Design Of Learning Experiences Research Articles

Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning?

In this paper, the authors use a postdigital lens to examine augmented (AR) and virtual reality (VR) as potentially effective tools for networked learning. The postdigital perspective suggests that the ‘digital’ is so pervasive that it is no longer considered novel or noteworthy; rather, it is so embedded in our day-to-day lives that it now evades notice. This examination draws upon the concepts of analogue and digital to explore ontological and epistemological characteristics of AR and VR as well as how media and materials may shift on a continuum or manifest both characteristics concurrently. Two vignettes are used to create a shared context and atmosphere from which to consider the pedagogical use of these technologies. One vignette describes a VR app that invites the learners into a canoe where they are immersed into a lesson about Indigenous constellations; the second describes an AR app in which the learners direct their smartphones up at the sky also to learn about constellations. While the learning goals are similar, the experiences are differently nuanced. The paper offers a discussion of considerations that may be useful in designing learning experiences with these technologies. The authors discuss the analogue and digital characteristics as well as the freedoms and constraints relative to sites of learning, activities, learner configurations, and representations of learning. A postdigital analysis benefits from ‘shifting work’; that is, much can be learned from shifting between analogue and digital. Such shifting may surface failures, depletion of resources, and the emergence of new entities. The value of examining the digital, analogue, ontology, and epistemology of AR and VR is that it helps to make the human-technology relationship more perceptible. In becoming more aware of the taken-for-granted aspects of learning technologies, it is possible to more effectively design for learning.

Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking

AbstractIn light of the educational challenges brought about by the COVID-19 pandemic, there is a growing need to bolster online science teaching and learning by incorporating evidence-based pedagogical principles of Learning Experience Design (LXD). As a response to this, we conducted a quasi-experimental, design-based research study involving nN = 183 undergraduate students enrolled across two online classes in an upper-division course on Ecology and Evolutionary Biology at a large R1 public university. The study extended over a period of 10 weeks, during which half of the students encountered low-stakes questions immediately embedded within the video player, while the remaining half received the same low-stakes questions after viewing all the instructional videos within the unit. Consequently, this study experimentally manipulated the timing of the questions across the two class conditions. These questions functioned as opportunities for low-stakes content practice and retention, designed to encourage learners to experience testing effect and augment the formation of their conceptual understanding. Across both conditions, we assessed potential differences in total weekly quiz grades, page views, and course participation among students who encountered embedded video questions. We also assessed students’ self-report engagement, self-regulation, and critical thinking. On average, the outcomes indicated that learners exposed to immediate low-stakes questioning exhibited notably superior summative quiz scores, increased page views, and enhanced participation in the course. Additionally, those who experienced immediate questioning demonstrated heightened levels of online engagement, self-regulation, and critical thinking. Moreover, our analysis delved into the intricate interplay between treatment conditions, learners’ self-regulation, critical thinking, and quiz grades through a multiple regression model. Notably, the interaction between those in the immediate questioning condition and self-regulation emerged as a significant factor, suggesting that the influence of immediate questioning on quiz grades varies based on learners’ self-regulation abilities. Collectively, these findings highlight the substantial positive effects of immediate questioning of online video lectures on both academic performance and cognitive skills within an online learning context. This discussion delves into the potential implications for institutions to continually refine their approach in order to effectively promote successful online science teaching and learning, drawing from the foundations of pedagogical learning experience design paradigms and the testing effect model.

Developing a game design framework to embed student-centred learning

PurposeThis paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.Design/methodology/approachInitially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.FindingsThe paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.Research limitations/implicationsWhile the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.Originality/valueThis paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.

