Content area
Abstract
As problem-solving in design research grows more complex, there is a need to create ecosystems that effectively support student teams in developing metacognitive and collaborative skills. This study explores the adaptation of Northwestern University’s scalable undergraduate research studio model into the single-semester, instructor-led Introduction to Human-Computer Interaction course at Northeastern Illinois University (NEIU). Due to time, resource, and institutional constraints, partial adoption of the original planning ecosystem presented challenges for students, particularly in practicing structured planning and feedback routines.
To address these issues, iterative design changes were introduced in the Spring 2025 semester, including a compass feedback loop informed by project context, scaffolded canvas feedback, and automated planning prompts with contextual cues. Data collected through user interviews, class observations, and tool usage showed increased engagement with planning tools, primarily through scaffolded feedback. However, interaction with automated supports remained low, indicating the need for further refinement. This work highlights key design implications for building effective planning ecosystems in resource-constrained educational settings.
