Activity Theory as a Lens for Developing and Applying Personas and Scenarios in Learning Experience Design

Abstract

Theoretically-informed design is a hallmark of the field of learning and instructional design and technology (LIDT). Designing digital environments for learning on the basis of theory can lead to theoretically pure and potentially effective learning interventions, yet theory alone is insufficient to consider the myriad of issues that emerge while a learner is engaged in digitally mediated learning. As the field of LIDT shifts towards more humancentered design practice, the phenomenon of learning experience design (LXD) has emerged as a novel, multidisciplinary focus area. LXD equips designers with a range of useful methods for explicitly considering the learner within the learning context. Two methods that we argue are particularly well-suited for this are personas and scenarios. The development of personas and scenarios can be informed by activity theory, which provides a lens for holistically considering the technology usage context and the learner's role therein. The current article discusses the interplay of activity theory, personas, and scenarios, and illustrates how this can be potentially useful in learning experience design practice in two separate case examples. Implications are discussed.

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

“…Currently, the focus is on deep empathy techniques for mixed method research. This analysis is in line with many scholars such as Li et al (2022), Schmidt and Huang (2021), Schmidt and Tawfik (2022), and Thurber (2021), all stated that LXD practice informed by UXD methods and design thinking for learning contexts. Such concepts are related to human-centered design that considers the mental and emotional quality of learner mentality or emotional well-being in digital learning to create a good experience and continually profound learning in the long run.…”

“…It is often replaced by digital learning design, as viewed by modern educators, that extends beyond the limits of the educational institutions governed by the systematic curriculum plan. The objective is to manage changes in design for lifelong learning society (Schmidt & Tawfik, 2022). Such a process results in a social structure that transforms into an Internet network.…”

Online informal learning and 21st century skills among secondary school students : the Mauritian context.

“…Secondary school learners who are the main agents of the Online Informal Activity system are responsible for using online tools in which they can acquire knowledge, select their sources of information, and work autonomously, as supported by some participants in the study. The study's results align with those raised by Schmidt and Tawfik (2022) in their discussion of AT's broader context and culture. Schmidt and Tawfik stress the significance of comprehending how learners use online tools to engage in meaning-making and advance their comprehension of the world around them within a social context.…”

“…The division of labour provides another way for the community to relate to the item. Numerous studies, including those by Yamagata-Lynch (2010) and Schmidt and Tawfik (2022), provide evidence for this position.…”