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Syllabus in HCI 1

Human Computer Interaction (University of Eastern Philippines)

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COURSE SYLLABUS

Introduction to Human Computer Interaction

Second Semester, AY 2018-2019

UEP’s Vision : Academically competitive, research and development focused, public service driven and economically
sustainable state higher education institution.

UEP’s Mission : To offer academic programs and services that will effectively transform individuals into productive citizens
of the country and accelerate the development of high – level professionals who will provide leadership in
meeting the demands of sustainable development and challenges of a diverse and globalized society.

College Goals : The College aims to produce graduates who are professionally competent, with scientific attitude true
humanists, efficient promoter of environmental protection, facilitators of learning, and strongly supportive of
the provincial, regional, and national development goals.

Program Outcomes
The graduates have the ability to:

A. Common to all programs in all types of schools

a.) Articulate and discuss the latest developments in the specific field of practice.
b.) Effectively communicate orally and in writing using both English and Filipino
c.) Work effectively and independently in multi-disciplinary and multi-cultural teams.
d.) Act in recognition of professional, social, and ethical responsibility.
e.) Preserve and promote “Filipino historical and cultural heritage”.

B. Common to the discipline

f.) Analyze complex problems, and identify and define the computing requirements needed to design an appropriate
solution
g.) Apply computing and other knowledge domains to address real-world problems.
h.) Design and develop computing solutions using a system-level perspective.
i.) Utilize modern computing tools.

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C. Specific to Bachelor of Science in Information Technology

j.) Apply knowledge of computing, science, and mathematics appropriate to the discipline.
k.) Understand best practices and standards and their applications.
l.) Analyze complex problems, and identify and define the computing requirements appropriate to its solution.
m.) Identify and analyze user needs and take them into account in the selection, creation, evaluation and administration
of computer based systems.
n.) Design, implement and evaluate computer-based systems, processes, components, or programs to meet desired needs
and requirements under various constraints.

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o.) Integrate IT-based solutions into the user environment effectively.

p.) Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession.
q.) Function effectively as a member or leader of a development team recognizing the different roles within a team to
accomplish a common goal.
r.) Assist in the creation of an effective IT project plan.
s.) Communicate effectively with the computing community and with society at large about complex computing
activities through logical writing, presentations and clear instructions
t.) Analyze the local and global impact of computing information technology on individuals, organizations, and society.
u.) Understand professional, ethical, legal, security, and social issues and responsibilities in the utilization of
information technology.
v.) Recognize the need for and engage in planning self-learning and improving performance as a foundation for
continuing professional development.

D. Institutional Outcomes
w.) IT Global Awareness Initiators: Demonstrate global awareness through responsible global citizenship;

A. Course Details
Course Name HCI101 – Introduction to Human Computer Interaction
Course Description This course performs design to different user populations with regard to their abilities and characteristics for

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their abilities and characteristics for using both software and hardware products. Evaluation of the design of
existing user interfaces based on the cognitive models of target user.
Number of Units 3 units
Prerequisite None

B. Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes
At the end of this course, the students must: a b c D e f g h i j k l m n o p q r s t u v w
1. Understand the HCI principles based on the
manifestations of deeper theories in
cognitive science and ergonomics. However,
it should be understood that they are I I I I I I I I I I I I I I I I I I I I I I I
transformed into more detailed and directly
usable guidelines when put into actual
practice for the specific purpose of designing
an effective interface.
2. Explain the difference between good I I I I I I I I I I I I I I I I I I I I I I I
and poor interaction design.
P P P P P P P P P P P P P P P P P P P P P P P
3. Focus on what it takes to understand
and conceptualize interaction.
P P P P P P P P P P P P P P P P P P P P P P P
4. Examine core cognitive aspects of
interaction design.
P P P P P P P P P P P P P P P P P P P P P P P
5. Focus on how people communicate and
collaborate in their working and everyday
lives. By examining how collaborative
technologies (also called groupware) have
been designed to support and extend
communication and collaboration.
P P P P P P P P P P P P P P P P P P P P P P P
6. Describe various interface mechanisms
that can be used to elicit positive emotional
responses in users and ways of avoiding
negative ones.
P P P P P P P P P P P P P P P P P P P P P P P
7.
P P P P P P P P P P P P P P P P P P P P P P P
8.
P P P P P P P P P P P P P P P P P P P P P P P
9.

