Leveraging heuristic reasoning for scaffolding student’s understanding in HCI classrooms

This paper demonstrates the evidence of heuristic reasoning by novice students during a concept mapping activity in an HCI classroom and how it changed after multiple iterations of the activity. Backed up by literature and research analysis from one of the class activities of HCI for Educational Technology, this paper shows how pedagogical tools help facilitate interactions and activities in student groups in improving their disciplinary engagement. The paper then suggests some important strategies to include in introductory classes of HCI classrooms for novice learners to help them engage in better cognitive understanding and participation.