THE ROLE OF LOCAL SOURCE MATERIALS IN FOSTERING A LOVE FOR LOCAL HISTORY: PERSPECTIVES OF SMAN 1 MEDAN STUDENTS

This research aims to explore the role of local source material in fostering a love of local history from the perspective of students at SMA Negeri 1 Medan. The research method used is qualitative, with a phenomenological approach. Data was collected through in-depth interviews with 15 students selected using purposive sampling. Data analysis was carried out using thematic coding techniques. The research results show that local source materials have a significant role in increasing students' interest in and love for local history. Factors such as relevance, depth of understanding, and direct experience with local source material influence students' perceptions of the importance and relevance of local history in their lives. This research provides implications for the development of a more inclusive and locally based history curriculum to strengthen students' cultural and national identities. In conclusion, this research makes a significant contribution to the development of a more inclusive and locally-based history curriculum at SMA Negeri 1 Medan. By understanding more deeply the role of local source materials in fostering a love of local history, we can design learning experiences that are more relevant and engaging for students and help strengthen their cultural and national identities.

Considering Opportunities for Mathematical Magic

Mathematical magic, or experiences of beauty and creativity for K-12 mathematics students, can contribute to deepened content understanding. However, creating opportunities for mathematical magic. in mathematics classrooms has been a challenge for classroom practitioners. To support development of these experiences in classrooms, we deployed a bi-directional support program between a college-level mathematician and an early-career secondary teacher. Based on data collected from this project, we have identified four principles that will promote mathematical magic. We conclude that mathematicians and early career teachers can work together to a) leverage understandings of the nature of mathematics, b) apply meta-mathematical reasoning, c) share knowledge of content and students across contexts, and d) recognize students’ mathematical development to design learning experiences for mathematical magic.

Rethinking how people learn: A holistic framework for effective learning design

Learning is an integral part of being human. How people learn has long been discussed, revealed in many learning theories, investigated in numerous studies, and demonstrated in extensive practices. The goal of this article is to rethink how people learn from four fundamental perspectives, that is, learning by interaction with content (C), learning by interaction with other people (O), learning by interaction with self (S), and learning by interaction with tasks or practices (T), so-called COST model. This framework offers a high-level view of human learning and the role of technology in human learning. Moreover, it serves as a guide for effective design of learning experiences, learning environments, and learning approaches, where technology has become a crucial component.

NURSE EDUCATOR COMPETENCIES IN DEVELOPING MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) POLICY

The Merdeka Belajar Kampus Merdeka (MBKM) has been integrated into the Indonesian higher education system since 2020. While nursing study programs are not mandated to participate in MBKM activities, they are still required to meet the key performance indicators outlined by the Ministry of Education and Culture through the MBKM program. To ensure that students receive valuable learning experiences in line with outcome-based curricula, nurse educators must possess additional competencies in designing learning experiences and coordinating collaborations with various stakeholders. This will equip nursing graduates to meet the demands of the modern era and compete globally, while also addressing the needs of society. Currently, the required competencies for nurse educators and the specific roles and responsibilities necessary to fulfill the MBKM policy have not been clearly defined. This article aims to elucidate the core competencies of nursing lecturers and the implementation of the expected roles and responsibilities essential for the successful execution of the MBKM program.

STRESS MANAGEMENT AND TEACHERS' PERFORMANCE IN THE TERESIAN DAUGHTERS OF MARY-MANAGED SCHOOLS

This study investigated the stress management and teachers’ performance in the Teresian Daughters of Mary-Managed Schools High School Department. The study used the non-experimental quantitative research design utilizing correlational method. The respondents were composed of 149 teachers in the Teresian Daughters of Mary-Managed Schools High School Department using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation and Regression Analysis. The findings revealed that the teachers were able to always observe stress management. This suggests that they are able to control their stress by being respectful and responsible, managing and communicating existing and future work, managing the individual within the team and reasoning/ managing difficult situations. Meanwhile teacher’s performance is always observed by the teachers. This indicates that teacher is able to observe always the expected standard performance in terms of designing learning experiences for children, knowledge and understanding of subject matter, strategies for facilitating learning and interpersonal relationship. There is no significant relationship between the stress management and teacher’s performance in the Teresian Daughters of Mary- Managed Schools High School Department. None of the domains of the stress management that significantly influence of the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It is articulated in this study that that further study may be conducted on the other stress management indicators that may influence the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It was concluded that teachers who have always observed stress management do not have an impact to their performance. KEYWORDS: Stress management, Teacher’s performance, Teresian Daughters of Mary- Managed Schools.

