Abstract
Human-computer interaction has become a subject taught across universities around the world, outside of the cultures where it originated. However, the implications of its assimilation into the syllabus of courses offered by universities around the world remain under-researched. Our research project provides insights on these implications by studying the performance of HCI students in universities in UK, India, Namibia, Mexico and China engaged in a similar design and evaluation set of tasks. It is argued that the predominant cognitive styles and cultural attitudes of students located in different types of institutions and countries will shape their learning of HCI concepts and tools. This paper in particular reports the analysis of cognitive styles and cultural dimensions of students engaged in a heuristic evaluation of a science education portal. An emergent pattern between adaptive cognitive styles and high uncertainty avoidance is identified in the assessment of the richness of students’ heuristics exercise completion.
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Abdelnour-Nocera, J., Austin, A., Michaelides, M., Modi, S. (2013). A Cross-Cultural Evaluation of HCI Student Performance – Reflections for the Curriculum. In: Marcus, A. (eds) Design, User Experience, and Usability. Health, Learning, Playing, Cultural, and Cross-Cultural User Experience. DUXU 2013. Lecture Notes in Computer Science, vol 8013. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39241-2_19
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DOI: https://doi.org/10.1007/978-3-642-39241-2_19
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