Problem-based Learning Approach to Human Computer Interaction
Human Computer Interaction (HCI) has been an
emerging field that draws in the experts from various fields to
enhance the application of computer programs and the ease of
computer users. HCI has much to do with learning and cognition and
an emerging approach to learning and problem-solving is problembased
learning (PBL). The processes of PBL involve important
cognitive functions in the various stages. This paper will illustrate
how closely related fields to HCI, PBL and cognitive psychology can
benefit from informing each other through analysing various
cognitive functions. Several cognitive functions from cognitive
function disc (CFD) would be presented and discussed in relation to
human-computer interface. This paper concludes with the
implications of bridging the gaps amongst these disciplines.
[1] P. Johnson, Human computer interaction: Psychology, task analysis, and
software engineering. London: McGraw-Hill, 1992.
[2] K. L. Norman, Cyberpsychology: An introduction to human-computer
interaction. New York: Cambridge University Press, 2008.
[3] C. Brown, Cognitive Psychology. London: Sage publications, 2007.
[4] O. S. Tan, Problem-based learning innovation: Using problems to
power learning in the 21st century. Singapore: Thomson Learning. 2003.
[5] L. R. Novick, "Analogical transfer, problem similarity, and expertise," J.
Exp. Psychol. Learn. Mem. Cogn., vol. 14, no. 3, pp. 510-520, July
1988.
[6] L. Adams, J. Kasserman, A. Yearwood, G. Perfetto, J. Bransford, and &
J. Franks, "The effects of facts versus problem-oriented acquisition,"
Mem. Cognit., vol. 16, no. 2, pp. 167-175, 1988.
[7] C. E. Hmelo-Silver, E. Chernobilsky, and M. C. Dacosta, "Psychological
tools in Problem-based learning," in Enhancing thinking through
problem-based learning approaches, O. S. Tan, Ed. Singapore:
Thomson Learning, 2004, pp. 18-37.
[8] A. Y. Chen, and O. S. Tan, "Towards a blended design for e-learning,"
Centre for Development of Teaching and Learning Brief, vol. 5, pp. 6-8,
2002.
[9] O. S. Tan, "Using problems for e-learning environments," in Problembased
learning in eLearning breakthrough, O. S. Tan, Ed. Singapore:
Thomson Learning, 2007, pp. 1-14.
[10] O. S. Tan, "Effects of a cognitive modifiability intervention on cognitive
abilities, attitudes, and academic performance of polytechnic students,"
Phd thesis, 2000.
[11] O. S. Tan, and S. H. Seng, "Towards a theory of enhancing cognitive
functions," in Enhancing cognitive functions: Applications across
contexts, O. S. Tan, and S. H. Seng, Eds. Singapore: McGraw-Hill
Education, 2005, pp. 13-26.
[12] J. B. T. Evan, S. Venn, and A. Feeney, "Implicit and explicit processes
in a hypothesis testing task," Brit. Journ. Psych., vol. 93, pp. 31-46,
2002.
[13] G. A. Miller, "The magical number seven, plus or minus two: some
limits on our capacity for processing information," Psych. Review., vol.
63, no. 2, pp. 81-97, 1956.
[14] R. C. Haygood, and M. Stevenson, "Effects of number of irrelevant
dimensions in nonconjunctive concept learning," J. Exp. Psychol., vol.
74, no.2, pp. 302-304, 1967.
[15] L. E. Jr. Bourne, "Knowing and using concepts," Psych. Review, vol. 77,
no.6, pp. 546-556, 1970.
[16] J. Klayman, and Y. W. Ha, "Confirmation, disconfirmation and
information in hypothesis testing," Psych. Review., vol. 94, no.2, pp.
211-228, 1987.
[17] R. E. Mayer, "Fifty years of creativity research," in Handbook of
creativity, R. J. Sternberg, Ed. Cambridge: Cambridge University Press,
1999, pp. 449-460.
[18] J. H. Flavell, "Metacognitive aspects of problem solving," in The nature
of intelligence, L. Resnick, Ed. Hillsdale, NJ: Lawrence Erlbaum
Associates, Inc, 1976, pp. 231-235.
[19] P. A. Weissinger, "Critical thinking, metacognition, and problem-based
learning," in Enhancing thinking through problem-based learning
approaches, O. S. Tan, Ed. Singapore: Thomson Learning, 2004, pp. 39-
61.
[20] K. L. Vu, G. L. Hanley, T. Z. Strybel, and R. W. Proctor, "Metacognitive
processes in human-computer intraction: Self-assessments of knowledge
as predictors of computer expertise," Int. J. Hum. Comput. Interaction,
vol. 12, no. 1, pp. 43-71, 2000.
[21] T. T. Hewett, "Human computer interaction and cognitive psychology in
visualization education," in Proceedings of GVE '99, the
EUROGRAPHICS workshop on Computer Graphics and Visualization
Education, J. C. Teixeira, W. Hansmann, and M. B. McGrath, Eds.
Coimbra, Portugal: Centro de Computacão Gráfica, 1999, pp. 175-178.
[1] P. Johnson, Human computer interaction: Psychology, task analysis, and
software engineering. London: McGraw-Hill, 1992.