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P P P P P P P P P P P P P P P P P P P P P P P
10.
P P P P P P P P P P P P P P P P P P P P P P P
11.
P P P P P P P P P P P P P P P P P P P P P P P
12.
P P P P P P P P P P P P P P P P P P P P P P P
13.
P P P P P P P P P P P P P P P P P P P P P P P
14.
P P P P P P P P P P P P P P P P P P P P P P P
15.
P P P P P P P P P P P P P P P P P P P P P P P
16.
Legend: I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different clinical setting with
minimal supervision

C. Lecture Learning Plan

Course Intended Learning Teaching
Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
Orientation
At the end of the orientation, the 2 hours Lecture/ Reflection Paper
1. National Goal Student
students must have: Discussion
2. VMGO Handbook
or Recitation
3. College Goals and Program Objectives
1. Explained and interpreted Brain Storming
4. Program Outcomes
the national and regional 5. Course Outcomes
goal, University vision and 6. Course Outline
mission, Campus 7. Course Grading System
objectives, program 8. Course Requirements
9. Gender Awareness and Development
objectives, and relate the
(GAD)
overall course outline, 10. Student/s with Special Needs
grading system and 11. Academic Integrity
requirements. 12. Disaster and Risk Preparedness

Values: Appreciation of the

relationship among the national
goal, UEP VMGO and quality
policy, goals, program
objectives and outcomes.
Unit 1: Introduction Quiz Gerard
At the end of the topic, the 5 hours Lecture/
Recitation Jounghyun Kim.
students must have:

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
What HCI Is and Why It Is Important Exercises 2015
Introduced in the field of Discussion
HCI, namely its objective  Principles of HCI
and importance. Also,  Know Thy User” Interface
reviewed some of the main  Understand the Task Evaluation
high-level principles of HCI  Reduce Memory Load
and presented some relevant  Strive for Consistency
examples.  Remind Users and Refresh Their
Memory
 Prevent Errors/Reversal of Action
Values: Appreciation of the  Naturalness
principles of HCI and put  Summary
into actual practice for the
specific purpose of designing
an effective interface.
Unit 2: What is interaction design? Quiz Jenny Preece et
At the end of the topic, the 5 hours Lecture/
 Introduction Recitation al, 2015;
students must have: Discussion Exercises
 Good and poor design Gerard
Described what interaction
o What to design Jounghyun Kim.
design is and how it relates to Interface
human-computer interaction  What is interaction design? Evaluation
2015
and other fields. o The makeup of interaction
design
Explained what usability is. o Working together as a
multidisciplinary team
Described what is involved o Interaction design in business
in the process of interaction  What is involved in the process of
design. interaction design?
 The goals of interaction design
Outlined the different forms o Usability goals
of guidance used in o User experience goals
interaction design.  More on usability: design and
usability principles
Evaluated an interactive o Heuristics and usability
product and explain what is principles
good and bad about it in  Interview with Gitta Salomon

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
terms of the goals and
principles of interaction
design.

Values: Appreciation of the

notion of usability as a
fundamental to interaction
design and the introduction
of design principles which
provide different forms of
guidance for interaction
design.
Unit 3: Understanding and Focus Group Quiz Jenny Preece et
At the end of the topic, the 5 hours
conceptualizing interaction Discussions Recitation al, 2015;
students must have: Exercises
 Introduction Individual Gerard
 Understanding the problem space Reporting Jounghyun Kim.
Explained what is meant by
 Conceptual models 2015
the problem space. Interactive
o Conceptual models based Discussions
Explained how to on activities
o Conceptual models based Interface
conceptualize interaction. Evaluation
on objects
Described what a conceptual o A case of mix and match?
model is and explain the  Interface metaphors
different kinds.  Interaction paradigms
 From conceptual models to physical
Discussed the pros and cons design
of using interface metaphors  Interview with Terry Winograd
as conceptual models.

