• Learner and User Experience Research
  • Cover
  • Acknowledgements
  • Introduction to the Edited Volume
  • I. Methods, Paradigms, and Theories of LX Design
  • II. Models and Design Frameworks for LX
  • III. LX Design-in-Use
  • Browse by Keyword
  • List of Authors
  • Index of Terms
  • Abstracts
  • Download
  • Search
    • Publication Information
    DOI10.59668/36
    Pages341
    LicenseCC BY
    Year2020
    Instructional DesignUX DesignUser ExperienceLearner ExperienceLX DesignUser-centered DesignHuman-computer InteractionLearning DesignLearning Experience

    Learner and User Experience Research

    An Introduction for the Field of Learning Design & Technology
    , , , &

    Table of Contents

    Begin Reading
    Researchers in the field of Learning/Instructional Design and Technology have been engaged in productive scholarly endeavors at the intersection of Learning Design, User Experience, Human-Computer Interaction, and associated disciplines for some time. This edited volume captures the collective voices of authors working in this area. This book focuses on explicating the ontological and epistemological underpinnings of user-centered design and user experience as applied in the field of Learning/Instructional Design and Technology with the goal of foregrounding the importance of learner experience as an emerging design paradigm for the field. This volume is comprised of 15 chapters and organized into three parts: (1) Methods and Paradigms (5 chapters), (2) Conceptual and Design Frameworks (6 chapters), and (3) LX Design-in-practice (4 chapters). This volume serves as a contribution to an emerging, transdisciplinary, and complex phenomenon that requires multiple literacies. LX is not only concerned with the effectiveness of designed learning interventions, but also with the interconnected and interdependent relationship between the learner- (or the teacher-/instructor-) as-user, the designed technology, novel pedagogical techniques or instructional strategies, and the learning context. The diversity and breadth of perspectives presented herein serve as a topographical sketch of the emerging focus area of learner experience and represent an opportunity to build upon this work in the future.
    Acknowledgements1
    Introduction to the Edited Volume, , , , & 3
    I. Methods, Paradigms, and Theories of LX Design19
    1. Methods of User Centered Design and Evaluation for Learning Designers, , , & 21
    2. Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design51
    3. Theories of Change in Learning Experience (LX) Design, , & 67
    4. Flow Theory and Learning Experience Design in Gamified Learning Environments & 87
    5. Color Theory in Experience Design103
    II. Models and Design Frameworks for LX125
    6. Sociotechnical-Pedagogical Usability for Designing and Evaluating Learner Experience in Technology-Enhanced Environments, , , & 127
    7. Learning Experience Design: Challenges for Novice Designers & 145
    8. The Role of Needs Assessment to Validate Contextual Factors Related to User Experience Design Practices & 165
    9. The Design Implementation Framework: Guiding Principles for the Redesign of a Reading Comprehension Intelligent Tutoring System, , & 179
    10. From Engagement to User Experience: A Theoretical Perspective Towards Immersive Learning & 199
    11. Intentional Learning Design for Educational Games: A Workflow Supporting Novices and Experts217
    III. LX Design-in-Use235
    12. Integrating Learner and User Experience Design: A Bidirectional Approach, , , & 237
    13. Participatory Design and Co-Design—The Case of a MOOC on Public Innovation & 255
    14. Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences, , , & 277
    15. Think-Aloud Observations to Improve Online Course Design: A Case Example and “How-to” Guide, , , , , & 297
    Browse by Keyword317
    List of Authors329
    Index of Terms339
    Matthew Schmidt

    University of Florida

    Matthew Schmidt, Ph.D., is Associate Professor at the University of Florida (UF) in the Educational Technology program, where he also directs the Advanced Learning Technologies Studio (ALT Studio). His research interests include design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers, virtual reality and educational gaming, and learning experience design.

    Andrew A. Tawfik

    University of Memphis

    Andrew A. Tawfik, Ph.D., is an Associate Professor of Instructional Design & Technology at the University of Memphis. Dr. Tawfik also serves as the the director of the Instructional Design & Technology studio at the University of Memphis. His research interests include problem-based learning, case-based reasoning, usability, and computer supported collaborative learning.

    Isa Jahnke

    University of Technology Nuremberg

    Isa Jahnke, Ph.D., is Founding Vice President for Academic and International Affairs (digital learning) and Full Professor at the University of Technology Nuremberg. Past 6 years, she was Associate Professor at the University of Missouri's iSchool, and Director of the Information Experience Lab, a usability and user experience research, service and educational lab (2015-2021). She was Professor at Umeå University in Sweden (2011-2015) and Assistant Professor at TU Dortmund university in Germany (2008-2011) . Her expertise focuses on digital learning, sociotechnical-pedagogical integration for learning and work processes. Her work contributes to an understanding and development of teaching and learning designs-in-practices, and creative and meaningful learning experiences with digital technologies. Further information and list of publications can be found here: http://www.isa-jahnke.com

    Yvonne Earnshaw

    Kennesaw State University

    Yvonne Earnshaw, PhD is an Assistant Professor of Instructional Design and Technology in the School of Instructional Technology and Innovation at Kennesaw State University. Dr. Earnshaw has an extensive industry background in technical writing, instructional design, and usability consulting. Her research interests include user/learner experience, online teaching and learning, and workplace preparation.

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