=Paper=
{{Paper
|id=Vol-2747/paper0
|storemode=property
|title=Human-Computer Interaction and its Implications for Teaching
|pdfUrl=https://ceur-ws.org/Vol-2747/paper0.pdf
|volume=Vol-2747
|authors=Klinge Orlando Villalba-Condori,Jaime Muñoz- Arteaga
}}
==Human-Computer Interaction and its Implications for Teaching==
https://ceur-ws.org/Vol-2747/paper0.pdf
Human-Computer Interaction and its Implications for
Teaching
Klinge Orlando Villalba-Condori 1[0000-0002-8621-7942] and Jaime Muñoz-
Arteaga 2[0000-0002-3635-7592]
1
Universidad Católica de Santa María, Perú
2
Universidad de Aguas Calientes, México
kvillalba@ucsm.edu.pe, jaimemunoz@edu.uaa.mx
Prologue
The Human-Computer Interaction (HCI), since its appearance in the scientific con-
text has involved a set of applications that have improved the quality of life, over time
has allowed the establishment of scientific subdomains that correspond to the nomol-
ogy of Human-Computer Interaction among which we could mention.
- Experience design and user interaction
- Computer and ubiquitous
- Computer Aided Learning and Collaborative Work
- Computational Cognition
- Virtual and Augmented Reality
- Multimodal interfaces
- Surfaces and interactive devices
- Technology for intelligent environments
According to the Association for Computer Machinery (ACM), HCI is the disci-
pline related to the design, evaluation and implementation of interactive systems for
human use, with the study of the phenomena involved. Currently, one of the
knowledge areas where HCI has a lot of impact is Education, from the analysis of
user experience, we find the various perspectives that focus on the interfaces between
the human user and the computer, which greatly affects the usability of any computer
system that involves the human user[1].
HCI currently plays a vital role in modern intelligent systems, such as brain-
machine integration, recognition of human actions, applications in medicine or inclu-
sion, another perspective has to do with visual human-computer interaction to make
decisions in the various computer applications.
In education it is more recurrent to consider the analysis of the interaction with the
interface that allows connecting students and teachers with the computer, focusing on
teaching necessarily implies talking about the fields that correspond to teaching or
pedagogical practice: knowledge, organization of learning, classroom climate, media
and materials and evaluation, are the fields or areas of pedagogical practice where
applications are generally made, considering the peculiarities and characteristics of
each subject, including educational levels, in many cases these applications have been
Copyright c 2020 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
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successful, the purpose has been achieved from the pedagogical mediation or even
more when a professional has participated in the design of the application, it is under-
stood that the application has been built based on recommendations and technical
specifications corresponding to this area of knowledge, then it is evident and tangible
the user-centered applications, so necessary at this time, this variation only ratifies the
multidisciplinary nature of the activities to be developed where it necessarily involves
the disciplinary domain of the area for which the application is being built.
As it is previous said, the HCI was built on the foundations planted by other sub-
jects that had had to deal with the problem of user interaction with interactive system.
This is exactly what had happened with educational Informatics. In fact, the need to
improve the user interface had long been experienced and developed by designers of
computer systems for instructional purposes. In this sense, the interfaces developed
for some tutor systems, for example, continue to be a reference in interface design in
general.
The role played by the user interface with the educational systems has been ana-
lyzed a priori in the literature, [3] has posed the following questions in this regard:
What level of interaction is essential for effective learning?
What is good interaction? How can we achieve it?
What does real time interaction contribute?
Is it worth the cost?
One of the three columns that support the HCI, the user, the computer and the task
to be carried out, it is the latter that most clearly identifies the development of educa-
tional systems. When the task includes training, it is necessary to consider the distinc-
tive aspects of this activity in order to develop suitable interfaces. In such a way that
pedagogical theories and practices are intertwined with interaction methodologies to
produce really interesting educational systems
Currently the teaching-learning binomial is carried out in different modalities train-
ing: face-to-face, distance, online and blended-learning. In whatever modality teach-
ing is applied, ICTs have become essential. E-Learning is the provision of educational
programs and learning systems to through electronic means, relies on the use of a
computer or other device electronic (for example, a mobile phone "Smartphone" or
tablet) to provide educational material people. Distance education created the basis
for the development of e-Learning, which comes to solve some difficulties in terms of
time, synchronization of agendas, assistance and travel, typical problems of traditional
education. E-learning uses various tools and media such as Internet, Intranet, CD-
ROM, presentations multimedia, etc., the contents and the pedagogical tools used
diversity according to the specific requirements of each individual and each organiza-
tion or institution. The combination of computing and communications resources aims
to generate a environment conducive to learning.
These VI Jornadas Iberoamericanas de HCI develop the variety of applications and
possibilities that the Human Interaction with the Computer is currently present, but
we emphasize this orientation to education by the abrupt change generated by the
COVID-19, since it is evident the centrality in the user in all research presented.
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References
1. Thomas T. Hewett, Ronald Baecker, Stuart Card, Tom Carey, Jean Gasen, Marilyn Man-
tei, Gary Perlman, Gary Strong, and William Verplank.. ACM SIGCHI Curricula for Hu-
man-Computer Interaction. Technical Report. Association for Computing Machinery, New
York, NY, USA. 1992
2. Moore, M. G. Editorial: Three types of interaction. The American Journal of Distance Ed-
ucation. vol.3(2). (1989).
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