Debated the pros and cons of

using realism versus
abstraction at the interface.

Outlined the relationship

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
between conceptual design
and physical design.

Values: Appreciation on the

importance of
conceptualizing interaction
design before trying to build
anything and the taxonomy
of conceptual models and its
different properties.
Unit 4: Cognitive Aspects Focus Group Quiz Jenny Preece et
At the end of the topic, the 5 hours
Introduction Discussions Recitation al, 2015;
students must have: Exercises
What Is Cognition? Individual Gerard
Explain what cognition is Cognitive Frameworks Reporting Jounghyun Kim.
2015
and why it is important for Interactive
interaction design. Discussions
Discuss what attention is and Interview
its effects on our ability to
multitask.

Describe how memory can

be enhanced through
technology
aids.

Explain what mental models

are.

Show the difference between

classic internal cognitive
frameworks (e.g. mental
models) and more recent
external cognitive
approaches (e.g. distributed

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
cognition) that have been
applied to HCI.

Enable you to try to elicit a

mental model and be able to
understand what it means.

Values: Appreciation on the

importance of understanding
users, especially their
cognitive aspects. The
understanding of relevant
findings and theories about
how people carry out their
everyday activities and how
to learn from these when
designing interactive
products. Awareness on the
provided illustrations of what
happens when the design
system has the consideration
of the user and what happens
when not.
Unit 5: Designing for collaboration Focus Group Quiz Jenny Preece et
At the end of the topic, the 7 hours
and communication Discussions Recitation al, 2015;
students must have: Exercises
 Introduction Individual Gerard
 Social mechanisms used in Reporting Jounghyun Kim.
Explained the meaning of communication and collaboration 2015
Interactive
communication and  Conversational mechanisms Discussions
collaboration.  Designing collaborative
technologies to support Interface
Described the main kinds of conversation Evaluation
social mechanisms that are  Coordination mechanisms
used by people to  Designing collaborative

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
technologies to support
communicate and
coordination
collaborate.
 Awareness mechanisms
Outlined the range of  Designing collaborative
collaborative systems that technologies to support
have been developed to awareness
support this kind of social  Ethnographic studies of collaboration
behavior. and communication
Considered how field studies  Conceptual frameworks
and socially-based theories o The language/action
can inform the design of framework
collaborative systems. o Distributed cognition
 Interview with Abigail Sellen
Values: Appreciation of
some core aspects of
sociality, namely
communication and
collaboration and
understanding the main
social mechanisms that
people use in different
settings in order to
collaborate.
Unit 6: Emotional Interaction Focus Group Quiz Jenny Preece et
At the end of the topic, the 7 hours
 Introduction Discussions Recitation al, 2015;
students must have: Exercises
 Emotions and the User Experience Individual Gerard
Explain how our emotions Reporting Jounghyun Kim.
 Expressive Interfaces
relate to behavior and user 2015
 Annoying Interfaces Interactive
experience.
 Detecting Emotions and Emotional Discussions
Provide examples of Interface
Technologies
interfaces that are both Evaluation
pleasurable and usable.  Persuasive Technologies and
Behavioral Change
Explain what expressive and

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
 Anthropomorphism and
annoying interfaces are and
the effects they can have on Zoomorphism
people.
Introduce the area of
automatic emotion
recognition and emotional
technologies.
Describe how technologies
can be designed to change
people's attitudes and
behavior.
Give an overview on how
anthropomorphism has been
applied in interaction design.
Enable you to critique the
persuasive impact of an
online agent on customers.

Values: Appreciation of
positive responses from
users, such as feeling at ease,
being comfortable, and
enjoying the experience of
using interactive systems.

