A theory-based approach to designing student learning context

How can we keep technology-focused computing and software engineering students interested and engaged in a soft subject like HCI? How can we avoid leaving the less gifted and less enthused students behind in a 12-week module packed with theories, methodologies and with a new development tool to learn? This paper describes how educational research findings were deployed to address the above issues across four semesters in an HCI module at a UK university. Kolb's experiential learning cycle was successfully applied to the design and scheduling of course content and learning activities to enhance students' learning outcomes. Surveys of the students - both at the beginning and at the end of each semester - consistently showed improvement in students' understanding, perception and satisfaction with the module.