“Core” components in HCI syllabi: Based on the practice of CS and LIS schools in North America

Abstract

The “core” of HCI education remains debatable because of its multidiscipline nature. This paper developed an integrated HCI classification schema of teaching topics. A content analysis with 104 HCI syllabi from 28 computer science and 23 library and information science programs in North America revealed no significant differences between two programs. The social network analysis of co-occurrence 2280 teaching topics in courses identified 9 HCI core course components and 4 topic clusters. Three teaching styles emerged in social network analysis of university co-occurrence network. In conclusion, it is suggested that HCI educators should design syllabi or curricula according to their own contexts.