Abstract
In a scenario where the whole society is more and more complex, due to the increasing of the interactions and relations created by the technological evolution, it is essential to develop training models that allow to interface with these technological and social ecosystems in a sustainable way, providing specific, transversal and interdisciplinary skills to new professionals. They should be able to identify the needs of people and society and to find new (digital and non-digital) solutions and services based on them. In this context, one of the challenges concerns how to train young generations for the achievement of these objectives, first of all in creating services and products which allow people to have an effective, efficacy and satisfying experience (taking into consideration the Quality in Interaction and User Experience criteria). This contribution discusses some experiences carried out by the authors related to the engagement of high school students in learning processes oriented to how designing solutions and services according to this vision, by also identifying some key points to take into account to spread awareness about these topics to young generations.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Castells, M.: The Theory of the Network Society. MPG Books Ltd., Bodmin (2016)
Downes, S.: New models of open and distributed learning. In: Jemni, M., Kinshuk, K.M. (eds.) Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology, pp. 1–22. Springer, Berlin (2017). https://doi.org/10.1007/978-3-662-52925-6_1
Perna, M.C.: Motivating young people to pursue the professions of the future (2019). https://www.gettingsmart.com/2019/03/motivating-young-people-to-pursue-the-professions-of-the-future/
Rentroia-Bonito, M.A., Jorge, J., Ghaoui, C.: An exploratory analysis of the role of emotions in e-learning. In: Encyclopedia of Networked and Virtual Organizations, pp. 563–571. IGI Global (2008)
Kaikkonen, A., Kekäläinen, A., Cankar, M., Kallio, T.: Will laboratory test results be valid in mobile contexts? In: Lumsden, J. (ed.) Handbook of Research on User Interface Design and Evaluation for Mobile Technology, pp. 897–909. IGI Global, Hershey (2008)
ISO 9241-210:2019: Ergonomics of human-system interaction—Part 210: Human-centred design for interactive systems
Ministero dell’Istruzione, dell’Università e della Ricerca: Alternanza Scuola-Lavoro. http://www.alternanza.miur.gov.it/cos-e-alternanza.html
Scheer, A., Noweski, C., Meinel, C.: Transforming constructivist learning into action: design thinking in education. Des. Technol. Educ. Int. J. 17(3), 8–19 (2012)
Dede, C.: Comparing frameworks for 21st century skills. In: Bellanca, J., Brandt, R. (eds.) 21st Century Skills, pp. 51–76. Solution Tree Press, Bloomington (2010)
Saavedra, A.R., Opfer, V.D.: Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan 94(2), 8–13 (2012)
Wagner, T.: The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need–And What We Can Do About It. Basic Books, Hachette (2010)
Jochems, W., van Merriënboer, J., Koper, R. (eds.): Integrated e-Learning: Implications for Pedagogy, Technology and Organization. RoutledgeFalmer, London (2004)
McCombs, B.L., Vakili, D.: A learner-centered framework for e-learning. Teach. Coll. Rec. 107(8), 1582–1600 (2005)
Al-Huneidi, A., Schreurs, J.: Constructivism based blended learning in higher education. In: Lytras, M.D., Ruan, D., Tennyson, R.D., Ordonez De Pablos, P., García Peñalvo, F.J., Rusu, L. (eds.) WSKS 2011. CCIS, vol. 278, pp. 581–591. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-35879-1_74
Savery, R.J.: Overview of problem-based learning: definitions and distinctions. Interdisc. J. Prob. Learn. 1(1), 9–20 (2006)
Barrett, T., Moore, S. (eds.): New Approaches to Problem-Based Learning: Revitalizing Your Practice in Higher Education. Routledge, New York (2011)
Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D.: Effects of problem-based learning: a meta-analysis. Learn. Instr. 13(5), 533–568 (2003)
Pittarello, F., Pellegrini, T.: HCI and education: a blended design experience. Multimed. Tools Appl. 76, 4895–4923 (2017)
Clemente, V., Vieira, R., Tschimmel, K.: A learning toolkit to promote creative and critical thinking in product design and development through design thinking, pp. 1–6 (2016)
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., Hornstein, M.: Destination, imagination and the fires within: design thinking in a middle school classroom. Int. J. Art Des. Educ. 29(1), 37–53 (2010)
Hague, C., Payton, S.: Digital Literacy Across the Curriculum. Futurelab, Bristol (2010)
Burdick, A., Willis, H.: Digital learning, digital scholarship and design thinking. Des. Stud. 32(6), 546–556 (2011)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Opromolla, A., Volpi, V., Medaglia, C.M. (2020). Spreading Awareness About Quality in Interaction and UX to Young Generations. In: Kurosu, M. (eds) Human-Computer Interaction. Design and User Experience. HCII 2020. Lecture Notes in Computer Science(), vol 12181. Springer, Cham. https://doi.org/10.1007/978-3-030-49059-1_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-49059-1_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-49058-4
Online ISBN: 978-3-030-49059-1
eBook Packages: Computer ScienceComputer Science (R0)