Learner-centered Design Research Articles

Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education

Supporting instructors through large-scale curricular changes to cross-disciplinary programs such as general education is a complex challenge. In this case-based narrative, we describe how one large R1 university in the Southwest United States developed and implemented an instructor support program during a large-scale general education program redesign for a program that had not been substantively revised since 1998. This program typically offers about 500 courses each semester and is taught by roughly 650 instructors. To support the phased rollout of the new program curriculum, we designed and implemented a Quick Start program to support instructors revising courses for the new program, serving over 400 instructors during its first year of implementation. We discuss our integration of learner-centered design principles (McCombs & Whisler, 1997; Weimer, 2013) to guide the development of the Quick Start program and user-centered design principles (Greer & Harris, 2018; Tham, 2022) to create accessible, useful, and context-driven learning content for the instructors. While these frameworks have been integrated in the past to develop learning materials for students (Jones, 2018; Shivers-McNair et al., 2018), our case-based descriptive analysis presents a novel application of this integration for faculty development. We describe how we integrated these principles to design, scale, iterate, and implement instructor onboarding to the new curriculum. Specifically, we offer four guiding pillars: (i) creating an aligned learning experience, (ii) building an instructional community, (iii) foregrounding an asset-based approach, and (iv) creating useful and usable materials to operationalize such an integration of learner-centered and user-centered design approaches for faculty development.

CHALLENGES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) TEACHING MATERIALS: A SYSTEMATIC REVIEW FOR MODERN LEARNING ENVIRONMENTS

This systematic literature review (SLR) examines the evolution, effectiveness, and challenges associated with English for Specific Purposes (ESP) teaching materials, with a focus on their integration of digital technologies, learner-centered design, and cultural inclusivity. Through a comprehensive analysis guided by the PRISMA method, 87 studies from 2000 to 2023 were evaluated. The findings reveal a significant shift towards incorporating digital tools in ESP materials, highlighting the growing emphasis on creating immersive and interactive learning experiences. Additionally, the review underscores the importance of developing materials tailored to the learners' specific needs and cultural contexts, facilitating more meaningful engagement and language acquisition. Despite the observed benefits, challenges such as the necessity for ongoing teacher training and the absence of standardized evaluation frameworks for ESP materials were identified. Recommendations include enhancing digital integration, prioritizing learner-centered and culturally inclusive materials, investing in teacher training, developing evaluation frameworks, fostering collaborative material development, ensuring accessibility, and conducting longitudinal impact studies. This SLR sets a foundation for future research and development in ESP material design and implementation, aiming to support learners' language learning goals and professional aspirations effectively.

Inspiration for Crafting Teaching Program for Chinese Vocational Colleges: Insights from BTEC Curriculum Outline

The curriculum outline developed by the Business and Technical Education Commission (BTEC) in the UK outlines the basic professional requirements of employers, educational institutions, and teachers for industry technological progress and learner development, covering the learning outcomes and corresponding evaluation criteria that learners need to achieve. This learner centered curriculum design method has important implications and practical guidance for the development of teaching outlines in vocational colleges in China.

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

Enhancing Asynchronous Online Learning with Mobile Augmented Reality Application: A Case Study in Higher Education Business Courses

This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on e-commerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and micro-credentials.

Implementation of the Learner Centered Design method and the personality approach (Case Study: Redesigning The Interface mobile LMS Tel-U)

The Mobile LMS Tel-U is an e-learning platform developed by Telkom University to support the learning process. However, it still requires more demand from Telkom University students. Usability evaluation was conducted on twelve students using the System Usability Scale (SUS), resulting in a score of 46.5. Interviews and observations revealed interface problems on the dashboard, material, grades, and quizzes. This study aims to redesign the mobile LMS Tel-U interface using the Learner-Centered Design method and incorporating a personality approach by categorizing students into introverts and extroverts. Designing based on personality groups acknowledges the differences in interface design preferences and the relationship between personality and e-learning interface design. This approach yields two different interface designs, one for introverted students and one for extroverted students. The LCD method determines student needs in supporting the learning process. The redesigned interface's usability was evaluated using SUS to assess its appropriateness for students' learning needs. The study shows an average increase in usability scores of 80.4. The introverted student group achieved a usability score of 81, while the extroverted student group obtained a score of 80. Thus, the LCD method and personality approach effectively enhance the usability of distance learning applications (e-learning).

