6500 is DECO2500 - Human-Computer Interaction (or equivalent).

Masters students who have not completed a course on HCI as part of their Bachelor degree, or who do not have industry experience in the area, should complete DECO7250 prior to attempting this course.

Prerequisites

You'll need to complete the following courses before enrolling in this one:

DECO2500 or DECO7250

Incompatible

You can't enrol in this course if you've already completed the following:

COMP4501 or COMP7501 or DECO7450 or DECO4500

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Aims and outcomes

In this course, we aim to

1.   Provide students with a deeper understanding of HCI theories and methods

2.   Equip students with the skills to apply these theories and methods both conceptually and in practice to address the challenges and opportunities presented by new and emerging technologies.

3.   Introduce students to the multidisciplinary nature of HCI to inspire innovation and critical thinking.

4.   Equip students with hands-on experience working in a multi-disciplinary studio-based environment.

5.   Enhance students ability to critically assess HCI designs and strategies to deepen student’s understanding of effective HCI practice and the complexities involved in creating technology that is both functional and supportive of human needs and values.

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Project

• Hurdle
• Identity Verified
• Team or group-based

Mode

Oral, Product/ Artefact/ Multimedia, Written

Category

Project

Weight

2

Due date

Draft Project Output - Research 15/08/2024 2:00 pm

Draft Project Output - Analysis 29/08/2024 2:00 pm

Draft Project Output - Design 12/09/2024 2:00 pm

Draft Project Output - Evaluation 3/10/2024 2:00 pm

Project - Presentation 14/10/2024 12:00 pm

Project Output - Final 17/10/2024 2:00 pm

Learning outcomes

L01, L02, L04, L05, L06

Task description

Hurdle requirements

Submission guidelines

Project Outputs, excluding the Presentation item, will be submitted to a Turnitin link that will be available on Blackboard. Further information about submission will be available in the brief for this assessment item.

The Presentation item will take place during the Studio sessions in Week 12 and requires you to attend in-person. The Presentation requires identity verification. Students are required to present valid UQ Student ID at the time of the demonstration. BEFORE attending your presentation, you should ensure that your UQ Student ID is valid. Failure to participate in the presentation without prior approval from the course coordinator and/or extension will result in the grade for the Report Assessment item being capped at a Marginal Fail (3).

Deferral or extension

You cannot defer or apply for an extension for this assessment.

The project is a team-based effort designed to produce outputs that will be critical inputs for each student's individual report. Throughout the semester, students will submit drafts of their work, allowing for formative feedback at each stage. This continuous feedback loop is designed to ensure students stay on track and progressively improve their work. Additionally, the project outcomes will be presented, necessitating timely completion to align with the presentation schedule. Allowing extensions would disrupt this carefully structured process, negatively impacting both individual learning and team dynamics, and potentially delaying the integration of project outputs into individual reports. Therefore, no extensions will be granted to ensure the integrity and effectiveness of the learning activity.

Late submission

You will receive a mark of 0 if this assessment is submitted late.

Late submissions for the project are not accepted due to the integrated nature of the work and the iterative feedback process. Students submit drafts throughout the semester, receiving formative feedback to refine their work continuously. This process ensures that students are well-prepared to meet the final deadline. Moreover, the project outcomes are presented as part of the assessment, and timely submission is crucial for preparing and scheduling these presentations. The outputs from the team project are essential for completing the individual reports, making timely submission even more critical. Accepting late submissions would undermine the structured feedback process, disrupt the presentation schedule, and hinder the integration of project outputs into individual reports, affecting both individual and team assessments. Therefore, no late submissions will be accepted to maintain fairness and the structured progression of the course.

Report

Mode

Written

Category

Paper/ Report/ Annotation

Weight

2

Due date

4/11/2024 2:00 pm

Learning outcomes

L02, L03, L04, L05

Task description

Submission guidelines

Submission will be to a Turnitin link that will be available in Blackboard. Further information about submission will be available in the brief for this assessment item.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.

Late submission

A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.

