HCI-Informed STEM Mini-Projects for Critical Thinking in Technology-Enhanced Learning

Abstract

Developing critical thinking in technology-enhanced learning requires more than access to digital platforms; it also depends on how students interact with digital environments while engaging in authentic problem solving. This study examined changes in students’ critical thinking following participation in HCI-informed STEM mini-project learning that integrated usability, interactivity, and user experience into Learning Management System (LMS)-supported activities. A quantitative pre-experimental one-group pretest–posttest design was employed with undergraduate Science Education students. Critical thinking was assessed using an essay-based test covering interpretation, analysis, evaluation, inference, and explanation. The findings showed an overall improvement in critical thinking performance following the learning activities, with the magnitude of improvement varying across students. The STEM mini-projects engaged students in problem analysis, solution design, prototyping, testing, evaluation, and scientific explanation, while HCI principles supported their interaction with the digital learning environment. These findings provide preliminary empirical support for integrating HCI considerations into LMS-supported STEM mini-project learning as a promising approach to facilitating critical-thinking processes. However, because the study did not include a comparison group and HCI dimensions were not independently measured, the observed improvement cannot be attributed specifically to the HCI-informed approach. Further controlled studies are needed to establish its effectiveness and clarify the contribution of individual HCI dimensions.