Contribution: This work presents a teaching and learning process for human–computer interaction (HCI) courses, combining traditional lecture-based classroom (TLBC), active learning (AL) and project-based learning elements, such that students can increase their understanding over HCI. Background: In undergraduate science computing, the academic curriculum is composed of theoretical and practical courses. The theoretical courses address more abstract content. This process intends to increase the involving of students over the theoretical discipline of HCI. Research Questions: This work shows a different approach to improve student retention for a better understanding of the theoretical aspects over HCI. Methodology: This proposed process has three mainstages and, as newness, uses the $t$ -learning concept to simulate interactive educational videos. In the first stage, the teacher presents concepts of HCI using TLBC. The second stage is AL, where students make oral presentations or make of learning objects based on interactive videos (LOBIVs) to reinforce their self-comprehension over theoretical content. The third stage is the PBL activity of the production of new LOBIVs. Findings: The results show higher statistical scores using the proposed method (PM) in comparison with the TLBC used in HCI course. A total of 131 students concepts were compared in this work, that uses TLBC, with 113 students concepts that use the PM. The results indicate that there are advantages in the PM, because it helps to reduce the number of reproved students and increases the average students grade.

中文翻译：

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人机交互（HCI）课程的教育过程的制作和评估

贡献： 这项工作提出了人机交互（HCI）课程的教学过程，结合了传统的基于课堂的课堂（TLBC），主动学习（AL）和基于项目的学习元素，从而使学生可以加深对HCI的理解。 背景：在本科科学计算中，学术课程由理论和实践课程组成。理论课程涉及更多抽象内容。这个过程旨在增加学生对人机交互理论领域的参与。研究问题： 这项工作显示了一种不同的方法来提高学生的保留率，以便更好地了解HCI的理论方面。 方法： 拟议的流程具有三个主要阶段，并且新颖性在于使用了 $ t $ 学习概念来模拟交互式教育视频。在第一阶段，老师将使用TLBC介绍HCI的概念。第二阶段是AL，学生根据互动视频（LOBIV）进行口头陈述或学习对象，以增强他们对理论内容的自我理解。第三阶段是生产新LOBIV的PBL活动。发现：结果表明，与人机交互课程中使用的TLBC相比，使用建议的方法（PM）可获得更高的统计评分。在使用TLBC的这项工作中，总共比较了131个学生概念和使用PM的113个学生概念。结果表明，PM有其优势，因为它有助于减少受训学生的数量并提高平均学生成绩。