Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy

Gray, Colin M.; Parsons, Paul; Toombs, Austin L.; Rasche, Nancy; Vorvoreanu, Mihaela

doi:10.14434/ijdl.v11i1.26065

Cited by 19 publications

(8 citation statements)

References 13 publications

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“…Rather, experienced designers have a vast repertoire of tacit design knowledge, including guidelines, that get used in practice. Models of design pedagogy have shown success in throwing students into the messiness of design situations [9]. This kind of just-in-time, experiential learning is likely more effective at preparing students for action than trying to teach guidelines abstractly so they can be guided-in-action later on.…”

Section: Suggested Topics For Investigationmentioning

confidence: 99%

Considering the Role of Guidelines in Visualization Design Practice

Parsons¹,

Shukla

2022

Preprint

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Guidelines are commonly viewed as an important form of design knowledge that can support the principled application of research findings to visualization design. Researchers regularly propose design guidelines as outputs from studies with the aim of prescribing design activity. However, inquiry into the actual use of design guidelines by practitioners is often unaddressed or left for future work. We propose there is a need for visualization researchers to better understand the realities of design practice, especially its epistemological foundations, and how different forms of design knowledge are actually employed rather than how researchers imagine them to be employed.

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Section: Suggested Topics For Investigationmentioning

confidence: 99%

Considering the Role of Guidelines in Visualization Design Practice

Parsons¹,

Shukla

2022

Preprint

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“…In sum, this framework promotes an 'experiencefirst' approach to the design and evaluation of educational platforms (cf. [39], [40]). Based on the findings of this study, user experiences should be designed first before the affordances and features are planned and created.…”

Section: How To Enhance User Experiencementioning

confidence: 99%

Entrepreneurship Education Platform Design: The Relationships between Autodidactic Affordances and Experiential Learning Needs

Dagoc¹,

Abhari²,

Roy³

et al. 2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Along with recent technological innovation in education, Entrepreneurship Education Platforms (EEPs) have emerged as an effective solution to prepare students for entrepreneurial success. However, due to novelty, less is known of the success of EEPs regarding user experience, especially when these platforms offer self-regulated learning environments. In response, this study is an attempt to offer a framework to guide user experience design and evaluation of EEP. This study discusses the relationships between autodidactic affordances (administration, acquisition, application, and assessment affordances) and experiential needs (sensory, temporal, interactional, cognitive, behavioral, emotional, and metacognitive experience) and their importance in the success of EEP. The findings offer nuance to assessing the effectiveness of EEP and other online self-regulated learning environments.

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“…Although most learning designers consider learners from the perspective of needs assessment, consideration is largely absent in learning design of how learning activities connect with the broader bounds of the learning community (Gray et al, 2020;York & Ertmer, 2011).…”

Section: Activity Theorymentioning

confidence: 99%

“…Theorists have increasingly begun to extend beyond cognitive and behavioral approaches to education and towards elements of human-computer interaction (HCI; Gray et al, 2020). More recently, theorists have begun to embrace elements of user experience (UX), which is used to design technologies in human-centered ways that are engaging, functional, and user-friendly (McLellan, 2000;Schmidt et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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

Schmidt¹

2022

JAID

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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.

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Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy

Cited by 19 publications

References 13 publications

Considering the Role of Guidelines in Visualization Design Practice

Considering the Role of Guidelines in Visualization Design Practice

Entrepreneurship Education Platform Design: The Relationships between Autodidactic Affordances and Experiential Learning Needs

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

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