Redesigning the Colega Application Interface and Interaction Using the Learner-Centered Design Method

In the rapid development of technology, almost all activities are carried out online, activities become timeless so that many students have difficulty in managing time between lectures and other activities. So that students must be able to organize their activity schedule, record tasks and activities that must be completed. One of the efforts that can be made is to use colega products which are technology products to remind activities. The purpose of this research is to redesign the Colega mobile application interface that is suitable and easy to use based on student needs to increase the level of usability with the learner-centered design method., this method is a design process that focuses on the needs of learner, by performing 5 stages, namely Specify the context of use, Specify user requirements, Product design solution, and Evaluate against user requirements. The product developed using this method, the principle of this method is a collaboration that allows learner to develop, test, and analyze their ideas for the product to be made. Interface design and interaction testing using the System Usability Scale. the results of usability testing on the interface obtained a value of 60.62 to 78.12. With the test results obtained an increase in value in the usability aspect. So it can be concluded that the usability value falls into the good and acceptable category.

메타버스 게더타운 활용 영어 말하기 수업에 대한 학습자 인식 조사 연구

With recent developments in Metaverse technology, the topic of integrating Metaverse platforms into language classrooms has received increasing attention due to its enormous potential for language learning. This study aims to adopt one of the most popular Metaverse platforms, Gather.town, for EFL speaking, and to investigate learners' perceptions of their learning experiences. Specifically, the study investigated how college EFL learners perceived the use of this Metaverse platform for their English speaking. A total of 23 college EFL students participated in this study, engaging in various speaking activities offered in the Metaverse platform throughout the semester. To collect data, the survey and qualitative semi-structured interviews were conducted. The study results indicated that the participants perceived the interaction opportunities in the Metaverse platform positively overall. They thought this platform was useful for their learning, and they perceived that their engagement in speaking activities had enhanced and their confidence in speaking had improved.
 The affordance of using the Metaverse platform was its potential to create a more anxiety-free and comfortable learning environment for learners. Results suggest that Gather.town has potential to develop learners' speaking proficiency in the EFL classroom due to its learner-centered design advantages and ease of free communication among learners.

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

When the traditional "one size fits all" approach is used in designing educational games, the game context is usually arranged in a fixed sequence. However, the designated content may not effectively support the diversity of players. The player's ability and characteristics should be considered and supported with an appropriate learning context embedded in the game to facilitate personalised experiences. Adapting game scenarios to a player's characteristics can boost motivation and ultimately improve learning outcomes. This research applies a context-aware design approach and the Learner-Centered Design approach to establish a personalised adaptation framework for designing educational serious games and enhancing personalised knowledge delivery. The proposed framework decouples the game logic implementation and adaptation mechanism. It dynamically adapts the designed game objects and activities to personal learning objectives, learning levels and learning progress to achieve a non-linear learning sequence. Through synchronous real-time xAPI message exchange mechanisms, system components and learning content adaptation are enabled. The adaptation aims to fit personal learning objectives and provide a non-linear learning sequence in a game environment. The framework provides students with personalised learning experiences. A game named GhostCoder is implemented and used to evaluate the framework. Based on the externalised adaptive mechanism, the game content is adapted to the player's performance by adjusting the difficulty of the learning content within the game. Testing of the game in the lab environment has been performed. At the next stage, an evaluation will be conducted with the target groups of students.

Konsep Learner-Centered Design Kurikulum Dalam Pembinaan Dewasa Awal di Gereja

This study aims to explain one of the curriculum designs commonly used in the field of education, namely the learner-centered design that can be adopted by the church in order to design early adult development in the church according to the stage of development of church members. This study uses a descriptive qualitative method to describe the stages of implementing the Learner Centered design in designing the curriculum in the church. Based on the results of the study, it was found that: 1) the learner-centered design is very relevant to be used for coaching adults in the church in short and medium-term programs because it is practical, arranged based on needs and makes it easier for the congregation to understand the teaching of God's will in daily life and meet their development needs. 2) the stages that the church needs to prepare when implementing this curriculum design consist of an initial stage to analyze the needs of the congregation, a design stage that pays attention to the material, a relevant learning time strategy for students, and an evaluation stage to determine the success of the designed curriculum.

Codevelopment and usability testing of Patient Engagement 101: a Patient-Oriented Research Curriculum in Child Health e-learning module for health care professionals, researchers and trainees.

