CSE 216: Fall 2024

Instructor:

Imani Munyaka (drmunyaka at ucsd dot edu)
Office hours: Virtual on Tuesday @ 10am -11am

TAs:

Mya Bolds mbolds@ucsd.edu Office Hours: TBA

Tutors:

Not Applicable to this course

Lectures:

Tuesday/Thursday 2:00pm-3:20pm In-person & Online when announced

Discussion:

Not Applicable to this course

Class Resources:

Zoom links, assignment submission and gradebook on Canvas
Q&A on Piazza
Assignment submission on Gradescope
Lecture schedule, readings, and course policies on this web page

Grading:

10%: Attendance
30%: Paper commentaries
15%: Co-leading one class discussion
45%: Research Project

Course Overview

This course is a broad graduate-level introduction to interaction design research. The course begins with seminal work on interactive systems, and moves through current and future research areas in interaction techniques and the design, prototyping, and evaluation of user interfaces. Topics include social computing, crowdsourcing, software tools, design and evaluation methods, ubiquitous and context-aware computing, tangible interfaces, and mobile interfaces.

Tentative Schedule

Week	Date	Topic	Readings	Assignments	Discussants
0	9/24
	9/26	Foundations	The Computer for the 21st Century, Mark Weiser, Scientific American, September 1991, pp. 94 - 104.	Find team mates	Slides
1	10/1	Research	The Science of Design, Herbert A. Simon in The Sciences of the Artificial, 1969, pp. 128-159. Pasteur's Quadrant, Ch. 3, Stokes D.E., pp 58-89		Discussion lead - Prof. Munyaka Slides
	10/3	Design Process	Parallel Prototyping Leads to Better Design Results, More Divergence, and Increased Self-Efficacy Dow S.P, Glassco A., Kass J., Schwarz M., Schwartz D., Klemmer, S. Transactions on Computer-Human Interaction, 11(4), 2010. Design-oriented human-computer interaction. Fallman, D. CHI 2003. State of Design: How Design Education Must Change. Don Norman and Scott Klemmer LinkedIn 2014 .	Reading Notes, Brainstorm	Tuan T., Jacob L., Andy M. Slides
2	10/8	Experiments (Zoom)	How to Do Experiments, Ch. 2, David W. Martin in 'Doing Psychology Experiments', pp. 25-41 2008. Methodology Matters: Doing Research in the behavioral and social sciences, Joseph E. McGrath, in Readings in Human-Computer Interaction: Toward the Year 2000, pp. 154-169. (Start at "Research Methods as Opportunities and Limitations")	Reading Notes	Julian S. - Slides
	10/10	Studying Behavior/attention	SplitBody: Reducing Mental Workload while Multitasking via Muscle Stimulation Message in a Bottle: Investigating Bioart Installations as a Transdisciplinary Means of Community Engagement Multimedia-Enabled 911: Exploring 911 Callers’ Experience of Call Taker Controlled Video Calling in Simulated Emergencies	Reading Notes, Brainstorm 2 + Teams	Alexis Y., Henry L., Brandon L. - Slides
3	10/15	input models	Take a Seat, Make a Gesture: Charting User Preferences for On-Chair and From-Chair Gesture Input User Technology: From Pointing to Pondering. Stuart K. Card and Thomas P. Moran. ACM conference on the history of personal workstations 1986. The Word-Gesture Keyboard: Reimagining Keyboard Interaction. Shumin Zhai and Per Ola Kristensson Communications of the ACM 2012.	Reading Notes	Tyden R., Mokshita G., Kayla H. - Slides
	10/17	tools/design tools	From Concept to Community: Unpacking the Work of Designing Educational and Activist Toolkits Design Patterns for Data-Driven News Articles Designing Media Architecture: Tools and Approaches for Addressing the Main Design Challenges.	Reading Notes, Abstract Draft	Jason A., Qingyang Y., Eric X. - Slides
4	10/22	ubiquitus computing	Yesterday's tomorrows: notes on ubiquitous computing's dominant vision, Genevieve Bell and Paul Dourish in Personal and ubiquitous computing, 2007 Skinput: Appropriating the Body as an Input Surface, Chris Harrison, Desney Tan, and Dan Morris. CHI 2010. Supporting Ethnographic Studies of Ubiquitous Computing in the Wild, Andy Crabtree, Steve Benford, Chris Greenhalgh, Paul Tennent, Matthew Chalmers, Barry Brown, DIS 06	Reading Notes	Hesper Y., Yiteng Z. - Slides