Designing historical empathy learning experiences: a pedagogical tool for history teachers

This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels.

The synergistic and dynamic relationship between learning design and learning analytics

The synergistic relationship between learning design and learning analytics has the potential for improving learning and teaching in near real-time. The potential for integrating the newly available and dynamic information from ongoing analysis into learning design requires new perspectives on learning and teaching data processing and analysis as well as advanced theories, methods, and tools for supporting dynamic learning design processes. Three perspectives of learning analytics design provide summative, real-time, and predictive insights. In a case study with 3,550 users, the navigation sequence and network graph analysis demonstrate the potential of learning analytics design. The study aims to demonstrate how the analysis of navigation patterns and network graph analysis could inform the learning design of self-guided digital learning experiences. Even with open-ended freedom, only 608 sequences were evidenced by learners out of a potential number of hundreds of millions of sequences. Advancements of learning analytics design have the potential for mapping the cognitive, social and even physical states of the learner and optimise their learning environment on the fly.

CLIL teacher online professional development in translanguaging and trans-semiotizing: a pedagogy of multiliteracies

ABSTRACT Theories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms. However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional development (PD) in this field. In this paper, I intend to measure the effectiveness of an online pedagogy of multiliteracies, which embraces translanguaging and trans-semiotizing, to enhance CLIL teachers’ semiotic awareness to design learning experiences that improve students’ comprehension. The study was conducted on a multicultural group of 200 CLIL teachers from Spain, Colombia and Ecuador. They worked with primary and secondary students in multilingual contexts where a Spanish dialect, or a co-official, an indigenous or a Creole language was the L1, and English the L2. The data were collected from two sources, an initial survey and a final essay. The content analysis of the dataset revealed that the learning intervention positively influenced teachers’ pre-existing beliefs and PD. They showed a more accurate conceptualisation of translanguaging and trans-semiotizing, were more aware of their multimodal literacy practices to make new content comprehensible in CLIL classrooms, and identified potential improvements in their communication processes related to the two concepts.

Examining the opportunities for digital text production in the Australian Curriculum for the first years of school

Digital technology has long been ubiquitous in many communities within Australia and internationally, thereby requiring suitable digital proficiencies. While a majority of Australian children experience digital literacies as part of their everyday lives, limitations in access disadvantage others. In educational settings, there is a clear need for teachers to incorporate the digital literacies of learners while also working towards addressing inequities by providing rich literacy experiences that bring together print and digital forms of texts. Well-established understandings about the importance of literacy development early in a child’s life support teachers of the first years of school to teach essential digital literacies. In Australian schools, teachers are mandated by a range of documents, including the Australian Curriculum, that provide content for teachers to teach. Situated within a frame of New Literacies theories, this paper reports findings from analyses of the ways these mandated documents may support teachers in the first years of school to design learning experiences that respond to learners’ needs in producing digital texts. We then determine implications for teachers’ responsiveness to these documents. With the recent release of the Australian Curriculum version 9.0, we argue for the pedagogical knowledge that teachers require to implement digital text production experiences within the mandates of the curriculum and, consequently, the professional learning they need for realising the potential of all children’s digital capabilities in their classrooms.

Designing learning experiences using serious games: innovative village case study

The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.

Advancing understanding of learning experience design: refining and clarifying definitions using an eDelphi study approach

We report findings from an eDelphi study that aimed to explore 16 expert panelists’ perspectives regarding the key attributes of learning experience design (LXD) as it relates to the following: design, disciplines, methods, and theory. Findings suggest consensus was reached regarding LXD’s focus on learner-centrism and incorporating human-centered design practices to design learning environments. LXD practitioners adapt methods and theories from fields such as human–computer interaction and user experience. Implications suggest a need to develop specific methods and theories within our own field.

