Design of Learning Digital Tools Through a User Experience Design Methodology

Franco, Gloria Adriana Mendoza; Dorador-González, Jesús Manuel; Díaz-Pérez, Patricia; Zarco-Hernández, Rolando

doi:10.1007/978-981-15-4409-5_67

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…The outcomes coincide with the implications pointed out by Lenette (2022), who states how PAR allows prioritizing the value of experiential knowledge to generate strategies toward transformation. Moreover, the use of UCD is in line with Franco et al (2020), who emphasized the importance of focusing on the potential experience of users during their journey in pedagogical activities. The convergence of methodologies such as PAR and UCD, which allow the active participation of researchers while taking into account the potential perspective of users, is suitable for proposing preliminary educational platform models.…”

Section: Itsementioning

confidence: 86%

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AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning

Sanabria-Z,

Olivo

2024

ITSE

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Purpose The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work. Design/methodology/approach The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework. Findings This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations. Originality/value This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

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Section: Itsementioning

confidence: 86%

“…How will a user interact with the proposed platform? UCD also involves recognizing and envisioning the user's learning experience as the user goes through the pedagogical strategies leading to the stated objective (Franco et al, 2020).…”

Section: Itsementioning

confidence: 99%

AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning

Sanabria-Z,

Olivo

2024

ITSE

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“…The selection of digital tools is based on their clarity, order, ease for learning and entertainment aspect (Figure 2). Thus, the integration of digital tools during the learning process should be based on user interaction and experience, which assumes that it is important to consider the user's experience framework for the development of learning resources (Gallardo & Rivera, 2020;Mendoza et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Metacognitive skills and emotions in the construction of Personal Learning Environments

Mera

Tur

2023

Red

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The metacognitive processes during learning are linked to different aspects such as emotions and motivation which in turn contribute to students’ performance. In this research paper, we identified the role of emotions on the learning experience while performing learning of online Higher Education students during the construction of their Personal Learning Environments (PLE) in Mexico. The study was carried out through mixed research in which the CAPPLE questionnaire and semi-structured interviews were implemented. Results show that emotions related to happiness and surprise motivate students to develop their PLE, while emotions such as fear or sadness motivate students to develop metacognitive skills and abilities. Additionally, it was identified that there is a correlation between some metacognitive processes for learning planning and emotions. Conclusions reflect on the need to support both metacognitive and emotional processes for successful online learning and PLE construction. Los procesos metacognitivos durante el aprendizaje están ligados a diferentes aspectos como las emociones y la motivación, que a su vez contribuyen al desempeño de los estudiantes. En este trabajo de investigación se identificó el papel de las emociones en la experiencia de aprendizaje durante el desempeño del alumnado en modalidad en línea de Educación Superior durante la construcción de sus Entornos Personales de Aprendizaje (PLE por sus siglas en Inglés) en México. El estudio se realizó a través de una investigación mixta en la que se aplicó el cuestionario CAPPLE y entrevistas semiestructuradas. Los resultados muestran que las emociones relacionadas con la felicidad y la sorpresa motivan a los estudiantes a desarrollar su PLE, mientras que emociones como el miedo o la tristeza motivan a los estudiantes a desarrollar habilidades y destrezas metacognitivas. Además, se identificó que existe una correlación entre algunos procesos metacognitivos para la planificación del aprendizaje y emociones al momento de utilizar herramientas digitales. Las conclusiones reflexionan sobre la necesidad de apoyar tanto los procesos metacognitivos como los emocionales para el éxito del aprendizaje en línea y la construcción del PLE.

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