Aslı Günay, Dr., BILTIR-UTEST Product Usability Unit, Middle East Technical University, Turkey.
Sedef Süner, Assist. Prof. Dr., Department of Industrial Design, TED University, Turkey.
Gülşen Töre Yargın, Assist. Prof. Dr., Department of Industrial Design, Middle East Technical University, Turkey.
The rapid technologisation of the work, leisure and educational aspects of everyday life imposes a change in the design practice from object-focused towards a more comprehensive, experiential approach to designed artefacts. The reflection of these transformations on both academia and industry has recently brought about an interest in integration of UX knowledge and skills into the educational programs. Although different fields of design and technology pose varying approaches, we find it vital to develop a multi-faceted yet common educational agenda in order to secure a meaningful position for design students in their upcoming professional lives. Current professional practice of UX shows a strong tendency towards methods and skills relevant to screen-based interaction; all the same, the academia sustains a theoretical interest in instrumental or non-instrumental aspects of the user experience. Focusing on the design of meaningful interactions for users as the major premise of the experiential approach well aligns with the conventions of design education, especially the user-centred design perspective. Although having roots in ergonomics and human factors, user-centred approach in design education has been evolving into an awareness of user contexts, and designing for positive, holistic user experiences. The relevance of the UX process and methods for design education is also evident in recent publications reporting on local, institutional and independent efforts to equip the students with such emerging requirements of the professional life. From this point of view, we aim to create a space for dialogue between design educators and researchers who are interested in integrating UX awareness and skills into design education. We welcome contributions sharing teaching experiences as well as theoretical work aiming at bringing the UX agenda into design curriculum, hence preparing future designers and researchers for the emerging demand in design and technology industry. This track would like to explore, but is not limited to, the following topics:
- Theoretical models for the integration of UX theory and methods into design education.
- Methods developed to familiarise students with UX awareness, tools and skills.
- Equipping design students with technical UX knowledge and skills.
- State-of-the-art examples of applied user research in design education.
- Hands-on experiences in integrating user experience factors into student design projects.
- Contextual design practices in design education.
- Practices of teaching design for special user groups and needs.
- Collaborations with UX industry in educational projects.
- Multidisciplinary collaborations in student UX projects.
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Getto, G. and Beecher, F. (2016). Toward a model of UX education: Training UX designers within the academy. IEEE Transactions on Professional Communication, 59(2), 153-164.
Gonzalez, C.A., Smith, M.A. and Youmans, R.J. (2017). Are human factors students prepared for careers in user experience research? A survey of predicted and actual skill utilization. In Proceedings of the Human Factors and Ergonomics Society 2017 Annual Meeting, 61(1), 1101-1105.
Hanington, B. M. (2010). Relevant and rigorous: Human-centered research and design education. Design Issues, 26(3), 18-26.
Karapanos, E. (2013). Modeling Users’ Experiences with Interactive Systems. Berlin, Heidelberg: Springer Berlin Heidelberg.
Vorvoreanu, M., Gray, C.M. Parsons, P. and Rasche, N. (2017). Advancing UX Education: A Model for Integrated Studio Pedagogy. In CHI ’17 Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 1441-1446). 06-11 May 2017, Denver, USA.