Aesthetics, Experiences, and Affect of Human–Computer Interaction Curriculum

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-12 - Pedagogy and Virtuality: Theorizing Education in the Digital Moment

Abstract

From the perspective of human and computer interaction, this paper argues current practice of digital curriculum risks of narrowing down curricular digital materiality to digital formatting and representation, and as a result, curriculum is diminished as ready-made knowledge to pass on and/or to be received.

Rather than representing the factual, informational, external existences in the digital format, the dimension of human subjectivity, intersubjectivity, and everyday dynamic lifeworld as well as their historical, social, and cultural situatedness should be part of HCI curriculum concern.

Understanding HCI design core principles of their designs, what they entail and accomplish, and how users engage in the projects could benefit educational researchers to develop more helpful digital curricula narrative of curriculum diversity and innovativeness.

Author

• Mei W. Hoyt, University of North Texas