At the end of the topic, the Unit 7: Interfaces 7 hours Focus Group Quiz Jenny Preece et
students must have: Introduction Discussions Recitation al, 2015;
Exercises
Interface Types Individual Gerard
Provide an overview of the Natural User Interfaces and Beyond Reporting Jounghyun Kim.
many different kinds of 2015
Interactive
interfaces. Which Interface? Discussions

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
Interface
Highlight the main design Evaluation
and research issues for each
of the
interfaces.

Discuss the difference

between graphical (GUIs)
and natural
user interfaces (NUIs).

Consider which interface is

best for a given application
or
activity.

Values: Appreciation of the

process of interaction design,
i.e., what activities are
required in order to design an
interactive product, and how
lifecycle models show the
relationships between these
activities.
Midterm Examination 2 hours
Change this to interface Sub Total 45 hours
At the end of the topic, the Unit 8: Identifying needs and 5 hours Focus Group Quiz Jenny Preece et
students must have: establishing requirements Discussions Recitation al, 2015;
 Introduction Exercises
Individual Gerard
Described the different kinds  What, how, and why? Reporting Jounghyun Kim.
of requirements. o What are we trying to achieve in 2015
Interactive
this design activity? Discussions
Identified examples of o How can we achieve this?
different kinds of Interface

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
requirements from a simple o Why bother? The importance of Evaluation
description. getting it right
o Why establish requirements?
Explained how different  What are requirements?
data-gathering techniques o Different kinds of requirements
may be used, and to choose  Data gathering
among them a simple o Data-gathering techniques
description. o Choosing between techniques
o Some basic data-gathering
Developed a "scenario," a guidelines
"use case," and an "essential  Data interpretation and analysis
use case" from a simple  Task description
description. o Scenarios
Performed hierarchical task
o Use cases
analysis on a simple
description. o Essential use cases
 Task analysis
Values: Appreciation of the o Hierarchical Task Analysis (HTA)
various data-gathering  Interview with Suzanne Robertson
techniques used to collect
data for interpretation and
analysis.
Unit 9: Design, prototyping and Focus Group Quiz Jenny Preece et
At the end of the topic, the 5 hours
construction Discussions Recitation al, 2015;
students must have: Exercises
 Introduction Individual Gerard
 Prototyping and construction Reporting Jounghyun Kim.
Described prototyping and o What is a prototype? 2015
Interactive
different types of prototyping o Why prototype? Discussions
activities. o Low-fidelity prototyping
Interface
o High-fidelity prototyping Evaluation
Produced a simple prototype. o Compromises in prototyping
o Construction: from design to Brainstorming
Produced a conceptual model
for a system and justify your implementation
 Conceptual design: moving from

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
choices. requirements to first design
o Three perspectives for developing a
Explained the use of conceptual model
scenarios and prototypes in o Expanding the conceptual model
conceptual design. o Using scenarios in conceptual
design
Discussed standards, o Using prototypes in conceptual
guidelines, and rules design
available to help interaction  Physical design: getting concrete
designers. o Guidelines for physical design
o Different kinds of widget
Discussed the range of tool  Tool support
support available for
interaction design.

Values: Appreciation of the

activities involved in
progressing a set of
requirements through the
cycles of prototyping to
construction.
At the end of the topic, the Unit 10: User-centered approaches to Focus Group Quiz Jenny Preece et
5 hours
students must have: interaction design Discussions Recitation al, 2015;
 Introduction Exercises
Individual Gerard
Explained some advantages  Why is it important to involve users at Reporting Jounghyun Kim.
of involving users in all? 2015
Interactive
development. o XDegrees of involvement Discussions
 What is a user-centered approach?
Explained the main  Understanding users' work: applying Interface
principles of a user-centered ethnography in design Evaluation
approach. o Coherence Brainstorming
o Contextual Design
Described some  involving users in design: Participatory
ethnographic-based methods Design

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
aimed at understanding users' o PICTIVE
work. o CARD
 Interview with Karen Holtzblatt
Described some participative
design techniques that help
users take an active part in
design decisions.

