The Design and Implementation of Effective Teaching Based on Human Factors Engineering

Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1211)


With the popularization of mobile communication technology and equipment,students obtain knowledge from many sources by mobile phone or searching engine, the traditional mode of teaching does not adapt to the current situation, also the model of higher education is being challenged. It’s a important problem that how to attract students to study actively in class. The basic concept of human factors engineering is people-oriented, for any human-machine system, the limitation of human physiological and psycho-logical characteristics and behavioral capabilities should be considered first in order to improve the efficiency of the system, as well as teaching system. This paper put forward to some points about effective teaching based on human factors engineering. Effective means valid and efficient, which cover the whole procedure of making teaching objectives, analyzing student’s features, selecting teaching materials, design the classroom activities in order to attract students to take the initiative to learn. The author also discuss about the characteristics of student’s memory and attention based on the human in-formation processing model and the laws of human cognition in teaching system, and summarized the implementation of effective teaching when taught the course “Human Factors Engineering”. By several effective strategies and steps, students get more chances to do real things, enjoy joining classroom activities, so not only learn knowledge of the course but also learn how to solve practical problems.


Human factors engineering Effective teaching Teaching strategy 


  1. 1.
    Uche, C.M., Okata Fanny, C.: Educational ergonomics in higher education institutions in Nigeria. Mak. J. Higher Educ. 7(2), 133–146 (2015). ISSN 1816-6822Google Scholar
  2. 2.
    Choppina, Jeffrey, McDuffieb, A.R., Drakec, C., Davisd, J.: Curriculum er-gonomics: conceptualizing the interactions between curriculum design and use. Int. J. Educ. Res. 92, 75–85 (2018)CrossRefGoogle Scholar
  3. 3.
    Coldeway, D.O.: The Success of Advanced Learning Technologies for Instruction: Research and Evaluation of Human Factors Issues Google Scholar
  4. 4.
    Derby, P.L., Jones, K.S., Schmidlin, E.A.: Replications in human factors research: implications for education. In: Proceedings of the Human Factors And Ergonomics Society 52nd Annual Meeting 2008, p. 672 (2008)Google Scholar
  5. 5.
    Levin, T.: Teachers’ views on factors affecting effective integration of in-formation technology in the classroom: developmental scenery. J. Technol. Teach. Educ. 16(2), 233–263(2008)Google Scholar
  6. 6.
    Christopher Brill, J., Andre, A.D., Beith, B., Boehm-Davis, D.A., Gawron, V.J., Mayhorn, C.B.: The Future of human factors education. In: Practices and Needs from the Perspectives of Academia, Government, and Indus-try Article in Human Factors and Ergonomics Society Annual Meeting Proceedings, September 2010Google Scholar
  7. 7.
    Smith, T.J.: Educational ergonomics: educational design and educational performance. In: International Society for Occupational Ergonomics and SafetyGoogle Scholar
  8. 8.
    Buckner, K.: Elisabeth Davenport Support Issues for Case-Based Learning in an Undergraduate Human Factors Class.

Copyright information

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.School of Mechanical EngineeringBeijing Institute of TechnologyBeijingChina

Personalised recommendations