Eva Eriksson, Anne Linda Kok, Wolmet Barendregt, Camilla Gyldendahl Jensen, Elisabet M. Nilsson
pp. 221 – 233, download
(https://doi.org/10.55612/s-5002-052-012)
Abstract
We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment forlearning, including active participation of students in the design of learning goals and assessment activities.
Keywords: Values, interaction design, HCI, teaching, assessment, higher education.
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