Toward a Definition of Learning Experience Design

Tawfik, Andrew A.; Gatewood, Jessica; Gish-Lieberman, Jaclyn J.; Hampton, Andrew

doi:10.1007/s10758-020-09482-2

Cited by 28 publications

(18 citation statements)

References 63 publications

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“…With the learning experience as the guiding principle (Tawfik et al, 2021), the most cost-effective improvement may reside in the conversational exchange framework.…”

Section: Incorrect Answersmentioning

confidence: 99%

“…Additionally, participants did not assign value to the AI actions. These outcomes threaten the dynamic interaction between the learner and the learning space that promotes continued self-paced learning (Tawfik et al, 2021). Tawfik et al (2021) identified both assignment of value and dynamic interaction as essential pieces of learning experience design (LXD).…”

Section: Implications and Conclusionmentioning

confidence: 99%

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Say What? Learner Reactions to Unexpected Agent Dialogue Moves

Hampton¹

2022

JAID

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For maximally efficient and effective conversation-based intelligent tutoring systems, designers must understand the expectations carried by their intended learners. Strategies programmed into the agents may be interpreted differently by the learners. For example, conversational heuristics in these systems may be biased against false alarms in identifying wrong answers (potentially accepting more incorrect answers), or they may avoid directly answering learner-generated questions in an attempt to encourage more open-ended input. Regardless of pedagogical merit, the learner may view these agents' dialogue moves as bugs rather than features and respond by disengaging or distrusting future interactions. We test this effect by orchestrating situations in agent-based instruction of electrical engineering topics (through an intelligent tutoring system called AutoTutor) where the pedagogical agent behaves in ways likely counter to learner expectations. To better understand the learning experience of the user, we then measure learner response via think-aloud protocol, eye-tracking, and direct interview. We find that, with few exceptions, learners do not reason that the actions are meant as instructional or technical strategies, but instead broadly understood as errors. This indicates a need for either alteration of agent dialogue strategies, or else additional (implicit or explicit) introduction of the strategies to productively shape learners' interactions with the system.

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“…With the learning experience as the guiding principle (Tawfik et al, 2021), the most cost-effective improvement may reside in the conversational exchange framework.…”

Section: Incorrect Answersmentioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

Say What? Learner Reactions to Unexpected Agent Dialogue Moves

Hampton¹

2022

JAID

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“…This shift in thinking and approach draws on ideas from disciplines such as product development and software design (Adnan & Ritzhaupt, 2018;Wasson & Kirschner, 2020). As agile (iterative, flexible and adaptable) and user-centred methods were developed for software development, so too were they imported into ID, bringing a focus on the user or student experience of interacting with the interface or learning environment (Adnan & Ritzhaupt, 2018;Tawfik et al, 2021). For example, design thinking, an agile user-centred approach, has begun to be applied in the field of ID.…”

Section: Contexts From the Literaturementioning

confidence: 99%

Integrating design thinking into instructional design: The #OpenTeach case study

Shé

Farrell

Brunton

et al. 2021

AJET

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Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

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“…The knowledge check questions in the pilot were scattered throughout the modules without a planned pattern. To add consistency and highlight these activities as performance accomplishments (Nielsen, 1994;Tawfik et al, 2021). We decided to rebrand them as "Let's Practice" sections at the end of the module's sub-sections.…”

Section: Let's Practicementioning

confidence: 99%

Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM

Gish-Lieberman

Rockinson‐Szapkiw

Tawfik

et al. 2021

IJDL

Self Cite

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Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.

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Toward a Definition of Learning Experience Design

Cited by 28 publications

References 63 publications

Say What? Learner Reactions to Unexpected Agent Dialogue Moves

Say What? Learner Reactions to Unexpected Agent Dialogue Moves

Integrating design thinking into instructional design: The #OpenTeach case study

Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM

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