In the realm of education Bujak et al. (2013) approach HCD in the use of augmented reality as a teaching aid in mathematics classrooms from physical, cognitive, and contextual perspectives. The study considers very specific math knowledge but is regarded in the current review for its approach on education from a SCL perspective although not addressing the term. Now on teacher education, Routarinne & Ylirisku (2012) study a UCD method known as Video Card Game as a tool for bridging the gap between theory and practice on educational psychology learning. The authors perform an experiment based on collaborative knowledge construction, which integrates the perspectives of individuals, tools, and social situation. On a virtual perspective of education Santos et al. (2014) explore how UCD methods can be applied along the e-learning life cycle to enrich personalization, assuming it has to be constructed in a process that involves learners’ needs. The authors found that UCD principles can be aligned to educational systems recommendations and return positive results. This is another example of SCL principles being considered although not mentioning the term itself. Finally et al. (2011) address UCD in the context of designing with children. The authors develop a framework of design methods in terms of required design skills and apply it to investigate what method would work optimally with children of a specific age. Although focusing on children, the authors base their study on the Theory of Multiple Intelligences which is valuable for education research on any level. As a result of this study they also present an overview of skills that are characteristic for a design activity: linguistic, interpersonal, spatial-visual and bodily-kinesthetic. From these selected papers 42% refer to product development, all of which use case study as a method. Another 42% have an education bias, although not addressing directly SCL but still aligned to its principles. 71% of them explore the use of specific UCD tools and 40% of these also propose a reflection upon the methods.
In the realm of education Bujak et al. (2013) approach HCD in the use of augmented reality as a teaching aid in mathematics classrooms from physical, cognitive, and contextual perspectives. The study considers very specific math knowledge but is regarded in the current review for its approach on education from a SCL perspective although not addressing the term. Now on teacher education, Routarinne & Ylirisku (2012) study a UCD method known as Video Card Game as a tool for bridging the gap between theory and practice on educational psychology learning. The authors perform an experiment based on collaborative knowledge construction, which integrates the perspectives of individuals, tools, and social situation. On a virtual perspective of education Santos et al. (2014) explore how UCD methods can be applied along the e-learning life cycle to enrich personalization, assuming it has to be constructed in a process that involves learners’ needs. The authors found that UCD principles can be aligned to educational systems recommendations and return positive results. This is another example of SCL principles being considered although not mentioning the term itself. Finally et al. (2011) address UCD in the context of designing with children. The authors develop a framework of design methods in terms of required design skills and apply it to investigate what method would work optimally with children of a specific age. Although focusing on children, the authors base their study on the Theory of Multiple Intelligences which is valuable for education research on any level. As a result of this study they also present an overview of skills that are characteristic for a design activity: linguistic, interpersonal, spatial-visual and bodily-kinesthetic. From these selected papers 42% refer to product development, all of which use case study as a method. Another 42% have an education bias, although not addressing directly SCL but still aligned to its principles. 71% of them explore the use of specific UCD tools and 40% of these also propose a reflection upon the methods.