Curricula Design & Pedagogy for Sketching Within HCI & UX Education

Sketching is recognised as an important tool in the journey of research and practical processes of Human Computer Interaction (HCI) and User Experience Design (UX). However, it is not always included in higher education curriculum, in which HCI and UX is often a single module in one year group amongst more “traditional” approaches in computer science. The benefits of sketching and visualisation practice can be used by students across the board in computing degrees, but especially so within HCI and UX, where novel approaches and ideation are valued and practiced. By the time learners leave higher education, they may or may not have engaged with this valuable skill. HCI has a lot in common with UX, and the two are commonly conflated to be the same thing, though despite this, there is not a focus on practical sketching and visualisation skills. In comparison, within the UX workplace environment, sketching is part of design thinking and vital for the structuring of ideas, storyboards, user journey maps and more. We focus on the incorporation and exploration of sketching as an educational tool, technique and output within HCI, and how this learning is given and received over a number of contexts. This paper outlines case studies where sketching has been included in both formal and informal learning with both undergraduate, postgraduate, and post education populations, and how this knowledge exchange has been both enhanced and changed by the recent compulsory move to online teaching during the COVID-19 pandemic. We discuss practice and learning in the context of four case studies: Data-Sketching in a First Year Minor; Sketching in a 2nd Year HCI Cohort; Sketching as a Foundational Tool for MSc User Experience Design; and, Sketching in HCI for Peer-to-Peer Learning. Further, we make recommendations for incorporating sketching practice and theory into both undergraduate and postgraduate university programs, as well as for peer-to-peer learning in both public and private contexts.