Background:Patient and family engagement is thought to improve the quality and relevance of child health research. We developed and evaluated the usability of Patient Engagement 101, an e-learning module designed to strengthen the patient-oriented research readiness of health care professionals, researchers, trainees and other stakeholders.Methods:The development of Patient Engagement 101 was co-led by a parent and a researcher and overseen by a diverse multistake-holder steering committee. The module was refined and evaluated using a mixed-methods usability testing approach with 2 iterative cycles of semistructured interviews, observations and questionnaires. We collected module feedback by way of semistructured interviews, the validated System Usability Scale, and satisfaction, knowledge and confidence questionnaires. Thematic coding of transcripts and field notes, informed by team discussions, guided the module revisions.Results:Thirty end-users completed usability testing (15 per cycle). In each cycle, we modified the module with respect to its content, learner experience, learner-centred design and aesthetic design. Participants were highly satisfied, and System Usability Scale scores indicated the module had the best imaginable usability. Substantial increases in the participants’ knowledge test scores and the confidence to engage in patient-oriented research, but not self-rated knowledge, were observed after module completion.Interpretation:Codevelopment with patients and caregivers, and refinement through comprehensive end-user testing, resulted in a training resource with exceptional usability that improved knowledge and confidence to engage in patient-oriented research in child health. Patient Engagement 101 is openly available online, and the methods used to develop and evaluate it may facilitate the creation and evaluation of similar capacity-building resources.

Co-development and Usability Testing of Research 101: A Patient-Oriented Research Curriculum in Child Health (PORCCH) E-Learning Module for Patients and Families.

BackgroundEngaging patients and families as research partners increases the relevance, quality, and impact of child health research. However, those interested in research engagement may feel underequipped to meaningfully partner. We sought to co-develop an online learning (e-learning) module, “Research 101,” to support capacity-development in patient-oriented child health research amongst patients and families.MethodsModule co-development was co-led by a parent and researcher, with guidance from a diverse, multi-stakeholder steering committee. A mixed-methods usability testing approach, with three iterative cycles of semi-structured interviews, observations, and questionnaires, was used to refine and evaluate the e-learning module. Module feedback was collected during testing and a post-module interview, and with the validated System Usability Scale (SUS), and satisfaction, knowledge, and self-efficacy questionnaires. Transcripts and field notes were analyzed through team discussion and thematic coding to inform module revisions.ResultsThirty participants fully tested Research 101, and another 15 completed confirmatory usability testing (32 caregivers, 6 patients, and 7 clinician-researchers). Module modifications pertaining to learner-centered design, content, aesthetic design, and learner experience were made in each cycle. SUS scores indicated the overall usability of the final version was “excellent.” Participants' knowledge of patient-oriented research and self-efficacy to engage in research improved significantly after completing Research 101 (p < 0.01).ConclusionsCo-development and usability testing facilitated the creation of an engaging and effective resource to support the scaling up of patient-oriented child health research capacity. The methods and findings of this study may help guide the integration of co-development and usability testing in creating similar resources.

Identification of Learning Experience in Online Learning with User Persona Techniques Based on Learner-Centered Design Concepts

Online learning is now not a new thing in the world of education. However, with the change in the learning system that is carried out entirely online, of course, there is a need for adjustments so that the quality of learning is maintained. Online learning has provided convenience in the learning process because it can be done asynchronously. Understanding the learning experience of students is very important to optimize learning that focuses on learner-certified design. A good learning experience will also have an impact on student learning outcomes. Therefore, it is necessary to identify and analyze the needs of students in online learning so that the learning process becomes more optimal. The use of persona techniques can provide more detailed information to explore the needs of students in the online learning process. This research begins by identifying problems, observing target users, persona design, and persona analysis. The results of the study indicate that there are several shortcomings and obstacles faced during online learning and several things that need to be considered for online learning in the future, namely lectures to be carried out according to a predetermined schedule, providing more reference materials and more detailed explanations of material, providing learning videos for providing additional understanding related to lecture material, provide quizzes and discussion forums on e-learning at the end of each material, more intense interaction is needed to discuss learning materials, more frequent online meetings are held to provide confirmation and discussion of material and provide feedback on each assignment.

