Interaction Design

Code:

DIT01

Acronym:

DI

Keywords
Classification	Keyword
CNAEF	Design

Instance: 2022/2023 - 1S (edição n.º 1)

Active?	Yes
Responsible unit:	Design
Course/CS Responsible:	Design of Health Technologies

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
DTS	10	Plan of Studies of the Specialization in Design of Health Technology Design	1	-	6	42	162

Teaching language

Suitable for English-speaking students

Objectives

• Realize the complexity of the field of interaction design
• Understand the relevance of interaction design in the broader field of design in
contemporary culture and society
• Understand the specifics of information architecture for interactive media
• Gain knowledge about interaction design principles, guidelines, standards, and
methods.
• Be able to develop the information architecture of interactive systems using design methodologies such as card sorting that allow you to understand which hierarchies and
terminologies are most appropriate for the users of a system
• Be able to develop context and key-path scenarios that support users' functional goals
• Be able to understand users' mental models for various tasks and processes

Learning outcomes and competences

Based on a PBL "Problem-Based Learning" logic, the syllabus follows practice, thus allowing
students to achieve the proposed objectives.
Content on principles, guidelines, standards, and methods of interaction design, information
architecture, usability, inclusive design, multimodality, and assistive technologies, will not
only contribute to increasing student knowledge. Still, it will inform practice for developing
context scenarios and key pathways that support users' functional goals, as well as
understanding users' mental models for various tasks and processes. Finally, combining
theoretical and practical domains will allow the student to understand the complexity of
interaction design and its relevance in the broader design field in contemporary culture and
society.

Working method

Presencial

Program

Principles of interaction and navigation design (wireflows, storyboards, prototypes)
Interaction design patterns
Information Architecture
Accessibility and assistive technologies
Usability
Inclusive Design, Multimodality, and Assistive Technologies

Mandatory literature

Krug, Steve; Don't Make Me Think, Revisited: A Common Sense Approach to Web Usability,
Krug, Steve; Don't Make Me Think, Revisited: A Common Sense Approach to Web Usability,
Norman, Donald A.; Emotional Design: Why We Love (or Hate) Everyday Things
Norman, Donald A.; Emotional Design: Why We Love (or Hate) Everyday Things

Teaching methods and learning activities

The laboratory component, along with exhibition sessions and material analysis, seminars,
discussion forums, and project presentations, will inform the practice for developing context
scenarios and key paths that support the functional objectives of the users. In this way, the
student can understand the users' mental models for the various tasks and processes.
The combination of theoretical and practical domains will allow the student to understand the
the complexity of interaction design and its relevance in the broader design field in contemporary
culture and society.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	20,00
Trabalho laboratorial	80,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Trabalho laboratorial	21,00
Total:	21,00

Eligibility for exams

Classes will take place in a laboratory, essentially an operational and experimentation place,
where students will develop theoretical-practical projects, implement scientific content, and
consolidate technical skills.

Classes will include exposition sessions, material analysis, seminars, discussion forums, and project presentations.

Participation: 20%
Laboratory work: 80%
Classes will assume a PBL; Problem-Based Learning; learning approach with three complementary components: Expositive (where the teacher will present the subject and points
of analysis); Practice (where the professor will promote exercises to solve in class time and outside class); Lecture (where a guest from the R&D area or industry will complement the
themes of some classes). In this sense, the planning of the CUs will reserve space for Flipped Classes, where students explain to the class the work process and the results of the exercises, constituting relevant moments of assessment of competencies.

Calculation formula of final grade

Participation: 20%
Laboratory work: 80%