Education in HCI Outdoors: A Diary Study Approach

To assist students and educators in more deeply grasping user technology needs in busy outdoor settings, we recommend using diary study assignments adapted from social science and humancomputer interaction (HCI) research. This suggestion is based on insights that the field of HCI has expanded from computer use in controlled, indoor environments to technology application research in broader contexts, especially outdoor environments, where diary studies yield important insights. This can be seen in areas like social media, augmented reality, citizen science, and geolocationbased games, where it is difficult to understand the user experience for these areas through short-term, controlled exposure. Instead, educators must encourage students to step out of the classroom and into the real world to observe and experience interactions during multiple-use sessions over an extended time period, which offers students in-depth insights into real-world technology use, thereby setting the stage for them to design more human-focused technology applications and services that better meet user needs. This paper explores the utilization of the diary study methodology within the context of HCI education, examining its distinctive benefits and exposing tradeoffs in its challenges. Benefits discussed in the paper include adaptability to a wide array of user needs and circumstances, the capability to yield profound insights into the application of technology in real-world settings, and effectiveness in uncovering privacy concerns in daily life. Concurrently, we identify some practical challenges and introduce targeted strategies for addressing them, such as maintaining consistent student engagement, devising creative approaches for analyzing data, and encouraging deeper reflective practices among students. In so doing, this manuscript seeks to provide actionable guidance for crafting more impactful and immersive HCI educational initiatives through diary study assignments.