Reference : Applying the TPACK model to HCI Education: Relationships between Perceived Instructio...

	Document type :	Scientific congresses, symposiums and conference proceedings : Paper published in a journal
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Computational Sciences
	To cite this reference:	http://hdl.handle.net/10993/54743

Title :	Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge
Language :	English
Author, co-author :	Sacre, Margault [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Lallemand, Carine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	2023
Journal title :	EduCHI 2023: 5th Annual Symposium on HCI Education
Peer reviewed :	Yes
Audience :	International
Event name :	EduCHI 2023: 5th Annual Symposium on HCI Education
Event date :	2023, April 28
Event place (city) :	Hamburg
Event country :	Germany
Keywords :	[en] Human-Computer Education ; TPACK ; Teaching Quality ; Pedagogical Knowledge ; Higher Education
Abstract :	[en] Instructional quality in Human-Computer Interaction (HCI) education is crucial to ensure that students acquire the necessary skills to understand the complexity of socio-technical systems and design interfaces and interactions accordingly. Previous empirical evidence suggests that teaching quality is determined by teacher knowledge – domain-specific, pedagogical, and technological knowledge. Through a survey of N=54 HCI instructors, this paper reports on teacher knowledge and investigates its relationship with their perceived teaching quality at different levels of HCI education. Findings show that HCI instructors rated their domain-specific and technological knowledge rather high, while the components of pedagogical knowledge were rated lower. Yet, pedagogical knowledge was related to instructional quality, specifically the degree of cognitive activation provided to students. We contribute by documenting and discussing the strengths and weaknesses of HCI instructors’ knowledge and teaching quality. We draw implications for instructors, institutions and the HCI education community.
Funders :	Fonds National de la Recherche - FnR
Permalink :	http://hdl.handle.net/10993/54743
DOI :	10.1145/3587399.3587402
FnR project :	FnR ; FNR14839977 > Vincent Koenig > C21 > Collaboration 21 - Leveraging Technologies For Enhanced Collaborative Work And Learning Experiences > 15/09/2021 > 14/09/2027 > 2020

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