Defining Learning Experience Design: Voices from the Field of Learning Design & Technology
Defining Learning Experience Design: Voices from the Field of Learning Design & Technology
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DOI：
10.1007/s11528-021-00656-y
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发表时间：
2021-08-27
期刊：
影响因子：
2.5
通讯作者：
Huang, Rui
中科院分区：
文献类型：
--
作者：
Schmidt, Matthew;Huang, Rui
在学习设计与技术（LDT）领域中，用户体验设计（UXD）的研究日益受到关注，这表明人们越来越认识到使用学习技术进行学习的个体体验--学习者体验（LX）的重要性。然而，需要更好地定义和概念化的学习体验设计（LXD）的现象。与LXD相关的术语和概念的不精确、可互换和还原性使用阻碍了将我们领域的既定传统与LDT外部的补充方法和过程（例如，UXD，人机交互）。为了满足这一需求，我们对最近出版的编辑卷中的15章语料库进行了定性内容分析，该卷专门关注LDT领域的LXD。我们的研究问题集中在确定关键术语和概念，探索章节作者如何描述LXD，并检查作者对LXD概念的看法。我们使用严格的多阶段调查过程来解决这些问题，在这个过程中，我们进行了系统的，迭代的开放编码。这些编码工作导致了与LXD相关的丰富术语、方法和概念的出现。重要的是，虽然本书章节的作者从LDT领域之外借鉴，但他们有意将其工作置于该领域既定传统中的方式特别具有启发性。基于这些研究人员和实践者的声音，我们断言LXD是一种以人为本，理论基础和社会文化敏感的学习设计方法，旨在推动学习者实现确定的学习目标，并通过UXD方法进行通知。在此操作定义的基础上，提出了未来研究的方向。
Increasing interest in user experience design (UXD) in the field of learning design and technology (LDT) signals a growing recognition of the importance of the individual experience of using learning technologies to learning-the learner experience (LX). However, a need exists to better define and conceptualize the phenomenon of learning experience design (LXD). Imprecise, interchangeable, and reductive usage of terms and concepts related to LXD frustrates efforts to situate and connect the established traditions of our field with complimentary methods and processes external to LDT (e.g., UXD, human-computer interaction). To approach this need, we performed qualitative content analysis on a corpus of 15 chapters from a recently published edited volume focused specifically on LXD in the field of LDT. Our research questions focused on identifying key terms and concepts, exploring how chapter authors characterized LXD, and examining the perspectives that informed authors' conceptions of LXD. We approached these questions using a rigorous, multi-phase inquiry process in which we conducted systematic, iterative open-coding. These coding efforts led to the emergence of a rich tapestry of terminology, methods, and concepts associated with LXD. Importantly, while book chapter authors drew from outside the field of LDT, the manner in which they intentionally located their work within established traditions of this field was particularly revealing. Grounded in the voices of these researchers and practitioners, we assert that LXD is a human-centric, theoretically-grounded, and socio-culturally sensitive approach to learning design, intended to propel learners towards identified learning goals, and informed by UXD methods. On the basis of this operational definition, directions for future research are proposed.