Keywords
Interaction design
Smart teaching
Teaching innovation
Published : 2026-08-13
Abstract
Interaction design courses are characterized by interdisciplinary knowledge, complex practical contexts, and rapid technological iteration. In teaching practice, they are prone to problems such as delayed content renewal, insufficient authentic practice scenarios, and a single-dimensional evaluation approach. Based on the coupling logic between smart teaching and industry-education integration, this study proposes a reform pathway for interaction design courses that takes the curriculum as the carrier, industrial demand as the driving force, and digital-intelligent technology as the support. It further constructs a collaborative model of “intelligence-industry-education”, with the aim of promoting the transformation of course teaching from knowledge transmission to competence generation.
References
Xian F, 2017, Construction of the Interaction Technology Course System: A Case Study of the Academy of Arts & Design, Tsinghua University. Zhuangshi, (3): 90–92.
Xiao Y, Chen Y, Zhu H, 2024, Exploration of Teaching Reform in Interaction Courses from the Perspective of Design Studies. Design Research, 14(2): 123–129.
Liu Y, 2026, Teaching Reform and Practice of Industry-Education Integration in the Product System Design Course Based on Deep Learning ICAP Theory—Packaging Engineering, 47(S1): 578–582, 600.
Deng Y, Shi Z, 2024, Research on Model Construction of AIGC-Empowered Smart Teaching Design. Design Research, 14(3): 51–56.
Zhu H, Ji H, 2026, How Digital Empowerment Breaks the Field Barriers of Industry-Education Integrated Teaching. Jiangsu Higher Education, (3): 64–70.
Yu M, Zheng X, Shi L, et al., 2026, Reform and Exploration of the PBL+CBL+TBL Three-Track Integrated Teaching Model in the Interaction Interface Design Course under the Background of AIGC. Packaging Engineering, 47(S1): 623–628.
Zhao B, 2025, Reshaping the Classroom: From Blended Teaching to AI-Assisted Smart Teaching. China University Teaching, (11): 69–75.
Lv X, Feng C, 2026, The Underlying Logic and Practical Pathways of Digital Empowerment for Large-Scale Personalized Instruction. Curriculum, Teaching Material and Method, 46(4): 67–73.