PubMed · 11066228
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J McCormack. 2000. Hard(ware) lessons.. https://pubmed.ncbi.nlm.nih.gov/11066228/
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Human-computer interaction (HCI) is a multidisciplinary field in which psychology and other social sciences unite with computer science and related technical fields with the goal of making computing systems that are both useful and usable. It is a blend of applied and basic research, both drawing from psychological research and contributing new ideas to it. New technologies continuously challenge HCI researchers with new options, as do the demands of new audiences and uses. A variety of usability methods have been developed that draw upon psychological principles. HCI research has expanded beyond its roots in the cognitive processes of individual users to include social and organizational processes involved in computer usage in real environments as well as the use of computers in collaboration. HCI researchers need to be mindful of the longer-term changes brought about by the use of computing in a variety of venues.
BACKGROUND: Although computer-assisted education has been used to augment education in many areas, there are few studies of programs designed to replace lectures in a medical curriculum. OBJECTIVE: To test whether a thoughtfully designed computer program can replace a standard lecture in a pediatrics curriculum while teaching the subject matter equally well. METHODS: A computer program was developed to teach the Draw-a-Person developmental test using the multimedia-authoring tool Director. One of us (A.E.C.) tested and modified the program several times during its creation after submitting it to several objective evaluators. Thirty-nine students taking the clinical pediatrics rotation were chosen by month to interact with the program or attend the lecture. All students then scored 3 drawings and assigned them a developmental age according to the Draw-a-Person test rules. Students assigned to the computer program also completed a questionnaire evaluating the program in several subjective areas. A t test for 2 samples assuming equal variance was used to analyze the test results. RESULTS: Students receiving the lecture (control group) scored the 3 drawings as 5.43 years (age range, 4.5-8 years), 9.08 years (age range, 7-12 years), and 3.5 years (age range, 2-5 years), respectively. Those using the computer program (study group) scored the 3 drawings as 5.91 years (age range, 5-7 years), 7.68 years (age range, 7-8 years), and 4.34 years (age range, 3-5 years), respectively. The correct answers for the ages were 6, 7.75, and 4.25 years, respectively. A t test for 2 samples assuming equal variance showed that students using the computer program performed better on all 3 drawings (P<.05, P<.02, and P<.002, respectively). CONCLUSIONS: Students using the computer program were more accurate than students attending the lecture when scoring drawings and estimating a developmental age from them. These results support the conclusion that a thoughtfully designed computer program can replace a standard lecture in a pediatrics curriculum.
In this paper, human interaction with embedded or ubiquitous technology is considered. The techniques focus on the use of what might be termed "everyday" objects and actions as a means of controlling (or otherwise interacting with) technology. While this paper is not intended to be an exhaustive review, it does present a view of the immediate future of human-computer interaction (HCI) in which users move beyond the desktop to where interacting with technology becomes merged with other activity. At one level this places HCI in the context of other forms of personal and domestic technologies. At another level, this raises questions as to how people will interact with technologies of the future. Until now, HCI had often relied on people learning obscure command sets or learning to recognise words and objects on their computer screen. The most significant advance in HCI (the invention of the WIMP interface) is already some 40 years old. Thus, the future of HCI might be one in which people are encouraged (or at least allowed) to employ the skills that they have developed during their lives in order to interact with technology, rather than being forced to learn and perfect new skills.