	10/24	Visualizations	Do You See What I See? A Qualitative Study Eliciting High-Level Visualization Comprehension Techniques for Flexible Responsive Visualization Design, Jane Hoffswell, Wilmot Li, and Zhicheng Liu CHI2020. Using Vision to Think in Information Visualization (Ch. 1), Stuart K. Card, Jock D. Mackinlay, Ben Shneiderman	Reading Notes	Qisen Y., Michael P. - Slides
5	10/29	Voting	Can Voters Detect Malicious Manipulation of Ballot Marking Devices? Investigating Voter Perceptions of Printed Physical Audit Trails for Online Voting Making Voting Accessible: Designing Digital Ballot Marking for People with Low Literacy and Mild Cognitive Disabilities	Reading Notes	Yunyi H., Zoe Q., Liangchun M. - Slides
	10/31	critical analysis	A Critical Analysis of the Prevalence of Technology-Facilitated Abuse in US College Students Are Robots Ready to Deliver Autism Inclusion?: A Critical Review A Critical Examination of Virtual Reality Technology in the Context of the Minority Body	Reading Notes	Don L., TN, Rachel L. - Slides
6	11/5	No Class/ Project Working Day			Writing a successful CHI paper, Lisa Anthony, PhD - Slides
	11/7	accessibility	Ability-Based Design: Concept, Principles and Examples. Jacob O. Wobbrock, Shaun K. Kane, Krzysztof Z. Gajos, Susumu Harada, and Jon Froehlich ACM Trans. Access. Comput., 3:9:1-9:27, April 2011. Not just Atmosphere: Game Music Design for Accessible In-Game Information Communication CommunityCrit: Inviting the Public to Improve and Evaluate Urban Design Ideas through Micro-Activities	Reading Notes, Abstract Revision	Nicholas R., Shreyas K., Nishanth C. Slides
7	11/12	social computing	(Re)Capturing the Spirit of Ramadan: Techno-spiritual Practices in the Time of COVID-19 -Nadia Caidi, Cansu Ekmekcioglu, Rojin Jamali, and Priyank Chandra Labeling images with a computer game Using social psychology to motivate contributions to online communities	Reading Notes	Abeer A., Ross D., Ani C.Slides
	11/14	Design as a method	Counting Up: Designing Agonistic Data Collection in the Court Room “Shotitwo First!”: Unraveling Global South Women’s Challenges in Public Transport to Inform Autonomous Vehicle Design Co-designing Inclusive and Empowering Videoconferencing Technologies with People Who Stutter Example-Centric Programming: Integrating Web Search into the Development Environment	Reading Notes	Ethan L., Cheng G., Brian L., Yang Q.
8	11/19	Human-Centered AI	Large-scale Text-to-Image Generation Models for Visual Artists’ Creative Works ""An Ideal Human"": Expectations of AI Teammates in Human-AI Teaming Decision Making Strategies and Team Efficacy in Human-AI Teams	Reading Notes	Ayla K., Anahita S., Harrison K.
	11/21	LLMs	Language of Zelda: Facilitating Language Learning Practices Using ChatGPT From Text to Self: Users’ Perception of AIMC Tools on Interpersonal Communication and Self Accelerating human–computer interaction through convergent conditions for LLM explanation Generating personas using LLMs and assessing their viability	Reading Notes	Yuan T., Nilesh P., Yue P., Ye L
9	11/26	Simulating people (Zoom)	Generative Agents: Interactive Simulacra of Human Behavior Simulating the Human in HCD with ChatGPT: Redesigning Interaction Design with AI What simulation can do for HCI research Virtual reality and 360° panorama technology: a media comparison to study changes in sense of presence, anxiety, and positive emotions	Reading Notes	Joshua K., Ainaz E., Taggert S., Isabella L.
	11/28	-NO CLASS -
10	12/3	presentation
	12/5	presentation
Finals	12/10	Paper Due
	12/12

Assignments

Students can expect to receive graded work seven days after it is due.