Debate

• Hurdle
• Identity Verified
• Team or group-based
• In-person

Mode

Oral

Category

Participation/ Student contribution

Weight

1

Due date

21/10/2024 12:00 pm

Debates will be held during the Studios as timetabled.

Learning outcomes

L03, L04, L05, L06

Task description

Hurdle requirements

Submission guidelines

Full details about debate timing and submission will be provided in the brief for this assessment item.

Deferral or extension

You cannot defer or apply for an extension for this assessment.

The debate sessions are scheduled as oral presentations, which involve coordination with multiple markers and are constrained by time limitations. Extending the deadline for one student or group would disrupt the carefully planned schedule, impacting the availability and coordination of markers. Additionally, debates are structured to include multiple teams, and an extension for one team would unfairly affect the preparation and participation of other students. Therefore, to ensure fairness, maintain schedule integrity, and facilitate efficient assessment, no extensions will be permitted for the debate sessions.

Handling Exceptional Circumstances: If there are exceptional circumstances, you can apply for an exemption. If approved, an alternative assessment method will be provided to ensure they can still demonstrate their understanding and skills. This method requires the student to attend a one-on-one oral examination. This approach ensures that all students are assessed fairly while maintaining the integrity and schedule of the live debate sessions. Exemptions must be requested as an extension with a note specifying exemption via my.UQ.

Late submission

You will receive a mark of 0 if this assessment is submitted late.

The debate sessions are scheduled as oral presentations, involving coordination with multiple markers and strict time constraints. Each debate is part of a structured schedule that includes multiple teams. If a student fails to turn up for their scheduled debate time, it disrupts the schedule, impacts the availability of markers, and unfairly affects other students who are prepared and ready to participate. Therefore, to maintain fairness, schedule integrity, and efficient assessment, late submissions will not be accepted.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

Qualitative Grading

Grades for assessment during the semester will identify your work as being of a particular standard from the following list:

• No assessable work received (X) - applies to late or non-submission of assessment items
• Low Fail / No Academic Merit (1)
• Fail (2)
• Marginal Fail (3)
• Pass (4)
• Credit (5)
• Distinction (6)
• High Distinction (7)

These grades map directly to the standard UQ Grade descriptorsﾠ(from 3.10.02 Assessment, Appendix 7.1 Grading System). It is recommended that you read the descriptors and example criteria that are associated with each of the UQ grade standards. Note, that percentages or numerical marksﾠare not required in grading assessment or for calculatingﾠgrade cutoffs. Percentage cutoffsﾠare primarily employed in courses that utilise quantitative (numerical based) methods for marking.ﾠ

The final grade for the course will be initially constructed from the individual grades according to assessment weightings. It will then be reviewed & moderated based on overall performance across the course.

Calculation of final grades for course

Final grades will be calculated as a weighted average of a student’s assessment grades, using the same formula as used for calculating a student’s GPA (https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/final-grades-and-gpas). In this case, U equals the weighting for that particular assessment item, and G equal to the grade for the assessment item.

Example 1:

If a student receives the following grades:

1. Project: Grade of 4 at weighting of 2
2. Report: Grade of 5 at weighting of 2
3. Debate: Grade of 6 at weighting of 1

The final grade will be calculated as:

(4x2)+(5x2)+(6x1) / (2+2+1)

= 24/5

= 4.8

Grade = Credit (5)

Example 2:

If a student receives the following grades:

1. Project: Grade of 6 at weighting of 2
2. Report: Grade of 7 at weighting of 2
3. Debate: Grade of 4 at weighting of 1

The final grade will be calculated as:

(6x2)+(7x2)+(5x1) / (2+2+1)

= 31/5

= 6.2

Grade = Distinction (6)

Calculation of grades for individual assessment items

The weighted average approach will also be taken for determining the grade for each assessment item taking into account the grade and weighting for each criteria item.

Final Grade Moderation

The final grade for the course will be initially constructed from the individual grades according to assessment weightings. It will then be reviewed & moderated based on overall performance across the course. The course coordinator reserves the right to moderate grades.

