Revista de Ciencias Tecnológicas (RECIT). Volumen 3 (1): 10-22
Revista de Ciencias Tecnológicas (RECIT). Universidad Autónoma de Baja California ISSN 2594-192
Volumen 4 (4): 412-424. Octubre-Diciembre, 2021 https://doi.org/10.37636/recit.v44412424.
ISSN: 2594-1925
412
Development of interactive gadgets: pedagogical,
methodological and ergonomic aspects for industrial
design
Desarrollo de gadgets interactivos: aspectos pedagógicos,
metodológicos y ergonómicos para el diseño industrial
Alejandro Daniel Murga González , Génesis Rubí Nájera Morga , Camilo Caraveo Mena
Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Unidad Valle de
las Palmas, Tijuana, Baja California, México
Corresponding author: Alejandro Daniel Murga González, Facultad de Ciencias de la Ingeniería y Tecnología,
Universidad Autónoma de Baja California, Unidad Valle de las Palmas, Tijuana, Baja California, México. E-mail:
alejandro.murga@uabc.edu.mx. ORCID: 0000-0002-5840-1822.
Received: September 20, 2021 Accepted: December 12, 2021 Published: December 16, 2021
Abstract. - The Industry 4.0 is a consequence of the evolution in technological advances, which has allowed and the use
of new tools for simulation, digital integration, fabrication flexibility, and personalization to achieve new product design
solutions. The importance and actuality of this revolution have had a great impact on the engineering and design
education system, and this is the case of the Faculty of Engineering and Technology Sciences (FCITEC), from the
Autonomous University of Baja California (UABC), where the implementation of gadget prototyping has been
encouraged. This ongoing work is intended to delineate the methodological, pedagogical, and ergonomic aspects of
gadget prototyping with platforms such as Arduino and NodeMCU, and its benefits to the Industrial Design (ID)
Discipline. It is a project that started in 2018 with the scope of understanding interactivity, usability, and
multidisciplinary collaboration, which are key for a designer’s profile. In this sense, User-Centered Design methodology
is used as a framework for usable product development, with the aid of task, interface, and housing design. Specific tools
of particular interest are persona design, interface analysis, and cognitive architecture outline. Important results so far
include 1) student-made prototypes, 2) usability workshops in international congresses, 3) intellectual property
registration, and 4) academic course designs.
Keywords: User centered design; Usability; Gadget prototyping; Arduino; NodeMCU.
Resumen.- La Industria 4.0 es consecuencia de la evolución de los avances tecnológicos, que ha permitido el uso de
nuevas herramientas para la simulación, integración digital, flexibilidad y personalización de fabricación para lograr
nuevas soluciones de diseño de productos. La importancia y actualidad de esta revolución ha tenido un gran impacto en
el sistema educativo de ingeniería y diseño, y este es el caso de la Facultad de Ciencias de la Ingeniería y Tecnología
(FCITEC), de la Universidad Autónoma de Baja California (UABC), donde se ha fomentado la implementación de
prototipos de dispositivos. Este trabajo en curso tiene como objetivo delinear los aspectos metodológicos, pedagógicos y
ergonómicos de la creación de prototipos de dispositivos con plataformas como Arduino y NodeMCU, y sus beneficios
para la disciplina de diseño industrial (ID). Es un proyecto que se inició en 2018 con el objetivo de comprender la
interactividad, la usabilidad y la colaboración multidisciplinar, que son claves para el perfil de un diseñador. En este
sentido, la metodología de Diseño Centrado en el Usuario se utiliza como marco para el desarrollo de productos usables,
con la ayuda del diseño de tareas, interfaces y carcasas. Las herramientas específicas de particular interés son el diseño
de personas, el análisis de interfaces y el esquema de arquitectura cognitiva. Los resultados importantes hasta ahora
incluyen 1) prototipos hechos por estudiantes, 2) talleres de usabilidad en congresos internacionales, 3) registro de
propiedad intelectual y 4) diseño de cursos académicos.
Palabras clave: Diseño centrado en el usuario; Usabilidad; Prototipos de gadget; Arduino; NodeMCU.
413 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
1. Introduction
The development of interactive gadgets such as
wearable devices and similar products bring
diverse fields together, such as software
engineering, industrial design, mechatronics, and
others; and thus, require collaborative
multidisciplinary action, which the electronics
industry has mastered and is yet to be
consolidated in pre-grad education. Authors [1-
12] that come from computer science disciplines
and psychology have outlined frameworks such
as User Centered Design (UCD), Human-
Computer Interaction (HCI) and Cognitive
Ergonomics, and established rules for interface
design that are yet to be assimilated by ID
students.