공학교육에서 학습 경험 설계

Purpose: This study assumed that learning experience design could be a relevant alternative for engineering education, and so it aimed that a selected case of one was explored in its design process and implication effects. Method: A single case study was adopted as a research method since the case of learning experience design in higher education, in particular in an engineering class has been a few. The electromagnetics class, reflecting characteristics of engineering education, was selected and analysed based on the Thurber’s learning experience design model. Results: It was found that the lecturer for the adopted case developed learning interruption inclined to the qualified characteristics of learning experience design in the literature and this positively contributed to the learners’ motivation on the subject. Conclusion: A number of suggestions for improvement of system and support to expand LXD in general classes as well as engineering classes were given.

Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design

AbstractTraditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance learning has introduced a diverse range of learning methods, including online, hybrid, and blended approaches. When the COVID-19 pandemic led to extended delays in in-person instruction, use of educational technologies such as asynchronous videos and online platforms were deployed to deliver mathematics curricula aligned with the Common Core State Standards (CCSS), though best practices for teaching mathematics asynchronously are not well studied. This study focuses on exploring the effectiveness of a math course on proportional reasoning that was co-designed, developed, and deployed in 5th and 6th grade Orange County classrooms. Examining the learning experience design (LXD) paradigm, this research focuses on discerning its influence on (n = 303) children's engagement during their involvement in an online, video-based math course. LXD is implemented by combining evidence-based pedagogical instructional design with human-centered user experience (UX) design. The study utilized a structural equation model to analyze the relationships between learners' user experiences, situational interest, mind-wandering, and online engagement. The results demonstrated significant direct effects between students' situational interest, user experience, and their level of online engagement. Findings also indicate that students' situational interest and mind-wandering significantly mediate the relationship between their user experiences and online engagement. These results have important theoretical and practical implications for researchers, designers, and instructors. By combining evidenced-based pedagogical learning design with human-centered user experience design, LX designers can promote situational interest, reduce mind-wandering, and increase engagement in elementary mathematics courses conducted in asynchronous online settings.

Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”

AbstractHow individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co‐opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction.

Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design

Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design

Learning experience design of verbal prompts in virtual reality-based training for autistic children

This study aimed to explore the design and development of verbal prompts in virtual reality (VR)-based social skills training for autistic children. Autism indicates a category with neurodiversity that influences individuals’ capability to engage in social and cognitive tasks. This complex neurodevelopmental condition manifests in a wide array of patterns, featuring unique experiences of each individual. This study explored both advantages and challenges encountered when autistic children interact with verbal prompts in multi-user, desktop VR-based social skills training. Our explanatory case study involved VR-based learning experiences of four autistic children. We used a qualitative thematic analysis to analyse the study participants’ interaction patterns with verbal prompts in the VR-based training. Our research can contribute to both theoretical knowledge and practical design guidelines for the creation of verbal prompts in desktop VR-based training programmes tailored for autistic children.

Pre-service teachers’ skills development through educational video generation

ABSTRACT The impacts of the pandemic on education have highlighted the need to improve pre-service teachers’ digital skills training. This quantitative study explored pre-service teachers’ perceptions on how the design, generation, and dissemination of didactic videos enhance their teaching competences. Early childhood, primary, and secondary education English (as a foreign language) pre-service teachers have produced eight different types of educational content in video format (stories, linguistic content, tutorials, documentaries, news programmes, contests, literary reviews, and educational system criticism) addressed to schools´ audience. These videos have been circulated through YouTube channels linked to an open-access online TV portal. The results showed that these educational videos contributed to enriching their skills. Pre-service teachers’ highly positive perceptions regarding improvements of these competences, remark, above all, the development of teamwork abilities thanks to this experience, and let researchers reflect on the design of more effective learning experiences through didactic video generation to ameliorate teacher education.