Hurdles in this course

There are two hurdles in this course.

1. Debate: Identity Verified Assessment and Pass Hurdle - Course as a whole

In order to meet the IVAH and Academic Integrity/Assessment Security requirements of the course, students are required to participate in AND gain at least a Pass for the Debate assessment item. Please refer to the details for this assessment item (above) for specific information about the hurdle requirements. Failure to meet the specified requirements will result in the final grade for the course as a whole being capped at a Fail (3), regardless of performance in other assessment items.

2. Project - Presentation: Identify Verified Assessment and Pass Hurdle - Project Assessment Item

In order to meet the IVAH and Academic Integrity/Assessment Security requirements of the course, students are required to participate in AND gain at least a Pass for the Presentation element of the Project assessment item. Please refer to the details for this assessment item (above) for specific information about the hurdle requirements. Failure to meet the specified requirements will result in the final grade for the Project Assessment Item being capped at a Fail (3), regardless of performance in other elements of the Project assessment item.

Supplementary assessment

Supplementary assessment is not available for some items in this course.

If you receive an overall grade of 3 in this course, then you will only be eligible for supplementary assessment if you have achieved at least a 4 (PASS) on the Project assessment item. Due to the design and development aspects of this team-based project over time and the use of the outputs from the Project in the Report assessment item, supplementary assessment will not be available to students who receive a failing grade on the Project assessment item (Approved by EAIT AD-A)

Additional assessment information

Use of Generative AI and/or Machine Translation (MT) Tools in Assessment

Key points

The assessment in this course is designed to be complex, challenging, and authentic. 

• Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use generative AI and/or MT in completing the assessment tasks in this course.
• Students must clearly reference/acknowledge any use of generative AI or MT in each instance.

Please note: What is appropriate use will vary between each assessment item. More detail about this is provided below.

Rationale

This course is aimed at introducing students to advanced concepts in Human-Computer Interaction (HCI), including user experience design, user interface design, and the application of HCI theories, principles, and methods. In the field of HCI, creativity and critical thinking are essential as practitioners strive to design user-centered interfaces and interactions that are effective, inclusive, and responsive to diverse user needs.

In addition to focusing on advanced concepts and creativity, this course highlights the ethical responsibilities of HCI practitioners. As creators of digital experiences, it is crucial to approach design and development with a strong ethical framework that prioritises inclusivity, respect for diversity, and the well-being of users. Ethical considerations include avoiding manipulative practices that exploit users and ensuring that digital experiences are accessible and inclusive to all individuals. Practitioners should be mindful of not employing dark patterns or deceptive techniques that may manipulate user behaviour, compromise their privacy, or otherwise cause ‘harm’ to people.

Furthermore, HCI practitioners have a responsibility to address the diverse needs of people, including those with different abilities, cultural backgrounds, and life experiences. This involves creating interfaces that are accessible to individuals with disabilities, designing content that is culturally sensitive and inclusive, and considering diverse perspectives throughout the design process.

While generative AI and machine translation (MT) technologies have made significant advancements, relying solely on generative AI and/or MT tools may fall short of capturing the full scope of creative problem-solving and nuanced decision-making required in HCI. The assessments in this course have been carefully designed to ensure that students not only remember and understand these essential concepts but also have the opportunity to apply them in practical scenarios. By engaging in hands-on exercises and projects, students will develop the critical thinking and creative skills necessary to craft compelling user experiences that meet diverse needs and expectations.

Additionally, it is important to acknowledge that the effective utilisation of generative AI and/or MT in HCI necessitates students to possess a strong understanding of how these technologies function and the requisite background knowledge to critically evaluate their outputs. While generative AI and/or MT can offer innovative possibilities, it is crucial to approach their implementation with a discerning eye. Students must develop the skills to assess and scrutinise the outputs generated by AI/MT technologies to ensure they align with ethical and human-centered design principles. This requires students to have a good understanding of the underlying algorithms, their limitations, biases, and potential ethical implications. By possessing this foundational knowledge, students can make informed decisions and exercise critical judgment when incorporating generative AI and/or MT into their HCI processes.

