Aims

This module will provide students with the necessary skills and knowledge to begin to undertake design-led research in Human-Computer Interaction. The module will provide a methodological foundation across disciplinary backgrounds to support the collection, analysis and reporting of empirical data and the development of analytic insight on human-computer interaction. This includes both approaches and methods for present-in-person, as well as for remote/online research.

1.       To introduce students to relevant research methods for understanding users of digital technology, including quantitative, and qualitative research methods.
2.       To explore the theoretical underpinnings of the scientific process, research methods and epistemologies.
3.       To introduce students to research study design.
4.       To provide students with hands-on experience of collecting, analysing and evaluating research data pertaining to system design and evaluation.
5.       To support students in critically evaluating and selecting appropriate research methods.

Outline Of Syllabus

The module will give students an introduction to the core practical and theoretical foundations for research methods in Human-Computer Interaction. We will address key skills such as study design, statistical analysis, preparing qualitative research, doing qualitative analysis, and presenting research outputs / writing research reports. Additional materials will develop the knowledge and skills required to produce and evaluate ethical research and to effectively communicate scientific knowledge. The following topics are indicative of the content of these components:

1.       Study design
2.       Experiments
3.       Statistical analysis
4.       Philosophy of Science
5.       Ethics
6.       Qualitative data collection
7.       Qualitative data analysis
8.       Scientific communication

Teaching Rationale And Relationship

The module will be delivered with an emphasis on a pragmatic approach to research design in human-computer interaction and will provide students with the ability to 1) find the best ‘fit’ between research methods and research problems and 2) begin to apply the necessary data collection and analysis methods. Teaching methods will therefore focus on developing 1) critical insight on methodological principles and 2) practical skills in the application of research methods through three modes of learning: agonistic debate; peer learning; and experiential learning. These choices are motivated by underlying characteristics and qualities of scientific knowledge and the scientific method, namely falsification and empiricism, together with the supporting research philosophy frameworks including post-positivism, critical realism and social constructivism, and compliment the learning content. Agonistic debate will support the development of critical thinking in relation to the value and validity of various research methods. Agonistic debate will be driven by the delivery of learning material providing alternating and diverging perspectives on study topics. Through self-directed inquiry, required reading, and diverse disciplinary backgrounds, students will be expected to engage in and with the active debate. In workshops, elements of peer learning will support further critical reflection on the appropriateness of research methods to specific research problems and group working will reveal the myriad of perspectives that can be found in and through research methods. The application of research methods will be reflected through the design and implementation of an individual applied (small) research project by each student. These projects will be based around a self-determined research question by the students within a pre-defined range of topics and methods and will be developed and implemented as the module progresses. This offers an opportunity to constantly reflect the implications and opportunities of the learning content at hand against the requirements of – and applicability towards – the students’ self-selected research questions.
This learning will be assessed through the ability of students to effectively communicate research, where they will be expected to justify methodological decisions, analyse empirical data, and synthesise data analysis in a written coursework assignment that summarises the individual research project.

Assessment Rationale And Relationship

The assessment will provide an opportunity to produce and communicate scientific knowledge through the application of research methods. The research study report will collect and demonstrate the student’s ability to concisely describe, plan, and conduct experimental studies, and to statistically and/or qualitatively analyse data produced through the study. The concurrent development of the project alongside course contents and with structuring activities during the workshops and opportunities for questions and feedback during drop-in surgeries will provide opportunity for formative feedback and to advance skills in scientific communication. The work will also assess the students’ ability to describe, justify, and apply research methods, and their ability to collect, analyse and synthesise empirical data. Two broad categories of empirical data (quantitative and qualitative) provide the backbone of the evaluation and will support the assessment of the students’ ability to design and carry out research in post-positivist and social constructivist modes.
The formative assessment means that after introducing the basics of experiments, study design and basic qualitative/quantitative methods of undertaking HCI research, students will be asked to submit a research proposal aiming at demonstrating an understanding of the possible flaws and biases that could be introduced in the design of research experiments. Feedback will be given prior to the summative assessment.