For that reason, at the Autonomous University of
Baja California (UABC) in the ID Department
academics are beginning to adopt
methodological and pedagogical approaches to
work with platforms such as Arduino and
NodeMCU [13-17]. This ongoing work is
intended to delineate the methodological,
pedagogical and ergonomic aspects of gadget
prototyping with this platform, and its benefits to
the ID discipline. It is an academic and curricular
project that started in 2018 with the scope of
understanding interactivity, usability and
multidisciplinary collaboration, which are key
for the designer’s profile. In this sense, UCD
methodology [18-22] is used as a framework for
usable product development, with the aid of task,
interface and housing design. Specific tools of
particular interest are persona design, interface
analysis and cognitive architecture outline.
Important results so far include 1) student-made
prototypes, 2) usability workshops in
international congresses, 3) intellectual property
registration, and 4) academic course designs.
To illustrate the aforementioned, a student-made
prototype is presented. The project is called
“Music House”, a preschooler/early elementary
toy designed for learning letters and words. In
this work the user centered design methods
implemented are described and the pedagogical
framework that supports them is outlined.
2. Theoretical framework and pedagogical
aspects
It is convenient to mention the theoretical base
that supports this study. On the one hand, the
Systems Theory [23-24]; and Cybernetics and
Communication Theory [25-26] provide guiding
concepts such as interactivity, input, output and
feedback. On the other hand, Ergonomics [27]
help narrow down the interacting elements
human-object-task-environment within a system,
where overall performance and human wellbeing
are major goals. These concepts are part of the
base of design fields such as Experience Design,
Emotional Design, Interaction Design and UCD,
and help to analyze the human-gadget interaction
(Figure 1).
Figure 1. Human-gadget interaction representation.
The Human-gadget interaction representation
was developed on 2019 by professors in the ID
department at FCITEC and has served as a
research/educational outline for students in order
to understand ergonomic systems where
414 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
interaction and communication flow are key
analytical concepts; and has helped to build the
pedagogical material for the courses “Usability
Assessment for Industrial Designers” and
“Gadget Development and Prototyping”, which
are currently offered at the faculty, subjects that
are unique from the design perspective and are
not offered in other campuses for the ID program.
This is particularly important because gadget
prototyping is not common in the ID programs in
Mexico.
3. Methodology: prototype development
“Music House” is a gadget prototype that was
developed along the teaching of four courses of
the Industrial Design program at UABC
FCITEC: Design Workshop V, Design
Methodology III, Usability Assessment for
Industrial Designers, and Gadget Development
and Prototyping. Throughout these courses
several user research methods applied in the field
of design were implemented in order to develop
fully functional technological devices. These
methods come from diverse disciplines such as
software design, ergonomics and UX/UI design,
which include cognitive task analysis, user
personas and cognitive architecture modelling;
and are used to analyze and design user
interfaces. Some of these methods are described
in their application to develop “Music House” as
follows.
3.1 User Personas
Considering the amount of information traces
that internet users leave, it is expected to be used
as input for product and service design. With this
in mind, user personas [28-29] represent large
segments of the population that share qualities
that are translated to design decisions that will
help the product to be successful in desirability,
functionality, and other aspects. It can be said
that “Personas are based on the behaviors and
motivations of real people we have observed and
represent them throughout the design process”
[30, p. 75].
Personas, along with documentary research, were
used to define the “Music House” users,
narrowed down as 4-7-year-old infants,
preschoolers and early elementary schoolers that
are learning how to write. Learning in this age
group is often aided with ludic exercises and
games, which consist in pattern learning through
music, images and symbols.
With these characteristics in consideration, the
principal concern in “Music House” is the child’s
cognitive development, centered in the emergent
alphabetization process, that is to say reading and
writing as activities that emerge within the child
and occur in relation to language experiences.
For that reason, it is advisable to have (or design)
an interactive environment [31].
Children from 3-5 years of age experience a rapid
development of linguistic, socioemotional and
cognitive competences; and for that reason it is
important to promote the use of creativity and
imagination with learning stimuli through playful
activities, singing and reading [32]. This is the
base for “Music House” user requirements, that
pointed to a musical toy that helps to learn words
through kinetic, acoustic and visual activities.