It is essential to recognise that the primary objectives of this course and the assessments that you will complete are for you to demonstrate your achievement of the learning objectives outlined in the Aims and Outcomes section above, as well as UQ’s Graduate Attributes as they are relevant to this course. Generative AI and MT tools can be used to facilitate or enhance your understanding of the core concepts and principles taught in this course, but generative AI/MT tools must not be used in a way that replaces or diminishes your understanding and ability to critically apply those concepts and principles.

Ultimately, by coupling a solid understanding of generative AI and/or MT with critical evaluation skills based on a deep understanding of these fundamental concepts and principles, students can harness the power of AI/MT in a responsible and meaningful manner, augmenting their HCI capabilities while upholding ethical considerations and user needs.

Appropriate use varies between each assessment item

The brief for each assessment item (available in Blackboard) will detail the boundaries of how you may use and not use generative AI and/or Machine Translation as well as the requirements for referencing and/or acknowledging any use of generative AI technologies. The brief for each assessment item (available in Blackboard) will detail the boundaries of how you may use and not use generative AI and/or Machine Translation as well as the requirements for referencing and/or acknowledging any use of generative AI technologies. You must ensure that you read and understand this information in the brief for each assessment item.

In all cases inappropriate use means that students must NOT use generative AI/MT tools to:

Replace Creative Thought and Application: Utilise generative AI/MT tools to generate content that replaces their own creative process and application of HCI concepts.

Automate Understanding: Rely on generative AI/MT tools to create or produce any content that requires you to understand and apply HCI concepts.

Obscure Decision-making: Use generative AI/MT Tools in a manner that hides or obscures the rationale, decisions, and application of HCI theories, principles, and ethical considerations.

Violate Ethical Guidelines: Employ Generative AI Tools in a way that contradicts the ethical, social, cultural, colonial, and cybersecurity guidelines of the course.

Referencing/Acknowledging use of AI and/or MT

For each assessment item, you are required to include information about your use or non-use of generative AI and/or MT and include an appendix (or a link to the source) of material generated by AI/MT and any prompts used. The brief for each assessment will provide specific details about how to do this.

Failure to reference/acknowledge use of generative AI and/or MT constitutes student misconduct under the Student Code of Conduct.

Demonstrating remembering, understanding, and application of knowledge

Whilst you may use generative AI and/or MT, successful completion of assessment in this course requires you to demonstrate that you can remember, understand, and apply these concepts to the specific context of the assessment and effectively use the outputs of generative AI/MT tools. Work submitted that is substantially or entirely the product of generative AI, even when cited appropriately, may still be considered without academic merit, resulting in a failing grade. This is because the assessment criteria are designed to evaluate your own understanding, creativity, and abilities.

If there is reasonable suspicion that you have used generative AI and/or MT beyond the acceptable limits specified in the assessment brief, you will be required to attend an in-person interview. During this interview, you will be asked questions about your submission for the relevant assessment item. More information about this process can be found in the brief for each assessment item.

Having Troubles?

If you are having difficulties with any aspect of the course material, you should seek help. Speak to the course teaching staff.

If external circumstances are affecting your ability to work on the course, you should seek help as soon as possible. The University and UQ Union have organisations and staff who are able to help, for example, UQ Student Services are able to help with study and exam skills, tertiary learning skills, writing skills, financial assistance, personal issues, and disability services (among other things).

Complaints and criticisms should be directed in the first instance to the course coordinator. If you are not satisfied with the outcome, you may bring the matter to the attention of the School of EECS Director of Teaching and Learning.

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Find the required and recommended resources for this course on the UQ Library website.

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

• Student Code of Conduct Policy
• Student Integrity and Misconduct Policy and Procedure
• Assessment Procedure
• Examinations Procedure
• Reasonable Adjustments - Students Policy and Procedure

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.

School guidelines

Your school has additional guidelines you'll need to follow for this course:

• EECS School Guidelines for Students