• Description

Interaction is the mutual bond that arises between entities, be it between people, objects, or forces. In this course, our journey will focus on the special connection between people and technology. Rather than delving deeply into people or technology on their own, we'll explore how to build that bridge that links them.

Interaction design refers to what happens between those who use products and the products themselves. While there is a vast universe of products out there, here we focus on those from the tech world: user interfaces of websites and apps.

What is an interface? It's that link, that connection between a person and software. It's the visible face of the software, what we directly interact with, whether it's to buy a ticket to an event, book hotels or flights, and more.

In summary, in this course, we will delve into the art and science of designing user-friendly and understandable interfaces that allow users to achieve their goals efficiently. Get ready to acquire the tools and skills necessary to design and evaluate effective interfaces.

• The subject within the syllabus as a whole

This is a compulsory course that helps identify and conceptualize the foundations of the design of interaction and the design of interfaces.

• Professional fields to which it applies

The multidisciplinary nature of the HCI (Human Computer Interaction) course makes its study very useful to both students and professionals from interdisciplinary fields, such as:

• Computer science
• Engineering
• Data Science
• Audiovisual communication
• Graphic design
• Industrial design
• Psychology

• Prior knowledge

The class is independent of the other courses of the degree. However, it is recommended that the student taking the course have basic notions of programming, HTML, CSS, and software engineering, especially the application development life cycle.

• Information prior to enrolment

To enroll this course it is recommended to have completed (or to study in parallel) the "Software
Engineering" course.

• Learning objectives and results

The competencies of the degree concerning the course are:

• Evaluate software solutions and draw proposals for development projects, considering the resources, the available alternatives, and the market conditions.
• Design and build computer applications using development, integration, and reuse techniques.
• Apply specific software engineering techniques to the different stages of a project's life cycle.
• Design people-centric solutions.

The main objective of this course is for the student to be able to design user-centered technological systems. This objective is achieved in the following learning outcomes:

• Understand the fundamentals of Human-Computer Interaction and the human, technological, and design aspects that make up it.
• Understand User-Centered Design, the stages that comprise it, and its iterative process.
• Understand how to apply User-Centered Design in analyzing, developing, and evaluating interactive systems and computer applications.
• Understand how to evaluate the accessibility of websites.

• Content

The contents of the course are structured into the five blocks presented below. All of them use the learning resources of the course as well as complementary readings.

Challenge 1: Research: Exploring the Scenario

• Understand the types of users in our interactive service.
• Explore similar existing tools to understand what is being done and how.
• Analyze how the basics of Human-Computer Interaction are being applied in the given case.

Challenge: Definition: Synthesis of the proposal

• Define major events' flow to find aspects we can improve or clarify.
• Carry out a user test with potential stakeholders involved to analyze their needs.
• Develop the first drafts of possible solutions.

Challenge 3: Generation: implementation of a low-fidelity prototype

• Generating a low-level prototype.
• Draw a user journey following the Happy Path approach.
• Check how we are applying the fundamental concepts of the field of study.

Challenge 4: Evaluation: prototype testing and assessment

• Perform a user test again to evaluate the improvement.
• Evaluate the usability of a colleague's proposal.
• Evaluate the accessibility of our proposal.
• Preparation of the final report.

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

The subject's didactic material consists of didactic modules (in multiformat) and complementary readings that the teacher will make available in the classroom.

In addition to the subject's material, it is recommended to consult other books, such as those contained in the recommended bibliography of each module, or links to websites that also appear there or others that may be suggested throughout the course.

The software that the student knows previously and is suitable for completion can be used to carry out the assignment assignments. In addition, the teacher can recommend the tools best suited to the objectives to be achieved in practice.

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model