3.2 Cognitive Task Analysis
Cognitive task analysis (CTA) methods are used
to understand the complexity of user activities
and are widely used across disciplines. In ID,
CTA are used as a non-empirical usability
method to help the designer outline the
relationship between the interface (digital or
analog) and the user. With this information, it
will be clearer to define the quantity of steps to
perform a task and the interaction with controls
(i.e. buttons, handles, etc.). According to Klein
415 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
and Armstrong [33] CTA methods are highly
adaptable and adjustable because they are used to
make new discoveries every time, which means
that the phenomena of interest are not well
known at the outset of the research.
According to Jordan [34, p. 73] “task analyses
alone refer to the physical steps or the physical
interaction user-object, and are verbalized in
notations (i.e. tasks broken in sub-elements and
how the measure of the task complexity is
derived)”. These methods are used to investigate
whether its interface demonstrates the design
properties of consistency and compatibility.
CTA was used in “Music House” to help the ID
student define step by step the playful tasks
before exploring in depth the interface design.
Activities such as the use of cards to play music
and the use of chips to build words were firstly
outlined and analyzed with this method in order
to make them coherent and fluid (Figure 2).
Figure 2. Cognitive task analysis of Music House flowchart.
416 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
With this in mind, objective of “Music House” as
a pedagogical toy is to learn to relate letters with
words and objects. The child is supposed to
choose a color card and place it on the top of the
toy to reproduce a song about objects that match
the color of the cards, as shown in Figure 2. The
flowchart illustrates the tasks and decisions that
the user makes interacting with the toy.
3.3 Cognitive architecture modelling
For product design, modelling the cognitive
architecture [35-36] allows to visualize the
physical interactions between the user and the
object’s interface in terms of communication,
highlighting the flow of information that is
needed to complete the task. In that sense,
designers can identify the user sensory channels
in order to create suitable optical, haptic and
acoustical interactions.
The “EPIC (Executive/Process-Interactive
Control) is a cognitive architecture especially
suited for modeling human multimodal and
multiple-task performance” [37, p. 391].
The EPIC architecture was used in “Music
House” as a tool for linking the user’s sensory
channels with physical parts (i.e. buttons,
handles, grips, etc.) and helped to make design
decisions for the affordances: for example,
choosing flashing buttons, because they seem
inviting; or implementing an invisible interface
(i.e. interactions happen without touching the
object) for the cards, which are presented over a
mark on the house’s roof in order to play the
music, because a kinetic activity helps as a
complement for learning (Figure 3).
Figure 3. Cognitive architecture representation of the “Music House” project, developed with Arduino done by a student, based
on [37].
417 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
The cognitive architecture in “Music House”, as
shown in the Figure 3, is modelled considering
the flow of information based on cues and
repetitions in order to assist the child in its
learning process at this early stage. In other
words, “Music House” tells the child how to
pronounce letters and words by saying them out
loud.
3.4 Interface analysis and design
The interface design in “Music House” includes
the analysis of the principles and elements of
design that have impact in the user’s sensory
channels in terms of sounds, images, tactile
experiences and others. This analysis considers
linguistic (verbal) and non-linguistic (haptics,
optics, acoustics, proxemics, kinetics, and other)
signs. Modifiers of these signs include tone,
velocity, intensity, balance, emphasis, harmony,
variety, gradation (Figure 4).
Particularly speaking, design elements that have
impact in the optical aspect are color,
shape/figure, line, texture and space. With this in
mind, a designer can make conscientious
decisions of how the interface will be configured
to provide the desired experience, for instance: a
non-linguistic optical sign such as the red color
in a light alarm can have a great impact in
communicating a warning.
The interface analysis in “Music House” serves
as a complement for the cognitive architecture
modelling because it widens design possibilities
for interface elements. In this case, it helps to
decide about the type of music, lettering,
symbols, colors, combining principles and
elements of design.
In this case, “Music House” only presents colors
in the drawings and in the buttons, leaving the
rest of the toy with the natural material
appearance, with the purpose of making an
emphasis to the sources of information to draw
the user’s attention. Also, drawings, letters and
the general housing present curvy lines, forms
and figures to denote the playful aspect of the toy.