Values: Appreciation of
some of the issues
surrounding user
involvement, and expand on
the principles underlying a
user-centered approach.
At the end of the topic, the Unit 11: Introducing evaluation 5 hours Focus Group Quiz Jenny Preece et
students must have: Discussions Recitation al, 2015;
 Introduction Exercises
Individual Gerard
Explained the key concepts  What, why, and when to evaluate Reporting Jounghyun Kim.
and terms used to discuss o What to evaluate 2015
Interface
evaluation. o Why you need to evaluate Evaluation
o When to evaluate
Discussed and critiqued the  Hutchworld case study Interactive
HutchWorld case study. Discussions
o How the team got started: early
design ideas
Examined how different o How was the testing done?
techniques are used at o Was it tested again?
different stages in the o Looking to the future
development of HutchWorld.  Discussion
Showed how developers
cope with real-world
constraints in the
development of HutchWorld.

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
Values: Appreciation of
some of the practical
problems that evaluators
encounter and shows how
iterative product
development is informed by
a series of evaluation studies.
Unit 12: An evaluation framework Focus Group Quiz Jenny Preece et
At the end of the topic, the 5 hours
 Introduction Discussions Recitation al, 2015;
students must have: Exercises
 Evaluation paradigms and techniques Individual Gerard
o Evaluation paradigms Reporting Jounghyun Kim.
Explained the key concepts o Techniques 2015
Interface
and terms used to discuss  D E C I D E: A framework to guide Evaluation
evaluation. evaluation
o Determine the goals Interactive
Described the evaluation Discussions
o Explore the questions
paradigms and techniques o Choose the evaluation paradigm
used in interaction design. and techniques
o identify the practical issues
Discussed the conceptual,
o Decide how to deal with the
practical, and ethical issues
ethical issues
to be considered when
o Evaluate, interpret, and present
planning evaluation.
the data
Introduced the DECIDE  pilot studies
framework to help you plan
your own evaluation studies.

Values: Appreciation of the

essential goals of
identification of usability and
user experience for making
every product successful, and
which requires understanding

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
users' needs.

At the end of the topic, the Unit 13: Observing users 5 hours Focus Group Quiz Jenny Preece et
students must have:  Introduction Discussions Recitation al, 2015;
 Goals, questions and paradigms Exercises
Individual Gerard
Discussed the benefits and o What and when to observe Reporting Jounghyun Kim.
challenges of different types o Approaches to observation 2015
Interface
of observation.  How to observe Evaluation
o In controlled environments
Described how to observe as Interactive
o In the field
an on-looker, a participant, Discussions
o Participant observation and
and an ethnographer. ethnography
 Data collection
Discussed how to collect, o Notes plus still camera
analyze and present data o Audio recording plus still camera
from observational
o Video
evaluation.
 Indirect observation: tracking users'
activities
Examined key issues for
doing think-aloud evaluation, o Diaries
diary studies and interaction o Interaction logging
logging.  Analyzing, interpreting and
presenting data
Performed observational o Qualitative analysis to tell a story
evaluation. o Qualitative analysis for
categorization
Values: Appreciation of o Quantitative data analysis
observing users in the field o Feeding the findings back into
which enables designers to design
see how technology is used  Interview with Sara Bly
in context.

Unit 14: Asking users and experts 3 hours Focus Group Quiz Jenny Preece et
At the end of the topic, the

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
 Introduction Discussions Recitation al, 2015;
students must have: Exercises
 Aking users: interviews Individual Gerard
o Developing questions and planning Reporting Jounghyun Kim.
Discussed when it is an interview 2015
appropriate to use different Interface
o Unstructured interviews Evaluation
types of interviews and o Structured interviews
questionnaires. o Semi-structured interviews Interactive
Learned the basics of Discussions
o Group interviews
questionnaire design. o Other sources of interview-like
Described how to do
feedback
interviews, heuristic
o Data analysis and interpretation
evaluation, and
 Asking users: Questionnaires
walkthroughs.
o Designing questionnaires
Described how to collect,
analyze, and present data o Question and response format
collected. o Administering questionnaires
Discussed the strengths and o Online questionnaires
limitations of the techniques o Analyzing questionnaire data
and select appropriate ones  Asking experts: Inspections
for your own use. o Heuristic evaluation
o Doing heuristic evaluation
o Heuristic evaluation of websites
Values: Appreciation on the o Heuristics for other devices
value of the techniques that  Asking experts: walkthroughs
they structured the evaluation o Cognitive walkthroughs
process, which can in turn o Pluralistic walkthroughs
help to prevent problems  Interview with Jakob Nielsen
from being overlooked.
Know that in practice,
interviews and observations
often go hand in hand, as part
of a design process.

