Learning Experience Design in Health Professions Education: A Conceptual Review of Evidence for Educators

Abstract

Objectives: The increasing use of online resources in emergency medicine (EM) education has driven demand for higher quality resources. Learning experience design (LED) is the study of how electronic user interfaces impact learner outcomes. We sought to summarize the evidence for LED principles to inform creation of EM educational resources. Methods:We performed scripted searches of MeSH terms, PubMed keywords, and hand tracings.Inclusion criteria were controlled studies using light-emitting diode or liquid crystal display monitors with Latin-based languages. Cathode ray tube (CRT) monitors were excluded because of the user experience confounders.Results: Thirty-two articles met inclusion criteria. Overall, 14-point size significantly improved legibility compared to smaller font sizes. Similarly, Verdana and Arial typefaces significantly improved legibility compared to Times New Roman typeface. Verdana also significantly decreased subjective mental workload and visibility difficulty ratings and required the least eye movement of any typefaces tested. Positive polarity (dark text on light background) significantly improved reading outcomes across many measurements over negative polarity. There was higher character identification accuracy with higher luminance. Text effects (e.g., italics), interword and interletter spacing, and page presentation are among variables with mixed or minimal evidence. Conclusion:Learning experience design principles significantly impacted reading and learning outcomes in laboratory settings. No studies evaluated classroom outcomes. Recommendations for electronic learning environments are 14-point font with Verdana or Arial typeface with positive polarity (dark letters on light background). We recommend increasing screen brightness slightly. EM educators may significantly improve the speed and accuracy of learning written material by espousing evidence-based LED principles.

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

“…The concept of experience is the user's behavior in every moment continuously in a particular context until it becomes perception, interpretation, and emotion during the interaction. Resulting in the aesthetics of quality learning (Batoufflet, 2019;Chang & Kuwata, 2020;Emmanuel et al, 2021;Floor, 2018;Google, 2022;Gray et al, 2020;Kovatcheva, 2018;Kraus, 2017;Pan et al, 2021;Robinson & Harrison, 2017;Schmidt & Huang, 2021;Thurber, 2021).…”

Using Learning Experience Design to Optimize Digital Instruction During COVID-19 and Beyond

“…2 As another example, reading digital versions of documents that were originally formatted for print reading, such as those with a small-sized Serif font (e.g., 10 point Times New Roman), on a screen—any screen—also reduces attention and retention. 3 Any digital interface is fundamentally different from any physical interface.…”