Non-linguistic outline
Haptics/
Acoustics/
Optics
Proxemics
Kinetics
Speakers,
cards,
buttons,
lights,
textures,
colors
Toy
dimensions
and
disposition
in space
Movements
with music
Linguistic oultine
Verbal
Paralinguistic
Written (cards) Oral
(speakers)
Tone, velocity
intensity in voice
(speakers)
Figure 4. Non-linguistic and linguistic outlines in “Music
House”, based on [38] / Possible combinations of
principles and elements of design.
418 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
4. Fabrication and ergonomic aspects of
prototyping in ID education
As shown in the Figure 5, “Music House”
consists of a house-shaped box that contains a
speaker, volume buttons and a sensor to detect
cards that activate the reproduction of sounds and
music related to words and letter pronunciation.
On the one hand, the housing is small for the user
to manipulate and transport with ease and is
designed based on geometric figures. On the
other hand, the cards have either drawing of
animals based on primary and secondary colors
or letters with simple yet playful typography.
Said cards have rounded angles for safety and are
shaped in trapezes to connect letters and thus
form words.
Figure 5. Music House diagram / The electronic
prototyping was done with the pedagogical platform
Tinkercad and Arduino.
The prototype is fabricated with Medium-density
fiberboards (MDF) through Computer Numerical
Control (CNC) machining for its housing; and
with extruded polylactide (PLA) for 3D printed
accessories such as handles. Prefabricated
electronic elements were used along with the
Arduino microcontroller. These materials were
selected according to the feasibility of
manufacture in the faculty’s facilities and
considering the user’s safety. Being specific,
MDF and PLA are nontoxic low-cost materials
that are easy to handle in rapid prototyping.
In terms of the electronic prototyping, the
integration was done with Arduino and with
Tinkercad [39], a free-of-charge, online 3D
modeling program that runs in a web browser,
that is being used in schools as a pedagogical
tool, and allows the students to simulate
connections and functions without the risk of
damaging the physical components (Figure 5).
The use of educational tools such as Arduino and
Tinkercad can be seen as ergonomic in the aspect
of design practice because they assist the rapid
prototyping of electronics in several ways: it
makes the development shorter, it allows to test
before prototyping, and allows to understand the
integration better, as it gives a clear idea of how
the final pre-production prototype will look like.
Being specific, and under the usability concepts
of effectivity (accomplishment), efficiency
(resources) and satisfaction (learning), “Music
House” proves to be a project that helps to
understand complex concepts with few resources
-materials and working tools can be provided at
FCITEC; and finish a complete project in 4
months. “Music House” serves as an educational
ID material for future student projects, helping
them to understand basic electronic principles,
dimensions, and integration.
419 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
5. Results
The result of this project is a fully functional
prototype which can be categorized considering
three variables: housing design, electronic
building and integration. These categories are
based on the Industrial Designers Society of
America (IDSA) [40] taxonomy, which helps to
clarify the differences between several types of
models and prototypes. As the Figure 6 shows,
the Music House prototype has a medium
complexity in housing design and is located in an
early stage of development in electronics
prototyping and overall integration.
Figure 6. Level of complexity of Music House prototype based on the IDSA taxonomy.
5.1 Methodological, pedagogical and
ergonomic contributions
“Music House” project serves three purposes:
first, and on the pedagogical aspect, it helped to
unify the theories and concepts of the courses
Design Workshop V, Industrial Design
Methodology III, Usability Assessment for
Industrial Designers and Gadget Development
and Prototyping in one single project. This helps
to guide students and motivate them to carry on
projects like this, as they can produce enough
information to structure a pregrad thesis project.
Second, and in the methodological aspect, it
helped to structure an instructional design for
gadget prototyping. Also, it will help to
document future similar projects based on gadget
prototyping using these UCD methods under the
ID perspective. It is worth mentioning that for
there is a lack of pedagogical material for this
discipline in terms of designing with platforms
such as Arduino or NodeMCU. In this sense,
“Music House” lays a precedent in terms of
education and methodology.
Third, and on the ergonomic aspect, “Music
House” adapts ergonomic methods that are
common in UX (software) design to analog
interface design, and illustrates how cognitive
ergonomics is put into practice from the ID
perspective.
420 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
This project documents every process of the
product design process, from a multidisciplinary
perspective, including areas from cognitive
ergonomics, UI/UX design and manufacturing.
The contribution is to have brought these
methods from different disciplines into one
academic project and its use as teaching material
in the industrial design curriculum for interactive
product development. With this in mind, the aim
is to structure a formal methodology for this
discipline and allow the future designers to create
fully functional gadgets by themselves with the
user centered design perspective.