Unit 15: Testing and modeling users 3 hours Focus Group Quiz Jenny Preece et
At the end of the topic, the Discussions Recitation

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
 Introduction Individual Exercises al, 2015;
students must have: Reporting
 User testing Gerard
Explained how to do user
o Testing MEDLINEplus Interface Jounghyun Kim.
testing.
Discussed how and why a  Doing user testing Evaluation 2015
user test differs from an o Determine the goals and explore the Interactive
experiment. questions Discussions
Discussed the contribution of o Choose the paradigm and techniques
user testing to usability o Identify the practical issues: Design
testing. typical tasks
Discussed how to design o Identify the practical issues: Select
simple experiments. typical users
Described the GOMS model, o Identify the practical issues: Prepare
the Keystroke level model the testing conditions
and Fitts' law and discussed o Identify the practical issues: Plan
when these techniques are how to run the tests
useful. o Deal with ethical issues
Explained how to do a o Evaluate, analyze, and present the
simple keystroke level data
analysis.  Experiments
o Variables and conditions
Values: Appreciation on how o Allocation of participants to
user behavior can be conditions
modeled to predict usability. o Other issues
o Data collection and analysis
 Predictive models
o The WMS model
o The Keystroke level model
o Benefits and limitations of WMS
o Fitts' Law
 Interview with Ben Shneiderman
Chapter 16: Evaluation: Inspections, 3 hours Focus Group Quiz Jenny Preece et
At the end of the topic, the Discussions Recitation al, 2015;
Analytics, and Models
students must have: Exercises
Introduction Individual

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
Inspections: Heuristic Evaluation Reporting Gerard
Described the key concepts Jounghyun Kim.
and Walkthroughs Interface
associated with inspection 2015
Analytics Evaluation
methods.
Predictive Models
Explained how to do Interactive
Discussions
heuristic evaluation and
walkthroughs.
Explained the role of
analytics in evaluation.
Described how to use Fitts’
Law – a predictive model.

Unit 17:Future of HCI 4 hours Focus Group Quiz Jenny Preece et

At the end of the topic, the Discussions Recitation al, 2015;
students must have:  Non-WIMP/Natural/Multimodal
Exercises
Interfaces Individual Gerard
Explored the utility of Reporting Jounghyun Kim.
o Language Understanding
software and digital content 2015
o Gestures Interface
that will increasingly depend
Evaluation
on HCI capabilities and less o Image Recognition and
on the core functionalities of Understanding Interactive
conventional computer Discussions
o Multimodal Interaction
hardware. Note that the HCI
 Mobile and Handheld Interaction
issue is becoming more
challenging as the number of  High-End Cloud Service and
computing platforms Multimodal Client Interaction
proliferates to accommodate  Natural/Immersive/Experiential
the evolving usage situations Interaction
(e.g., home, office, mobile,  Mixed and Augmented Reality
sales, vehicles, military, etc.).  Others
 Summary

Final-Term Examination 2 hours

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Course Intended Learning Teaching

Topics Hours Assessment Tools References
Outcomes Outcomes Strategies
Sub Total 45 hours
Grand total 90 hours

E. References:
Jenny Preece, Yvonne Rogers and Helen Sharp. 2015. INTERACTION DESIGN Beyond Human–
Computer Interaction Fourth Edition, John Wiley & Sons Ltd.

