Technology Enhanced PBL in HCI Education: A Case Study
Date Issued
2013
DOI
10.1007/978-3-642-40498-6_56
Abstract
Problem Based Learning (PBL) is an instructional method in which
the base for learning is a real-world problem. A typical PBL setting is comprised
of students working together on an authentic problem, using simple tools
such as whiteboards and stationery. Online tools and multimedia technologies
have also been used to support PBL activities. There is however no empirical
work on the blended use of both physical and digital tools. This paper presents a
case study in which we employed PBL pedagogy for the teaching of a postgraduate
course in Human Computer Interaction (HCI). The activities were
situated in a multimodal information space, rich in digital and physical elements
including personal computers, projectors with downwards projection, tablets,
iPods, digital pen readers, stationery and a Facebook group for each team. We
administrated questionnaires assessing students’ motivational beliefs and overall
satisfaction with the learning experience. Our results show that students’
overall satisfaction was highly rated, while the information space contributed to
students’ engagement and collaboration.
the base for learning is a real-world problem. A typical PBL setting is comprised
of students working together on an authentic problem, using simple tools
such as whiteboards and stationery. Online tools and multimedia technologies
have also been used to support PBL activities. There is however no empirical
work on the blended use of both physical and digital tools. This paper presents a
case study in which we employed PBL pedagogy for the teaching of a postgraduate
course in Human Computer Interaction (HCI). The activities were
situated in a multimodal information space, rich in digital and physical elements
including personal computers, projectors with downwards projection, tablets,
iPods, digital pen readers, stationery and a Facebook group for each team. We
administrated questionnaires assessing students’ motivational beliefs and overall
satisfaction with the learning experience. Our results show that students’
overall satisfaction was highly rated, while the information space contributed to
students’ engagement and collaboration.
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