TY - GEN
T1 - Balance talking and doing! Using Google design sprint to enhance an intensive UCD course
AU - Larusdottir, Marta
AU - Roto, Virpi
AU - Stage, Jan
AU - Lucero, Andrés
AU - Šmorgun, Ilja
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Design, evaluation and enhancement of teaching activities in user-centred design (UCD) is characterized by limited research. This is particularly paradoxical as effective high-quality teaching is a key prerequisite for professional work in UCD. This paper reports the development of a two-week intensive UCD course for university-level students in an international setting. The first edition of the course ran during the summer of 2017. Based on both qualitative and quantitative data collected from students, the course was enhanced and a new edition that introduced Google Design Sprint (GDS) was conducted during the summer of 2018. Similar student feedback data was collected during both years (i.e., 2017 and 2018). In both editions, the course included lectures and hands-on use of UCD and interaction design methods in a design assignment. In this paper, we focus on the 2018 edition of the course and the students’ qualitative and quantitative feedback on that edition. The results illustrate that students liked the intensive teamwork, clear structure, and the international setting of the course. The main concerns from the students were on inefficient time management and the lack of user involvement in GDS. However, GDS was preferred to the traditional teaching methods, as the students saw the rapid development cycle to provide a good balance of talking and doing.
AB - Design, evaluation and enhancement of teaching activities in user-centred design (UCD) is characterized by limited research. This is particularly paradoxical as effective high-quality teaching is a key prerequisite for professional work in UCD. This paper reports the development of a two-week intensive UCD course for university-level students in an international setting. The first edition of the course ran during the summer of 2017. Based on both qualitative and quantitative data collected from students, the course was enhanced and a new edition that introduced Google Design Sprint (GDS) was conducted during the summer of 2018. Similar student feedback data was collected during both years (i.e., 2017 and 2018). In both editions, the course included lectures and hands-on use of UCD and interaction design methods in a design assignment. In this paper, we focus on the 2018 edition of the course and the students’ qualitative and quantitative feedback on that edition. The results illustrate that students liked the intensive teamwork, clear structure, and the international setting of the course. The main concerns from the students were on inefficient time management and the lack of user involvement in GDS. However, GDS was preferred to the traditional teaching methods, as the students saw the rapid development cycle to provide a good balance of talking and doing.
KW - Google Design Sprint
KW - Students feedback
KW - User-Centred Design Education
UR - http://www.scopus.com/inward/record.url?scp=85072959963&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-29384-0_6
DO - 10.1007/978-3-030-29384-0_6
M3 - Article in proceeding
AN - SCOPUS:85072959963
SN - 9783030293833
T3 - Lecture Notes in Computer Science
SP - 95
EP - 113
BT - Human-Computer Interaction – INTERACT 2019 - 17th IFIP TC 13 International Conference, Proceedings
A2 - Lamas, David
A2 - Loizides, Fernando
A2 - Nacke, Lennart
A2 - Petrie, Helen
A2 - Winckler, Marco
A2 - Zaphiris, Panayiotis
PB - Springer
T2 - 17th IFIP TC13 International Conference on Human-Computer Interaction, INTERACT 2019
Y2 - 2 September 2019 through 6 September 2019
ER -