[2] K. L. Norman, Cyberpsychology: An introduction to human-computer
interaction. New York: Cambridge University Press, 2008.
[3] C. Brown, Cognitive Psychology. London: Sage publications, 2007.
[4] O. S. Tan, Problem-based learning innovation: Using problems to
power learning in the 21st century. Singapore: Thomson Learning. 2003.
[5] L. R. Novick, "Analogical transfer, problem similarity, and expertise," J.
Exp. Psychol. Learn. Mem. Cogn., vol. 14, no. 3, pp. 510-520, July
1988.
[6] L. Adams, J. Kasserman, A. Yearwood, G. Perfetto, J. Bransford, and &
J. Franks, "The effects of facts versus problem-oriented acquisition,"
Mem. Cognit., vol. 16, no. 2, pp. 167-175, 1988.
[7] C. E. Hmelo-Silver, E. Chernobilsky, and M. C. Dacosta, "Psychological
tools in Problem-based learning," in Enhancing thinking through
problem-based learning approaches, O. S. Tan, Ed. Singapore:
Thomson Learning, 2004, pp. 18-37.
[8] A. Y. Chen, and O. S. Tan, "Towards a blended design for e-learning,"
Centre for Development of Teaching and Learning Brief, vol. 5, pp. 6-8,
2002.
[9] O. S. Tan, "Using problems for e-learning environments," in Problembased
learning in eLearning breakthrough, O. S. Tan, Ed. Singapore:
Thomson Learning, 2007, pp. 1-14.
[10] O. S. Tan, "Effects of a cognitive modifiability intervention on cognitive
abilities, attitudes, and academic performance of polytechnic students,"
Phd thesis, 2000.
[11] O. S. Tan, and S. H. Seng, "Towards a theory of enhancing cognitive
functions," in Enhancing cognitive functions: Applications across
contexts, O. S. Tan, and S. H. Seng, Eds. Singapore: McGraw-Hill
Education, 2005, pp. 13-26.
[12] J. B. T. Evan, S. Venn, and A. Feeney, "Implicit and explicit processes
in a hypothesis testing task," Brit. Journ. Psych., vol. 93, pp. 31-46,
2002.
[13] G. A. Miller, "The magical number seven, plus or minus two: some
limits on our capacity for processing information," Psych. Review., vol.
63, no. 2, pp. 81-97, 1956.
[14] R. C. Haygood, and M. Stevenson, "Effects of number of irrelevant
dimensions in nonconjunctive concept learning," J. Exp. Psychol., vol.
74, no.2, pp. 302-304, 1967.
[15] L. E. Jr. Bourne, "Knowing and using concepts," Psych. Review, vol. 77,
no.6, pp. 546-556, 1970.
[16] J. Klayman, and Y. W. Ha, "Confirmation, disconfirmation and
information in hypothesis testing," Psych. Review., vol. 94, no.2, pp.
211-228, 1987.
[17] R. E. Mayer, "Fifty years of creativity research," in Handbook of
creativity, R. J. Sternberg, Ed. Cambridge: Cambridge University Press,
1999, pp. 449-460.
[18] J. H. Flavell, "Metacognitive aspects of problem solving," in The nature
of intelligence, L. Resnick, Ed. Hillsdale, NJ: Lawrence Erlbaum
Associates, Inc, 1976, pp. 231-235.
[19] P. A. Weissinger, "Critical thinking, metacognition, and problem-based
learning," in Enhancing thinking through problem-based learning
approaches, O. S. Tan, Ed. Singapore: Thomson Learning, 2004, pp. 39-
61.
[20] K. L. Vu, G. L. Hanley, T. Z. Strybel, and R. W. Proctor, "Metacognitive
processes in human-computer intraction: Self-assessments of knowledge
as predictors of computer expertise," Int. J. Hum. Comput. Interaction,
vol. 12, no. 1, pp. 43-71, 2000.
[21] T. T. Hewett, "Human computer interaction and cognitive psychology in
visualization education," in Proceedings of GVE '99, the
EUROGRAPHICS workshop on Computer Graphics and Visualization
Education, J. C. Teixeira, W. Hansmann, and M. B. McGrath, Eds.
Coimbra, Portugal: Centro de Computacão Gráfica, 1999, pp. 175-178.
@article{"International Journal of Business, Human and Social Sciences:52130", author = "Oon-Seng Tan", title = "Problem-based Learning Approach to Human Computer Interaction", abstract = "Human Computer Interaction (HCI) has been an
emerging field that draws in the experts from various fields to
enhance the application of computer programs and the ease of
computer users. HCI has much to do with learning and cognition and
an emerging approach to learning and problem-solving is problembased
learning (PBL). The processes of PBL involve important
cognitive functions in the various stages. This paper will illustrate
how closely related fields to HCI, PBL and cognitive psychology can
benefit from informing each other through analysing various
cognitive functions. Several cognitive functions from cognitive
function disc (CFD) would be presented and discussed in relation to
human-computer interface. This paper concludes with the
implications of bridging the gaps amongst these disciplines.", keywords = "problem-based learning, human computerinteraction, cognitive psychology, Cognitive Function Disc (CFD)", volume = "5", number = "4", pages = "350-4", }
