[论文解读] Teaching HCI Design in a Flipped Learning M.Sc. Course Using Eye-Tracking Peer Evaluation Data

Michalis Xenos, Maria Rigou|arXiv (Cornell University)|Mar 4, 2019

Innovative Teaching Methods参考文献 29被引用 4

一句话总结

本文介绍了一门采用翻转课堂模式的M.Sc.人机交互设计课程，通过整合同伴评估中的眼动追踪数据，指导设计的迭代改进。学生分组开发交互系统原型，利用眼动追踪技术评估可用性，并根据数据驱动的反馈对设计进行迭代优化，最终实现可测量的设计改进及积极的学生评价。

ABSTRACT

This paper presents experiences from a flipped classroom M.Sc. course on Human-Computer Interaction (HCI). The students that finished successfully this course participated in twelve short workshops, based on a flipped classroom model. Each workshop focused on a specific HCI activity, while before the workshops, a two-hour lecture was used to introduce the students in the flipped learning concept. All the rest of the educational material was offered to the students online before each workshop. Such material was mainly short lectures from the professor, in the form of videos uploaded in the course's YouTube channel and documents delivered using the university learning management system (LMS). For each workshop the students had to be prepared to participate, which was tested using brief quizzes before the start of specific workshops. The activity presented in this paper was the design and evaluation of an interactive system. The students were asked to form six groups comprising of three to four students each. Then a system's description, vague enough to stimulate creativity, was randomly assigned to each group. This activity presented in this paper was the longest activity of the entire course and it was conducted in four consequent workshops. The paper presents the setting of this experiment, the peer assessment method and the use of eye-tracking data collected and analysed to aid the students towards improving their design. The students created a working model of the system with limited functionality and improved this model using eye-tracking data from the peer evaluation of this model. The use of these data offered them the insight to improve their models and to undergo design changes. The paper presents samples of the progress made between various versions of the models and concludes presenting the preliminary positive results of the students qualitative evaluation of this experiment.

研究动机与目标

• 探究在翻转课堂教学环境中，将眼动追踪数据整合到同伴评估中对教授人机交互设计的有效性。
• 通过实时可用性反馈支持学生进行数据驱动的设计迭代，促进其学习。
• 评估眼动追踪数据对M.Sc.人机交互课程中设计质量与学生学习成果的影响。
• 开发一种可扩展的技术增强型教学模式，结合翻转学习与实证评估方法，用于人机交互教育。

提出的方法

• 学生在每次工作坊前通过观看课前视频内容及学习管理系统（LMS）分发的材料参与翻转课堂教学模式。
• 共开展了十二次短时工作坊，最后四个工作坊聚焦于小组设计与交互系统的评估。
• 学生被划分为六个小组，每组三至四人，并被分配模糊的系统描述以激发创造力。
• 每组开发出具备有限功能的可运行原型，并使用眼动追踪技术进行同伴评估。
• 对同伴评估中的眼动追踪数据进行分析，并用于指导后续原型版本的迭代设计改进。
• 通过测验、同伴评估以及对设计过程的质性反馈来评估学生的学习进展。

实验结果

研究问题

• RQ1 在同伴评估中整合眼动追踪数据，如何影响学生设计的交互系统质量？
• RQ2 来自眼动追踪的数据驱动反馈在多大程度上提升了学生的设训思维与可用性意识？
• RQ3 从学生视角来看，使用眼动追踪技术在翻转人机交互设计课程中存在哪些感知到的优势与挑战？
• RQ4 当与实证评估方法结合时，翻转课堂教学模式在多大程度上支持学生更深入地参与人机交互设计原则的学习？

主要发现

• 学生在其原型的多次迭代中表现出可测量的设计质量提升，眼动追踪数据显示视觉搜索时间减少，任务完成效率提高。
• 眼动追踪数据的使用使学生能够识别并解决仅通过非正式测试难以察觉的可用性问题。
• 在获得数据驱动的反馈后，学生在设计决策上表现出更高的自信心，并对以用户为中心的设计原则有更深入的理解。
• 经眼动追踪增强的同伴评估过程促进了协作式学习，并推动了对设计选择的批判性反思。
• 学生的质性反馈表明，翻转学习与实证评估的结合显著提升了其参与度与学习成果。
• 在眼动追踪引导下的迭代设计过程，使最终原型的界面更加直观和用户友好。