Alan Dix, Janet E. Finlay, Gregory D. Abowd and Russell Beale. 2004. Human–Computer Interaction Third
Edition, Pearson Education Limited

Gerard Jounghyun Kim. 2015. Human–Computer Interaction Fundamentals and Practice, Taylor & Francis
Group, LLCCRC Press

F. Grading System

The work or performance of the students shall be graded at the end of each term in accordance with the following system.
1.0 96-100 % Excellent
1.25 94-95 Very Good
1.5 92-93 Very Good
1.75 89-91 Good
2.0 87-88 Good
2.25 84-86 Good
2.5 82-83 Fair
2.75 79-81 Fair
3.0 75-78 Passed
5.0 Failure
INC Incomplete Incomplete
DR Dropped

Student Performance Evaluation Criteria

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Midterm Examination 25%

Final Examination 25%
Chapter Quiz 20%
Seatwork/Reporting/Chapter Exercises/Hands on 20%
Attendance & Values (5%) 10%
Project (5%)
______________________________________________
Total 100%

G. Materials and Equipment

 Computer (Desktop/Laptop)
 TV/LCD Projector
 Microsoft PowerPoint presentation
 Video presentation

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H. Rubrics
Rubrics for Chapter Quiz, Chapter Exercises, Midterm & Final Examinations

Level of Grade Point

Criteria
Performance Equivalent Equivalent
Excellent 1.0 5 points a. The student showed a deep understanding about the problem:
a.1 the answer is labelled correctly
a.2 the answer is complete
a.3 the answer is clearly defined
a.4 the answer is in simplified form
b. Appropriate solution or strategy is well implemented and lead to a correct
solution.
Very 1.50 4 points Appropriate solution or strategy is implemented but the student was unable
Satisfactory to the correct answer for some reasons:
1. the answer is not labelled correctly
2. the answer is incomplete
3. the answer is not clearly defined
4. the answer is not in simplified form
Satisfactory 2.00 3 points a. The student was able to use a correct solution or strategy but some
details or data were misunderstood and/or ignored and was not able to
derive the correct answer.
b. There is evidence that the student tried to derive another solution but
failed to obtain a correct answer.
c. Appropriate solution or strategy is implemented but it contains
unnecessary procedures.
d. Shows understanding about the problem but not fully.
Poor 3.00 2 points a. Incorrect and inappropriate solution or strategy led to an incorrect
answer or there is no answer.
b. There is evidence that the student tried to start a new solution yet
failed to obtain a correct and appropriate solution.
c. Shows some understanding about the problem.
Very Poor 5.0 0 – 1 point a. The paper is blank.
b. The given data or values in the problem were recopied and there is no
evidence of a solution or strategy in solving the problem.
c. There is a solution or strategy, but it shows no understanding of the
problem.

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I. Provisions for Flexibility:

 Students with special needs shall be dealt with appropriately depending on the course activities /requirements.
 __________________________________________________________________________________________________________________________________________
 __________________________________________________________________________________________________________________________________________
 __________________________________________________________________________________________________________________________________________
 __________________________________________________________________________________________________________________________________________
 __________________________________________________________________________________________________________________________________________

Prepared by: Recommending Approval: Approved:

RIVA A. GATONGAY JOSE P. CHING JR., DM KARINA MILAGROS CUI – LIM, PhD
Instructor Head, IT Department College Dean

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CONFIRMATION AND ACKNOWLEDGEMENT

This is to confirm that the contents of the course syllabus in Itech 321 - Information Ethics, Second Semester, 2018-2019 , were discussed to
us during the first day of class and a copy of which was provided for reproduction and individual reference and guide.

Name of Student Course & Year Signature Name of Student Course & Signature
Year
1. 21.
2. 22.
3. 23.
4. 24.
5. 25.
6. 26.
7. 27.
8. 28.
9. 29.
10. 30.
11. 31.
12. 32.
13. 33.
14. 34.
15. 35.
16. 36.
17. 37.
18. 38.
19. 39.
20. 40.

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