Problem-based Learning Approach to Human Computer Interaction

Authors: Oon-Seng Tan

Abstract:

Human Computer Interaction (HCI) has been an emerging field that draws in the experts from various fields to enhance the application of computer programs and the ease of computer users. HCI has much to do with learning and cognition and an emerging approach to learning and problem-solving is problembased learning (PBL). The processes of PBL involve important cognitive functions in the various stages. This paper will illustrate how closely related fields to HCI, PBL and cognitive psychology can benefit from informing each other through analysing various cognitive functions. Several cognitive functions from cognitive function disc (CFD) would be presented and discussed in relation to human-computer interface. This paper concludes with the implications of bridging the gaps amongst these disciplines.

Keywords: problem-based learning, human computerinteraction, cognitive psychology, Cognitive Function Disc (CFD)

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1058317

References:

[1] P. Johnson, Human computer interaction: Psychology, task analysis, and software engineering. London: McGraw-Hill, 1992.
[2] K. L. Norman, Cyberpsychology: An introduction to human-computer interaction. New York: Cambridge University Press, 2008.
[3] C. Brown, Cognitive Psychology. London: Sage publications, 2007.
[4] O. S. Tan, Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: Thomson Learning. 2003.
[5] L. R. Novick, "Analogical transfer, problem similarity, and expertise," J. Exp. Psychol. Learn. Mem. Cogn., vol. 14, no. 3, pp. 510-520, July 1988.
[6] L. Adams, J. Kasserman, A. Yearwood, G. Perfetto, J. Bransford, and & J. Franks, "The effects of facts versus problem-oriented acquisition," Mem. Cognit., vol. 16, no. 2, pp. 167-175, 1988.
[7] C. E. Hmelo-Silver, E. Chernobilsky, and M. C. Dacosta, "Psychological tools in Problem-based learning," in Enhancing thinking through problem-based learning approaches, O. S. Tan, Ed. Singapore: Thomson Learning, 2004, pp. 18-37.
[8] A. Y. Chen, and O. S. Tan, "Towards a blended design for e-learning," Centre for Development of Teaching and Learning Brief, vol. 5, pp. 6-8, 2002.
[9] O. S. Tan, "Using problems for e-learning environments," in Problembased learning in eLearning breakthrough, O. S. Tan, Ed. Singapore: Thomson Learning, 2007, pp. 1-14.
[10] O. S. Tan, "Effects of a cognitive modifiability intervention on cognitive abilities, attitudes, and academic performance of polytechnic students," Phd thesis, 2000.
[11] O. S. Tan, and S. H. Seng, "Towards a theory of enhancing cognitive functions," in Enhancing cognitive functions: Applications across contexts, O. S. Tan, and S. H. Seng, Eds. Singapore: McGraw-Hill Education, 2005, pp. 13-26.
[12] J. B. T. Evan, S. Venn, and A. Feeney, "Implicit and explicit processes in a hypothesis testing task," Brit. Journ. Psych., vol. 93, pp. 31-46, 2002.
[13] G. A. Miller, "The magical number seven, plus or minus two: some limits on our capacity for processing information," Psych. Review., vol. 63, no. 2, pp. 81-97, 1956.
[14] R. C. Haygood, and M. Stevenson, "Effects of number of irrelevant dimensions in nonconjunctive concept learning," J. Exp. Psychol., vol. 74, no.2, pp. 302-304, 1967.
[15] L. E. Jr. Bourne, "Knowing and using concepts," Psych. Review, vol. 77, no.6, pp. 546-556, 1970.
[16] J. Klayman, and Y. W. Ha, "Confirmation, disconfirmation and information in hypothesis testing," Psych. Review., vol. 94, no.2, pp. 211-228, 1987.
[17] R. E. Mayer, "Fifty years of creativity research," in Handbook of creativity, R. J. Sternberg, Ed. Cambridge: Cambridge University Press, 1999, pp. 449-460.
[18] J. H. Flavell, "Metacognitive aspects of problem solving," in The nature of intelligence, L. Resnick, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc, 1976, pp. 231-235.
[19] P. A. Weissinger, "Critical thinking, metacognition, and problem-based learning," in Enhancing thinking through problem-based learning approaches, O. S. Tan, Ed. Singapore: Thomson Learning, 2004, pp. 39- 61.
[20] K. L. Vu, G. L. Hanley, T. Z. Strybel, and R. W. Proctor, "Metacognitive processes in human-computer intraction: Self-assessments of knowledge as predictors of computer expertise," Int. J. Hum. Comput. Interaction, vol. 12, no. 1, pp. 43-71, 2000.
[21] T. T. Hewett, "Human computer interaction and cognitive psychology in visualization education," in Proceedings of GVE '99, the EUROGRAPHICS workshop on Computer Graphics and Visualization Education, J. C. Teixeira, W. Hansmann, and M. B. McGrath, Eds. Coimbra, Portugal: Centro de Computacão Gráfica, 1999, pp. 175-178.