METHODS IN ERGONOMICS - BMEGT52MN28

The basic objective of the course is to learn and master research methods applicable in user-centred product development.

1. Comprehensive knowledge of the research methodologies used in ergonomics, their classification.
2. Knowledge of the analytical and empirical methods used in user-centred product development.
3. Knowledge of the conditions for applying research methods relevant to user-centred product development, both in industrial practice and in scientific research.
4. Knowledge of the main quantitative research methods relevant to user-centred product development and the necessary basics of probability theory and mathematical statistics.
5. Knowledge of the main qualitative research methods relevant to user-centred product development and the necessary basics of probability theory and mathematical statistics.

1. They use a multifaceted, interdisciplinary approach to identify questions related to specific professional problems and are able to explore and formulate the detailed theoretical and practical background of the research methodological options needed to answer them.
2. They apply the theories and related research methodological terminology in an innovative way to solve problems.
3. They use the full range of research methodologies in the field at a high level, and processes publication sources in Hungarian and foreign languages, and has the knowledge of effective information research and data processing.
4. They are able to apply statistical tools for in-depth research activities.
5. Creativity, flexibility, good communication, reasoning, collaboration and problem-solving skills in the practical design and implementation of user-centred research.
6. Ability to design and conduct user-centred research at a high professional level, independently or in working groups.

1. They are characterised by a willingness to learn continuously about user-centred research, a broad and in-depth education, a well-developed capacity for analysis and synthesis, and sensitivity to the environment.
2. They are characterised by strong research ethic and a critical and self-critical sense.
3. They are characterized by system-level thinking and approach.

1. They are characterized as initiator, and by responsibility and decision-making ability.
2. They independently monitor technical, technological, economic, financial, legal, and social changes in their field of expertise.
3. They plan and carries out their activities independently.
4. They participate in research and development projects; in the project team, they mobilize their theoreti-cal and practical knowledge and skills in autonomous ways, in cooperation with other members of the team to achieve the goals.
5. They apply a wide range of user-centred research methods and techniques independently in practice in contexts of different complexity and predictability.

Lectures, exercises, frequent written and oral communication, use of IT tools and techniques, group and individual assignments.

• Antalovits M., Süle M. (szerk.) (2012): Termékmenedzsment. Typotext Kiadó, Budapest.
• Hercegfi K., Izsó L. (szerk.) (2007): Ergonómia. Typotext Kiadó, Budapest.
• Izsó L., Antalovits M. (1997): Bevezetés az információ-ergonómiába. Emberi tényezők az információs technológiák fejlesztésében, bevezetésében és alkalmazásában. BME Ergonómia és Pszicho-lógia Tanszék, Budapest.
• Sanders, M.S., McCormick, E.J. (1993): Human Factors in Engineering and Design. McGraw-Hill, London (7th ed.).
• Szabó B. (2023): Felhasználó-központú szempontok megjelenése a szoftverfejlesztés folyamataiban: Szoftverek termékmenedzsmentje a cégek sokszínű gyakorlatában. BME Gazdálkodás- és Szervezéstudományi Doktori Iskola Ergonómia és Pszichológia Tanszék, Budapest.
• Stanton, N.A. &al. (2005): Human Factors Methods – A Practical Guide for Engineering and Design. Ashgate, Aldershot.

The assessment of the learning outcomes set out in 2.2 is based on a partial performance assessment (methodological submission) and a summative learning assessment (oral assessment).

Detailed description of the performance assessments carried out during the academic term: 1. Participatory performance assessment (methodological assignment): a complex way of assessing the knowledge, skills, attitudes, autonomy and responsibility of the subject, which is carried out using a research methodological assignment (assignment) closely related to the topic of the student's thesis, the content, requirements and deadline for submission of which are determined by the course leader. 2. Summative performance assessment: during the oral assessment, the student will present the course knowledge in general and through an example related to the actual thesis topic.

• Participatory performance assessment (methodological assignment): 25
• Summative performance assessment: 75
• Total: 100

The signature is conditional on a successful (minimum 50%) partial performance assessment (methodological assignment).

1) The late submission of the methodological assignment can be submitted electronically (Moodle interface) until 23:59 on the last day of the late completion period. 2) The submitted and accepted assignment may be corrected by the deadline and in the manner specified in 1), with a deduction of 5 points. 3) The summative academic assessment may be made up or corrected free of charge during the late completion period. In case of correction, the latter of the previous and the new result will be considered. 4) If the student cannot obtain a grade other than unsatisfactory by making up the grade by point 3), they may make a second attempt to correct the first unsuccessful attempt.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 03.06.2024.

The course consists of thematic blocks linked to user-centred research methodologies to achieve the learning outcomes set out in section 2.2.