Promoting human-computer interaction and usability guidelines and principles through reflective journal assessment

Issa, Tomayess and Isaias, Pedro (2014). Promoting human-computer interaction and usability guidelines and principles through reflective journal assessment. In Katherine Blashki and Pedro Isaias (Ed.), Emerging research and trends in interactivity and the human-computer interface (pp. 375-394) Hershey, Pennsylvania, USA: IGI Global. doi:10.4018/978-1-4666-4623-0.ch019


Author Issa, Tomayess
Isaias, Pedro
Title of chapter Promoting human-computer interaction and usability guidelines and principles through reflective journal assessment
Title of book Emerging research and trends in interactivity and the human-computer interface
Place of Publication Hershey, Pennsylvania, USA
Publisher IGI Global
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.4018/978-1-4666-4623-0.ch019
Open Access Status Not Open Access
Year available 2013
Series Advances in human and social aspects of technology (AHSAT) book series
ISBN 9781466646230
9781466646247
1466646233
Editor Katherine Blashki
Pedro Isaias
Chapter number 19
Start page 375
End page 394
Total pages 20
Total chapters 24
Language eng
Abstract/Summary This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students' awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students' formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Book Chapter
Collection: Institute for Teaching and Learning Innovation Publications
 
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Created: Tue, 22 Nov 2016, 04:30:16 EST by Pedro Isaias on behalf of Institute for Teaching and Learning Innovation