The actual paradigm of the design process taught
in universities overlooks the user interaction and
experience. It is not that it is regarded as
unimportant, but because there is little work with
electronics, which can be used as a tool to
illustrate concepts that inform user research and
come from other disciplines such as algorithms,
tasks, interaction, cognition, etc.
Since 2018, electronic prototyping has been
encouraged at UABC to enhance the designer’s
professional profile and its benefits become
visible through many aspects. For instance, in
March 2019, a usability workshop was carried
out in the International DI Integra Congress,
organized by the national association of
Industrial Design schools. Students form several
universities nationwide attended the workshop to
reflect on the importance of user testing and had
the opportunity to evaluate electronic prototypes
made by UABC students (Figure 7). The
activities were based in the course Usability
Assessment for Industrial Designers, that is
actually offered in the Engineering and
Technology Sciences Faculty at UABC.
Also, it is important to mention the technical
documents such as plans and other industrial
drawings made for “Music House” are being
evaluated to be subject of intellectual property
protection by the National Institute of Copyright
in Mexico.
Figure 7. Usability workshop UABC with student-made
prototypes. Photography taken by Andrea Lozano López
(andrea.loz1997@gmail.com).
All of this has made an impact in the new study
plan for the Industrial Design program at UABC
which is now active, and aims to be at the
forefront in terms of working with the industry
4.0 technology.
6. Conclusions
The “Music House” project contributes in the ID
discipline in pedagogical, methodological and
ergonomic aspects. First, the human-gadget
interaction research/educational outline serves an
approach for research and design activities
related to gadget design. It strengthens the ID
curriculum and allows to offer unique courses at
FCITEC. Second, the design methodology used
for this project helped to define the user profile,
outline the basic user activities, select
affordances and design the analog interface:
(1) The User Persona method clarified how the
user characteristics research laid the base of the
user requirements.
(2) The Cognitive Task Analysis, helped to
outline the basic playful activities of the toy.
421 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
(3) The Cognitive architecture modelling aided
in deciding the broad physical design aspects of
the toy (i.e. use of flashing buttons and
implementation of an invisible interface).
(4) The Interface analysis helped to choose and
combine design principles and elements to make
specific decisions in the ergonomic,
communicative, and aesthetical aspects.
Third, the modelling, simulation and fabrication
tools prove to be feasible for rapid prototyping in
the ID program, helps the student to succeed in
building a conceptual prototype as learning
evidence, and makes the pedagogic strategy in
design ergonomic to understand complex
concepts in a short time and with few resources.
The importance of teaching students a
multidisciplinary approach to the design process
is key to overcoming the product design
paradigm, limited to traditional industrial
processes. The industry nowadays needs
professionals that can make possible the dialogue
between design and engineering in terms of rapid
prototyping of technological devices. Tijuana,
like many other Mexican cities, is shifting from
solely product assembly towards local product
design. Also, in the frame of the industry 4.0.,
Industrial Designers will be required to know
basic aspects of electronics and programming.
This has been the case of the Industrial Design
program at FCITEC, that offers 9 engineering
and 3 design programs, which allows the students
to easily generate multidisciplinary projects, with
the aid of professors with diverse backgrounds.,
Professors formed in the areas of architecture,
industrial design and software design
participated in for this particular project.
The scope of these efforts is to continue expand
the ID professional credentials to adapt to the
new 4.0 industry requirements. Specifically, it is
planned to keep on developing digital gadgets at
FCITEC for several reasons: (1) structure a
pedagogical handbook for designers; (2) keep on
registering industrial designs and promote the
transfer of technology and knowledge; (3) and
apply this design and fabrication methodology on
different types of gadgets in order for its
enhancement.
As a final remark, it is convenient to say that
teaching digital prototyping to design students
will not only make them suitable to the
developing job market, which asks more digital
and technological competencies, but will enable
them to start new business and self-employ.
7. Acknowledgment
To the Faculty of Engineering Science and
Technology, for providing the facilities and also
to the teachers and students for participating in
the development of this technological project.
8. Authorship acknowledgment
Genesis Rubí Nájera Morga: Conceptualización,
Recursos, Ideas, Análisis formal, Investigación,
Escritura, Análisis de datos, Revisión y edición.