Research project:
Students will complete a quarter-long mini-research project in groups of two. We encourge students to choose projects that are related to their own research or another research project on campus. Leveraging ongoing research increases your speed and ability to find define a good project, and enables you to leverage existing software and hardware infrastructure. The grade for this portion will be broken up as follows:
- - Project Abstract Drafts
- - Project Abstract Final, including research question:
  The strength of the research problem (i.e., do pick something that's research, not just development) and appropriateness of the scope (i.e., don't pick something too large — it's only a 10-week quarter.) Is it executed in ways necessary to understand your research question? (It doesn't need to be functional in ways orthogonal to your research question.)
- - Final Report, including execution: Explanation of your ideas, motivation, and related work. How well did you figure out what you set out to learn?
- - Final Presentation: In general, both members of the team will receive the same grade. However, if there is a significant contribution disparity, that will be reflected in the grade.
Paper commentaries: .
Students should submit short commentary of each reading using the online submission system (in this format). Commentaries are due by 7:00am the day of class; late commentaries will not be accepted. Students are required to read all the papers. Commentary submissions are only required for those marked on the syllabus.

We will drop your four lowest-scoring commentaries. This implies each student may opt to pass on four commentaries for any reason: personal or family matters, conflicting deadlines, etc.. There are no exemptions beyond this. This limit is for the number of commentaries you miss—if you skip a day requiring two commentaries, you will miss two commentaries. Exempted commentaries should be specifically noted as being passed on. Commentaries are graded on a check-plus/check/check-minus scale.

(Co-)leading one class discussion:
For details on how to structure a discussion, go here. On their discussion day, students should submit their materials instead of their commentary using the online submission system. In evaluating your discussion, the course staff will ask the following questions:

Did you effectively extract the high-level points from readings and present them?
Did you raise interesting and difficult questions about the readings?
Did you clearly review, describe, and summarize the paper's main technical contributions? If there is an important algorithm, you should explain how it works. If there are statistics, you should explain how any why they were produced.
Did the discussion accomplish valuable learning goals for the students? (i.e., did understand something about the readings at the end of class that may not have at the beginning.)
Did you engage the students in discussion?
Did you incorporate students' ideas from their commentaries into the discussion?

This is how your grade out of 30 is determined:

Weak (0-16)	Proficient (17-26)	Mastery (27-30)
Yes to few of the questions above	Yes to most but not all of the questions above	Yes to all of the questions above

Active participation:
- Needs Work : one or more of: uneven attendance, not engaged, on email/Facebook/Web, little active participation, comments only tangentially related to discussion topic, never attends office hours. Students who miss more than 4 classes will receive an automatic 0
- Satisfactory : participates actively in small group and full-class discussions.
- Excellent: one or more of: Participation regularly adds new insights to class; connects class topics with outside research; builds theory and insights; careful scholarly discussion of readings (comments engage with the technical meat, not just the surface features); participation and enthusiasm create esprit de corps with peers.

Ensuring consistency

We know you work hard, and want you to receive the grade you earned. Occasionally, grading mistakes happen, and it's important to us to correct them. If you believe your assignment score does not match the rubric, submit a regrade request on Piazza within 7 days of receiving your score. List the score that you think is most accurate for each rubric item, and explain why that score is more accurate than the one you received. Scott will regrade the entire assignment to ensure quality; this revised grade will be your final score. Make sure the staff have access to all materials needed. In the interest of assessing all student work equally and transparently, we will not respond to oral requests or vague wishes for a different grade.

Human Subjects Certification

5 pts Extra Credit

In order to ever submit your work to a conference or journal, you need IRB approval prior to gathering any human subjects data. The UCSD IRB approves most HCI research as exempt. Exempt approval is a quick and lightweight processs.

To be certified as a researcher that can submit IRB, the first step is to pass the training tutorial. This is really useful information, and because we strongly encourage you to get certified even if you don't plan to publish your work, we'll provide extra credit to any students who send us their certitication for completing the Social & Behavioral Research - Basic/Refresher course. This UCSD IRB page describes how to do so.
The training modules are linked from the CITI site.

Course Policy

If you have an unforeseen long-term emergency that affects all of your classes (hospitalized, death of immediate family member etc.), please reach out to us and the student affairs office to coordinate alternate arrangements.

By taking this course, you implicitly agree to abide by the UCSD policies on Integrity of Scholarship and Student Conduct. See the Academic Integrity Support for Remote Learning. University rules on integrity of scholarship and code of conduct are taken seriously and will be enforced.

Additional Resources

No textbook is required, but if you would like additional resources the following may be useful: