REPUBLIC OF THE PHILIPPINES

WEST PRIME HORIZON INSTITUTE, INC.

COURSE SYLLABUS IN LANGUAGE AND
EDUCATION RESEARCH

VISION
West Prime Horizon Institute envisions mature, highly-skilled and competent graduates
who live with a quality life locally and globally.

MISSION
West Prime Horizon Institute is committed to provide quality education for the 21 st
century learners through a highly competent teachers, holistic curriculum, and conducive
learning environment with advance facilities and equipment.

GOALS
1. To produce technologically skilled graduates who can apply theories into a real-life
situation.
2. To develop learners’ critical thinking and decision-making abilities.
3. To provide a conducive learning environment that enhances quality teaching-learning
process.
4. To cater the needs of the 21st Century learners through advance educational technology.
5. To produce a highly competitive individuals who can adapt to the needs of the local and
global society.

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 Course Syllabus in Language and Education Research

Course Name Human Computer Interaction

Course Code
Course Credit 3 units
Pre-Requisite
Course Description In this course, students are introduced to the fundamental theories and concepts of human
computer interaction (HCI). HCI is an interdisciplinary field that integrates theories and
methodologies across many domains including cognitive psychology, neurocognitive
engineering, computer science, human factors, and engineering design. Students will gain
theoretical knowledge of and practical experience in the fundamental aspects of human
perception, cognition, and learning as relates to the design, implementation, and evaluation
of interfaces. Topics covered include: interface design, usability evaluation, universal
design, multimodal interfaces (touch, vision, natural language and 3-D audio), virtual
reality, and spatial displays. In addition to lectures, students will work on individual and
team assignments to design, implement, and evaluate various interactive systems and user
interfaces based on knowledge culled from class material and additional research.
Learning Outcomes At the end of the course, students are expected to:
A. the definitions and foundations of the HCI domain;
B. strategies to study a human user population;
C. user-centered techniques for designing interfaces and interactive solutions;
D. evaluation methods, quality factors, and data analysis techniques; and
E. the research frontiers of HCI, including universal design, responsive design and
pervasive computing.

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 LEARNING PLAN

Desired Learning Outcome Course Content/ Teaching and Learning Assessment of Resource Time-
(DLO) Subject Matter Activities Task Materials table
1. Unit 1:  Lecture/Discussion  Short Quiz Books/Mu 1-2
Introduced Introduction ltimedia weeks

What HCI Is
in the field and Why It
Is Important

of
HCI,
namely its
objective
and
importance.
Also,
reviewed
3
some of the
main
high-level
principles of
HCI
and
presented
some
relevant
examples.
Values:
Appreciatio
4
n of the
principles of
HCI and put
into actual
practice for
the
specific
purpose of
designing
an effective
interface.
Introduced
5
in the field
of
HCI,
namely its
objective
and
importance.
Also,
reviewed
some of the
main
high-level
6
principles of
HCI
and
presented
some
relevant
examples.
Values:
Appreciatio
n of the
principles of
HCI and put
7
into actual
practice for
the
specific
purpose of
designing
an effective
interface.
a) Introduced in the field
of HCI, namely its
objective and
importance. Also,
reviewed some of the
main high-level
principles of HCI and
presented some
relevant examples.
Values: Appreciation of
the principles of HCI
and put into actual

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 practice for the specific
purpose of designing an
effective interface.
a) Introduce the following 2. Human  Lecture/Discussion  Oral Recitation Books/ 3-4
lessons: Memory multimedi weeks
 Three forms of a
human memory:
sensory buffers,
short-term
memory (working
memory), and
long-term
memory (LTM).
 How information
gets to LTM:
Rehearsal,
unconscious
consolidation,
meaningful
associations
 Two types of
LTM: Declarative
and implicit
memory.
 Forgetting: Is
memory loss due
to decay,
interference, or
access problems?
 Information
access/retrieval:
Recall vs.
recognition.
 Methods for
improving recall:

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 Association,
categorization,
and
visualization.
 Reasoning and
logic structures:
Humans vs.
computers
a) At the end of the topic, 3. What is  Group Reporting • The students will Powerpoin 5-6
the students must Interaction ask the reporter t weeks
have:Described what Design? The teacher will regarding the topic Presenatio
interaction design is assign groups to reported and vice n
and how it relates report specific versa.
tohuman-computer topics about
interaction and other Interaction Design.
fields.Explained what
usability is.Described
what is involved in the
process of interaction
design.Outlined the
different forms of
guidance used in
interaction
design.Evaluated an
interactive product and
explain what is good
and bad about it in
erms of the goals and
principles of interaction
design.
a) Explained what is 4. Understanding and  Lecture/Discussion  Oral Recitation Books/ 7-8
meant by the problem conceptualizing multimedi weeks
space. Explained how interaction a
to conceptualize
interaction. Described
what a conceptual

10
 model is and explain
the different kinds.
Discussed the pros and
cons of using interface
metaphors as
conceptual models.
Debated the pros and
cons of using realism
versus abstraction at
the interface
a) Explain what cognition 5. Cognitive Aspects  Lecture/Discussion  Short Quiz Books/ 9-10
is and why it is multimedi weeks
important for a
interaction design.
Discuss what attention
is and its effects on our
ability to multitask.
Describe how memory
can be enhanced
through technology
aids. Explain what
mental models are.
Show the difference
between classic internal
cognitive frameworks
(e.g. mental models)
and more recent
external cognitive
approaches (e.g.
distributed
Referencescognition)
that have been applied
to HCI.Enable you to
try to elicit a mental
model and be able
tounderstand what it

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 means.
a) Explained the meaning 6. Designing for  Small Group  The students Books/ 11-12
of communication and Collaboration and Discussion will present multimedi weeks
collaboration. Communication their a
Described the main The teacher will discussion in
kinds of social group the class and class.
mechanisms that are give them time to
used by people to discuss topics about
communicate and Designing for
collaborate. Outlined Collaboration and
the range of Communication
collaborative systems
that have been
developed to support
this kind of social
behavior. Considered
how field studies and
socially-based theories
can inform the design
of collaborative
systems.
a) Explain how our 7. Emotional  Lecture/Discussion  Short Quiz Books/ 13-14
emotions relate to Interaction multimedi weeks
behavior and user a
experience. Provide
examples of interfaces
that are both
pleasurable and usable.
Explain what expressive
and annoying interfaces
are and the effects they
can have on people
Introduce the area of
automatic emotion
recognition and
emotional technologies.

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 Describe how
technologies can be
designed to change
people's attitudes and
behavior. Give an
overview on how
anthropomorphism has
been applied in
interaction design.
Enable you to critique
the persuasive impact
of an online agent on
customers
a) Provide an overview of 8. Interfaces  Group Reporting  The students Powerpoin 15-16
the many different Introduction will ask the t weeks
kinds of interfaces.  Interface The teacher will reporter Presenatio
Highlight the main Types assign groups to regarding the n
design and research Natural User report specific topic reported
issues for each of Interfaces topics about the and vice versa.
theinterfaces.Discuss and Beyond lesson.
the difference between
graphical (GUIs) and
naturaluser interfaces
(NUIs).Consider which
interface is best for a
given application
oractivity
a) Explored the utility of 9. Future of HCI  Small Group  Sharing of Books/ 17-18
software and digital Discussion Thoughts and multimedi weeks
content that will  Non- Learnings a
increasingly depend on WIMP/Natural/Mul The teacher will group the
HCI capabilities and timodal Interfaces class and give them time The students
less on the core - Language to discuss and share the will share their
functionalities of Understanding things that they have thoughts and
conventional computer - Gestures oImage learned in this subject. learnings in
hardware. Note that the Recognition and class. The

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HCI issue is becoming Understanding teacher will let
more challenging as the -Multimodal the students
number of computing Interaction express their
platforms proliferates to  Mobile and feelings about
accommodate the Handheld the course
evolving usage Interaction subject.
situations (e.g., home,  High-End Cloud
office, mobile, sales, Service and
vehicles, military, etc.). Multimodal Client
Interaction
 Natural/Immersiv
e/Experiential
Interaction
 Mixed and
Augmented
Reality

Suggested References:
Barwell, R. (2005). Critical issues for language and content in mainstream classrooms: Introductions. Linguistics and
Education,16, 143–150.
Carrió-Pastor, M. L. (2019). The implementation of content and language integrated learning in Spain: Strengths,
weaknesses, opportunities and threats.
In Peter Mickan & Ilona Wallace (Eds.), The Routledge handbook of language education curriculum design (pp. 77–89).
London: Routledge.
https://www.mooc-list.com/course/introduction-multilingual-and-multicultural-education-coursera

COURSE REQUIREMENTS

 Regular attendance in class

 Active participation in class through board work and recitation
 Submit assignments and project on time and pass the quizzes and examination

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  Complete outputs

GRADING SYSTEM
Midterm Percentage
Written Long Exam 40%
Class Active Participation 30%
(group work/ mini-outputs in
tasks/among others)
Quizzes/ work sheets/ 30%
assignment/ attendance
Total 100%

Finals Percentage
Quizzes/ work sheets/ 25%
assignment/ attendance
Summative exam 30%
Portfolio 20%
Class active participation 25%
(group work/ mini-outputs in
tasks/among others)
Total 100%

Final Grade = Midterm Grade + Tentative Final Grade

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 Prepared by: Verified by: Approved by:

SWEETROSE P. PACILAN TEODORA L. RAPADAS ARIEL S. BINAG

Faculty College Dean Acting School
President

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