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This article provides a systematic review of research related to Human–Computer Interaction techniques supporting training and learning in various domains including medicine, healthcare, and engineering. The focus is on HCI techniques involving Extended Reality (XR) technology which encompasses Virtual Reality, Augmented Reality, and Mixed Reality. HCI-based research is assuming more importance with the rapid adoption of XR tools and techniques in various training and learning contexts including education. There are many challenges in the adoption of HCI approaches, which results in a need to have a comprehensive and systematic review of such HCI methods in various domains. This article addresses this need by providing a systematic literature review of a cross-s Q1 ection of HCI approaches involving proposed so far. The PRISMA-guided search strategy identified 1156 articles for abstract review. Irrelevant abstracts were discarded. The whole body of each article was reviewed for the remaining articles, and those that were not linked to the scope of our specific issue were also eliminated. Following the application of inclusion/exclusion criteria, 69 publications were chosen for review. This article has been divided into the following sections: Introduction; Research methodology; Literature review; Threats of validity; Future research and Conclusion. Detailed classifications (pertaining to HCI criteria and concepts, such as affordance; training, and learning techniques) have also been included based on different parameters based on the analysis of research techniques adopted by various investigators. The article concludes with a discussion of the key challenges for this HCI area along with future research directions. A review of the research outcomes from these publications underscores the potential for greater success when such HCI-based approaches are adopted during such 3D-based training interactions. Such a higher degree of success may be due to the emphasis on the design of userfriendly (and user-centric) training environments, interactions, and processes that positively impact the cognitive abilities of users and their respective learning/training experiences. We discovered data validating XR-HCI as an ascending method that brings a new paradigm by enhancing skills and safety while reducing costs and learning time through replies to three exploratory study questions. We believe that the findings of this study will aid academics in developing new research avenues that will assist XR-HCI applications to mature and become more widely adopted.
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Design in the HCI Classroom: Setting a Research Agenda
Interaction design is playing an increasingly prominent role in computing research, while professional user experience roles expand. These forces drive the demand for more de- sign instruction in HCI classrooms. In this paper, we distill the popular approaches to teaching design to undergraduate and graduate students of HCI. Through a review of existing research on design pedagogy, an international survey of 61 HCI educators, and an analysis of popular textbooks, we explore the prominent disciplinary perspectives that shape design education in the HCI classroom. We draw on our analyses to discuss the differences we see in forms of design taught, approaches to adapting design instruction in computing-based courses, and the tensions faced by instructors of these classes. We conclude by arguing for the importance of pedagogical research on design instruction as a vital and foundational area of inquiry in Interaction Design and HCI.
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- Award ID(s):
- 1652302
- PAR ID:
- 10129173
- Date Published:
- Journal Name:
- Proceedings of the 2019 ACM Conference on Designing Interactive Systems
- Page Range / eLocation ID:
- 871 - 883
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3322276.3322381