Alejandro Daniel Murga González:
Conceptualización, Recursos, Ideas, Análisis
formal, Investigación, Escritura, Análisis de
datos, Revisión y edición. Camilo Caraveo Mena:
Metodología, Investigación, Análisis de datos,
Revisión y edición.
References
[1] Cheriton, D. R. "Man-machine interface
design for timesharing systems", Proceedings
of the 1976 annual conference. ACM, pp. 362-
366. October 1976.
https://doi.org/10.1145/800191.805617
422 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
[2] Norman, D. A. "Design rules based on
analyses of human error", Communications of
the ACM, 26(4), 254-258. 1983.
https://doi.org/10.1145/2163.358092
[3] Smith, S. L., & Mosier, J. N. "Guidelines for
designing user interface software" (No. MTR-
10090). Bedford, MA: Mitre Corporation,
1986. https://doi.org/10.21236/ADA177198
[4] Shneiderman, B. "Designing the user
interface: strategies for effective human-
computer interaction". Pearson Education
India, 2010.
https://www.pearson.com/us/higher-
education/program/Shneiderman-Designing-
the-User-Interface-Strategies-for-Effective-
Human-Computer-Interaction-6th-
Edition/PGM327860.html
[5] Marlin, C., & Brown, L. "Human-computer
interface design guidelines". Ablex Pub.:
Norwood, NJ, 1988.
https://dl.acm.org/doi/10.5555/38160
[6] Hollnagel, E. Cognitive ergonomics: it's all
in the mind. Ergonomics, 40(10), 1170-1182,
1997.
https://doi.org/10.1080/001401397187685
[7] Durso, F. T., Nickerson, R. S., Dumais, S.
T., Lewandowsky, S., & Perfect, T. J. (Eds.).
Handbook of applied cognition. John Wiley &
Sons, 2007.
https://doi.org/10.1002/9780470713181
[8] Molich, R., & Nielsen, J. Improving a
human-computer dialogue. Communications of
the ACM, 33(3), 338-348, 1990.
https://doi.org/10.1145/77481.77486
[9] Neisser, U. Multiple systems: A new
approach to cognitive theory. European Journal
of Cognitive Psychology, 6(3), 225-241, 1994.
https://doi.org/10.1080/09541449408520146
[10] Norman, D. A. User centered system
design: New perspectives on human-computer
interaction. CRC Press, 1986.
https://doi.org/10.1201/b15703
[11] Rowlands, M., & Mark, R. The body in
mind: Understanding cognitive processes.
Cambridge University Press, 1999.
https://doi.org/10.1017/CBO9780511583261
[12] Shneiderman, B., Plaisant, C., Cohen, M.
S., Jacobs, S., Elmqvist, N., & Diakopoulos, N.
Designing the user interface: strategies for
effective human-computer interaction. Pearson,
2016.
[13] Al Dahoud, A., & Fezari, M. NodeMCU
V3 For Fast IoT Application Development.
Notes, 2018.
[14] Peláez, J. P. Internet de las cosas (IoT) con
Arduino. Manual práctico. de NodeMCU,
Madrid, Paraninfo, 5-8, 2019
[15] Kurniawan, A. Internet of Things Projects
with ESP32: Build exciting and powerful IoT
projects using the all-new Espressif ESP32.
Packt Publishing Ltd., 2019
[16] Hoddie, P., & Prader, L. IoT Development
for ESP32 and ESP8266 with JavaScript: A
Practical Guide to XS and the Moddable SDK.
Apress, 2020
https://doi.org/10.1007/978-1-4842-5070-9
423 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
[17] Monk, S. Programming Arduino: getting
started with sketches. McGraw-Hill Education,
2016.
[18] Abras, C., Maloney-Krichmar, D., &
Preece, J. User-centered design. Bainbridge, W.
Encyclopedia of Human-Computer Interaction.
Thousand Oaks: Sage Publications, 37(4), 445-
456, 2004.
[19] Bevan, N. International standards for
usability should be more widely used. Journal
of Usability studies, 4(3), 106-113, 2009.
[20] Maguire, M., Kirakowski, J., & Vereker,
N. (1998). RESPECT: User centred
requirements handbook.
