Guía docente de Neuroergonomía (M30/56/2/9)

Introducción a la neuroergonomía, ritmos circadianos, vigilancia, carga mental, automatización, neuroarquitectura y diseño ambiental, entrenamiento y potenciación cognitiva

Students should be able to know the basic concepts, main diagnostic and intervention methods, and applications of neuroergonomics to improve health and work safety.

1. Design: User Experience

2. Design: Biophilia

3. Neuroadaptive automation to prevent mental workload and fatigue

4. Sleep, circadian rhythms and shiftwork

Since Neuroergonomics is an eminently practical field, the program does not distinguish between theoretical and practical contents.

On-field practices

• Guided visits to research centers/institutes
• Analysis of commercial and public spaces

• Norman D.A. (1998). La psicología de los objetos cotidianos. España: Nerea
• Norman D.A. (2005). El Diseño Emocional. Porqué nos gustan (o no) los objetos cotidianos. España: Ed. Paidós Ibérica. (Cap. 6 y 7)

• Parasuraman, R., & Rizzo, M. (2008). Neuroergonomics: The brain at work. EEUU: Oxford University Press.
• Coon D., & Mitterer J. (2016). Introducción a la Psicología, el acceso a la mente y la conducta. 13ª Edición. México: Cengage Learning.
• Kanizsa Gaetano (1986). Gramática de la visión: percepción y pensamiento. Argentina: Paidos.
• Rudolf Arnheim (1985). Arte Y Percepción Visual. España: Alianza Forma.
• * Specific readings will be detailed at the beginning of the course.

Nielsen Norman Group: https://www.nngroup.com/

Nielsen Norman Group (videos): https://www.youtube.com/@NNgroup

A scrapbook of illustrated examples of things that are hard to use because they do not follow human factors principles: http://www.baddesigns.com/

Assessment tools:

• Elaboration and presentation of a scientific report: 70%
• Tests, short questions, and contributions during the course: 30%

Note:

• Attendance/participation in 80% of sessions is required. Article 18 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

Assessment tools:

• A final exam (writing, short questions) will include all contents of the course and the 100% of the final grade (UGR Assessment Policy and Regulations: Artículo 19, BOUGR núm. 112, de 9 de noviembre de 2016

Note:

• Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment)

Assessment tools:

• A final (writing, short questions) exam will include all contents of the course and the 100% of the final grade (UGR Assessment Policy and Regulations: Artículo 8, BOUGR núm. 112, de 9 de noviembre de 2016).

Note:

• Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account. In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

Learning/formative activities and timing:

• Theoretical lessons: 24h/100% in person
• Practical lessons: 6h/100% in person
• Supervised work: 14h/20% in person
• Individualized attendance: 50h/100% in person
• Autonomous work: 45h/0% in person
• Assessment: 4h/50% in person
• Presentations: 2h/100% in person

Note:

• The teaching methodology and assessment will be adapted to students with specific needs (SEN), in accordance with Article 11 of the Regulations on assessment and grading of students at the University of Granada.
• This course will follow the recommendations from the UGR Action Plan for Equality regarding the use of nonsexist and inclusive language and visibility of women's and minorities' contributions to the field.