A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis

Abstract

Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.

Produciendo ideas innovadoras en educación. Una aproximación bibliométrica al Design thinking

“…Por su parte, Phommanee et al (2023) destacan tres clusters: (1) el enfoque de la dimensión de la tecnología de diseño; (2) el enfoque de la dimensión de aprendizaje y educación; y (3) el enfoque de la dimensión estándar, que incluye proyecto, evaluación, calidad, implementación, escenario, objetivo, evaluación y retroalimentación. También Galvão y Schneider (2023) distinguieron tres líneas temáticas predominantes (representadas por los clústeres rojo, verde y azul) que señalan tres enfoques principales de investigación.…”

“…La popularidad de este tema se evidencia en los diversos estudios realizados en el ámbito bibliométrico (Galvão & Schneider, 2023) que centran su interés en su incidencia en otros tipos de aprendizaje (Hews et al, 2023;Krab-Hüsken et al, 2023;McLaughlin et al, 2023;Mystakidis et al, 2023;Tsai et al, 2023;Woraphiphat & Roopsuwankun, 2023;von Thienen et al, 2023) en su aplicación en la mejora de organizaciones educativas (Colmenares-Quintero et al, 2023;Kim & Ryu, 2023;VanGronigen et al, 2022;Velu, 2023;), su uso en contextos educativos diversos como la educación en línea (Khalil et al, 2023;Moffett et al, 2023) y la producción científica sobre el tema (Aris et al, 2022;Bhandari, 2022;Delen et al, 2023;Dragičević et al, 2023;Gent et al, 2020;He et al, 2023;Hossain et al, 2020;Johann et al, 2020;Kurek et al, 2023;Phommanee et al, 2023;Zarate-Perez et al, 2023).…”

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

“…Visualization of the given information that conceptual change also has a connection as close to humans as it is to misconceptions. The big and small words that appear have meant that they have the most relationship and have the potential to be used as a topic for future research on the topic of misconceptions and conceptual change (Flynn & Hardman, 2019;Mason & Zaccoletti, 2021;Phommanee et al, 2023). Figure 8 shows the relationship between misconceptions and conceptual change is presented.…”