Multiple Ways of Enhancing Human-Computer Interaction Design: Emerging Mobile Devices

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

The evolution of human-computer interaction design (HCID) over the last 20 years suggests that there is a growing need for educational scholars to consider new and more applicable theoretical models of interactive product design. The authors suggest that such paradigms would call for an approach that would equip HCID students with a better under-standing of the social context of technology design and development. An intrinsic part of the proposed pedagogical model is the concept of affordance or that which implicitly suggests to the user a particular kind of functionality of the product. According to cognitive theory, people approach multi-functional mobile devices by building mental models of their functions, starting with physical appearance. A case study of an HCID teaching strategy, based upon the primacy of affordance, highlights how students can be taught a range of knowledge domains for product design to support creative problem-solving and critical thinking skills.

Table of Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Aims and Objectives3

CHAPTER 2: LITERATURE REVIEW4

What are Mobile Devices?6

Types of Mobile Devices9

Common Uses of Mobile Devices13

Operating Systems for Mobile Devices17

HCI Challenges of Designing Applications for Mobile Devices17

Hardware Challenges18

Limited Input Facilities19

Limited Output Facilities21

Designing for Mobility23

Other Hardware Challenges24

Software Challenges24

Hierarchical Menus25

Navigating and Browsing25

Images and Icons26

Programming Languages27

Knowledge Management Solutions30

Teaching Affordances33

A Theoretical Overture for Technology Design Education37

HCID Problem-Solving For Mobile Technologies39

The Problem Space39

CHAPTER 3: METHODOLOGY42

rationale for a systematic review42

Search Technique44

Literature Search44

Ethical Concerns47

Source of Information48

Search Strategy48

Resources for and Timeliness in Data Collection49

CHAPTER 4: DISCUSSION50

CHAPTER 5: CONCLUSION52

CHAPTER 1: INTRODUCTION

Human-computer interaction design (HCID) education is no longer a peripheral area of study for information technology, computer science, engineering, or industrial design scholars. Rather, the market-driven acceleration of emerging technologies increasingly demands that professionals understand multiple knowledge domains and master various skill-sets in the context of a human-centered design process (Beyer and Hoszbalatt 1998). McCrickard et al. (2004) refer to HCI as a scientific and engineering discipline working in a creative dimension. Consequently, they pose the questions: Where should the focus of HCI be? How can HCI graduate programs produce interaction design professionals with vision, knowledge, and skill, in spite of a multitude of opposing views on HCI education (Sears and Williams 1997)?

One possible approach is institutional in nature. Program directors and faculty could devise novel approaches to curriculum design that are effective in delivering a multidisciplinary blend of theory and best practice. In this way, students will acquire the knowledge and skills they need to be effective design practitioners and researchers with a broad theoretical grounding (Owen 1998). At the same time, however, HCID education should pay attention to more than institutional ...