Envisioning Educational Product User eXperience Through Participatory Design Practice

TAM Applied for Serious Video Games: A Systematic Literature Review

“…To solve this problem, Recke and Perna (2021) propose the use of a framework for designing and implementing narratively driven learning experiences for embodied, remote, or blended learning scenarios. As argued by Zhu et al (2021), during this time of the pandemic, students had to overcome challenges such as a lack of face-to-face interaction with teachers, reaction time, and traditional classroom socialization. The following scenarios are identified by Zhu et al (2021), which are objects of study for design and to propose solutions: i) take exercise class; ii) give online learning feedback; iii) conduct teamwork; iv) take online examinations; and v) study in a dormitory.…”

“…As argued by Zhu et al (2021), during this time of the pandemic, students had to overcome challenges such as a lack of face-to-face interaction with teachers, reaction time, and traditional classroom socialization. The following scenarios are identified by Zhu et al (2021), which are objects of study for design and to propose solutions: i) take exercise class; ii) give online learning feedback; iii) conduct teamwork; iv) take online examinations; and v) study in a dormitory. From this, they present the framework of future educational product design, including i) avoiding disturbances, ii) ensuring equipment; iii) promoting learning; iv) creating a learning atmosphere; v) improving learning efficiency; vi) reasonable planning; and v) apply a proper pressure for learning.…”