[21] Maguire, M. (2001). Context of use within
usability activities. International journal of
human-computer studies, 55(4), 453-483.
https://doi.org/10.1006/ijhc.2001.0486
[22] Maguire, M. (2001). Methods to support
human-centred design. International journal of
human-computer studies, 55(4), 587-634.
https://doi.org/10.1006/ijhc.2001.0503
[23] Gibson, J. E. How to do systems analysis
(Vol. 47). John Wiley & Sons, 2007.
https://doi.org/10.1002/9780470130599
[24] Stichweh, R. (2008). Systems Theory.
Retrieved April 1, 2015, from
http://www.fiw.uni-bonn.de/de-
mokratieforschung/personen/stichweh/pdfs/80
_stw_systems-theory-international-encyclope-
dia-of-political-science_2.pdf/view
[25] von Bertalanffy, L. General system theory:
foundations, development, applications (Rev.
ed..). New York: GBraziller, 1973.
[26] Wiener, N. Cybernetics; or, Control and
Communication in the animal and the machine.
(2d ed..). New York, MITPress, 1961.
https://doi.org/10.1037/13140-000
[27] EA. Definition and Domains of
ergonomics | IEA, 2000. Website. Retrieved
September 8, 2015, from
http://www.iea.cc/whats/index.html
[28] Miaskiewicz, T., & Kozar, K. A. (2011).
Personas and user-centered design: How can
personas benefit product design processes?
Design studies, 32(5), 417-430.
https://doi.org/10.1016/j.destud.2011.03.003
[29] Moser, C., Fuchsberger, V., Neureiter, K.,
Sellner, W., & Tscheligi, M. (2012). Revisiting
personas: the making-off for special user
groups. In CHI'12 Extended Abstracts on
Human Factors in Computing Systems (pp.
453-468).
https://doi.org/10.1145/2212776.2212822
[30] Cooper, A., Reimann, R., & Cronin, D.
"About face 3: the essentials of interaction
design". John Wiley & Sons, 2007.
[31] Navarro, E. B. Alfabetización emergente y
metacognición. Revista signos, 33(47), 111-12,
2000.
https://doi.org/10.4067/S0718-
09342000000100010
[32] UNICEF. (2017, October). Aprendizaje a
través del juego. 2021, de UNICEF Available:
https://www.unicef.org/sites/default/files/2019
424 ISSN: 2594-1925
Revista de Ciencias Tecnológicas (RECIT). Volumen 4 (4): 412-424
-01/UNICEF-Lego-Foundation-Aprendizaje-a-
traves-del-juego.pdf
[33] Klein, G., Armstrong, A. "Critical
Decision in Human factors methods: a practical
guide for engineering and design "in Handbook
of human factors and ergonomics methods.
CRC Press, 2017.
[34] Jordan, P. An introduction to usability.
CRC Press, 2020.
https://doi.org/10.1201/9781003062769
[35] Kieras, D. E. A summary of the EPIC
Cognitive Architecture. The Oxford handbook
of cognitive science, 1, 24, 2016.
https://doi.org/10.1093/oxfordhb/97801998421
93.013.003
[36] Byrne, M. D. (2007). Cognitive
architecture. In The human-computer
interaction handbook (pp. 119-140). CRC
Press.
https://doi.org/10.1201/9781410615862.ch5
[37] Kieras, D. E., & Meyer, D. E. An overview
of the EPIC architecture for cognition and
performance with application to human-
computer interaction. Human-Computer
Interaction, 12(4), 391-438, 1997.
https://doi.org/10.1207/s15327051hci1204_4
[38] Rizopoulos, C., & Charitos, D.
Implications of theories of communication and
spatial behavior for the design of interactive
environments. In 2011 Seventh International
Conference on Intelligent Environments (pp.
92-99). IEEE, 2011.
https://doi.org/10.1109/IE.2011.57
[39] Kelly, J. F. 3D Modeling and Printing with
Tinkercad: Create and Print Your Own 3D
Models. Que Publishing, 2014.
[40] Evans, M. How they do it, International
Designers Society of America, IDSA. Accessed
on: September. 20, 2021. [webpage]. Available:
https://www.idsa.org/education/how-they-do-it
Este texto está protegido por una licencia Creative Commons 4.0
Usted es libre para Compartir —copiar y redistribuir el material en cualquier medio o formato — y
Adaptar el documento —remezclar, transformar y crear a partir del material— para cualquier propósito,
incluso para fines comerciales, siempre que cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada, proporcionar un enlace a la
licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de
forma tal que sugiera que tiene el apoyo del licenciante o lo recibe por el uso que hace de la obra.
Resumen de licencia - Texto completo de la licencia