Graphic image presenting two triangular schematic models used in activity theory to represent relationships within human activity systems. At left is single large equilateral triangle subdivided by internal diagonals connecting vertices, forming network of intersecting relationships. Upper vertex is labeled “Mediating Artifacts, Tools and Signs,” lower left vertex labeled “Rules,” lower right labeled “Division of Labour,” and central lower vertex labeled “Community.” Midpoint along left slanted edge is marked “Subject,” right slanted edge midpoint is “Object,” and circle adjoining right edge is labeled “Sense/Outcome → Meaning.” Diagonal and horizontal lines interconnect all points, creating internal hexagonal web structure. Caption beneath identifies this as “The Structure of a Human Activity System.”

Right side of diagram shows pair of interconnected triangular models, representing “Two Interacting Activity Systems as Minimal Model for 3rd Generation Activity Theory.” Each triangle mirrors structure of the first, with equivalent labeled vertices: “Mediating Artifacts,” “Rules,” “Community,” “Division of Labour,” “Subject,” and “Object.” Between two objects of adjacent triangles lies overlapping oval region shaded grey, labeled “Object 1,” “Object 2,” and “Object 3,” representing evolving shared object in interacting systems. Lines within triangles mirror those of left model, producing complex network indicating interaction between components of distinct but interconnected activity systems.

Graphic is drawn with thin black lines for structure, white background for clarity, and small yellow circles highlighting nodes labeled “Object.” Visual arrangement emphasizes systematic relationships rather than aesthetic detail, functioning as theoretical diagram for socio-cultural activity theory, showing mediation, community roles, division of labor, and shared evolving object of collaboration.

The figure contains two conceptual visualizations that outline relationships in human-computer interaction and applied learning activities.

On the left, a Venn diagram and flow structure illustrate Human-Computer Interaction (HCI) as an interdisciplinary field situated at the intersection of Computer Science, Human Factors Engineering, and Cognitive Science. Beneath, the chart identifies different modalities of Cognitive Interaction: Sight, Touch, Hearing, Voice, and Spatial. These modalities are then linked to specific interaction input/output mechanisms. Interaction I includes Mouse and Keyboard as input, Touch screen UI as input, Monitors and Speakers as output, and Screen with Speakers and Vibrations as output. Interaction II includes Voice as input/output, Body Movement as input/output, Gesture and Face as input/output, Sensors as output, and Screen with Speakers as output.

On the right, an Activity Theory triangle model structures a learning process with interlinked nodes. The Subject is defined as student participants. The Tools include Moodle, computer, and YouTube clips. The Object is to critically reflect and critique topic questions and key ideas from literature. The Outcome is applicable knowledge. Rules include APA referencing style, word limits, and three contributions per week. The Community is defined as peers and lecturer. Division of Labour refers to the lecturer providing voice files to individual groups and plenary files to all.

The diagram is represented with bidirectional arrows showing reciprocal influence between all elements, emphasizing dynamic relationships between tools, participants, and rules in knowledge production. Together, the two sections of the figure link the interdisciplinary foundation of HCI with a pedagogical model of mediated student activity, illustrating both technical modalities of interaction and structured learning frameworks.