Refining active learning design principles through design-based research

This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the principles of active learning can be applied to courses in any mode of delivery: flipped classroom, blended, or fully online, the importance of active learning in online courses is highlighted because active learning course design requires numerous upfront considerations. Moreover, because the pedagogical model is structured throughout the online learning environment and thus is made visible, online courses present a unique opportunity to review what is core to the principles of active learning. The design intervention (an innovative course review method) incorporated the principles of authentic e-learning. The study addressed two major research questions: (1) “To what extent does the intervention—a new course review method—indicate the extent to which active learning is present in the design of an online course?” and (2) “How do the principles of authentic e-learning incorporated in the new course review method need to be refined?” To address the first question, the online course review intervention was used to evaluate the learning activities and assessments of 75 undergraduate online courses against these authentic e-learning principles, resulting in an active learning (AL) score for each course. To address the second question, we surveyed the learners in these 75 courses about what made learning meaningful and coded the learners’ feedback in reference to the active learning design principles. The practical outcome of this DBR study is a pedagogical course review that quantifies active learning in online courses. The theoretical outcomes of this DBR study are refined active learning design principles that can serve instructors, designers, teacher educators, and administrators in enhancing the design of online courses. The findings of this study affirm that the authentic task principles as well as newly identified learner-centered design principles together can serve as evidence-based principles to define and refine active learning in online courses.

Development of a simple and effective online training for health workers: results from a pilot in Nigeria

BackgroundHealth workers (HWs) in Africa face challenges accessing and learning from existing online training opportunities. To address these challenges, we developed a modular, self-paced, mobile-ready and work-relevant online course covering foundational infection prevention and control (IPC) concepts. Here, we evaluate the first pilot of this course, conducted with HWs in Nigeria.MethodsWe used a learner-centered design and prototyping process to create a new approach to delivering online training for HWs. The resulting course comprised 10 self-paced modules optimized for use on mobile devices. Modules presented IPC vignettes in which learning was driven by short assessment questions with feedback. Learners were recruited by distributing a link to the training through Nigeria-based email lists, WhatsApp groups and similar networks of HWs, managers and allied professionals. The course was open to learners for 8 weeks. We tracked question responses and time on task with platform analytics and assessed learning gains with pre- and post-testing. Significance was evaluated with the Wilcoxon signed-rank test, and effect size was calculated using Cohen’s d.ResultsThree hundred seventy-two learners, with roles across the health system, enrolled in the training; 59% completed all 10 modules and earned a certificate. Baseline knowledge of foundational IPC concepts was low, as measured by pre-test scores (29%). Post-test scores were significantly higher at 54% (effect size 1.22, 95% confidence interval 1.00-1.44). Learning gains were significant both among learners with low pre-test scores and among those who scored higher on the pre-test. We used the Net Promoter Score (NPS), a common user experience metric, to evaluate the training. The NPS was + 62, which is slightly higher than published scores of other self-paced online learning experiences.ConclusionsHigh completion rates, significant learning gains and positive feedback indicate that self-paced, mobile-ready training that emphasizes short, low-stakes assessment questions can be an effective, scalable way to train HWs who choose to enroll. Low pre-test scores suggest that there are gaps in IPC knowledge among this learner population.

DESAIN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

Islamic Education Curriculum is designed to increase the students' faith and devotion to Allah SWT and the formation of noble morality. Faith, devotion and morality could expectedly be achieved through Islamic Religious Education by firstly encouraging the students to have the knowledge and understanding comprehensively related to the teachings of Islam and be capable of carrying it out properly. Thus the Islamic Education curriculum should be able to deliver students to the knowledge and understanding that are balanced between the acquisition of knowledge about Islam and the ability of implementing the teachings and developing the values of noble morality. To explore the substance of this curriculum, the writer will do more in-depth explanation of the curriculum as subject centered design, learner centered design, and problem centered design.Keywords: Design development, curriculum, Islamic religious education

Enhancing learning by Open Learner Model (OLM) driven data design

There is a huge and growing amount of data that is already captured in the many, diverse digital tools that support learning. Additionally, learning data is often inaccessible to teachers or served in a manner that fails to support or inform their teaching and design practice. We need systematic, learner-centred ways for teachers to design learning data that supports them. Drawing on decades of Artificial Intelligence in Education (AIED) research, we show how to make use of important AIED concepts: (1) learner models ; (2) Open Learner Models (OLMs) ; (3) scrutability and (4) Ontologies . We show how these concepts can be used in the design of OLMs, interfaces that enable a learner to see and interact with an externalised representation of their learning progress. We extend this important work by demonstrating how OLMs can also drive a learner-centred design process of learning data. We draw on the work of Biggs on constructive alignment (Biggs, 1996, 1999, 2011), which has been so influential in education. Like Biggs, we propose a way for teachers to design the learning data in their subjects and we illustrate the approach with case studies. We show how teachers can use this approach today, essentially integrating the design of learning data along with the learning design for their subjects. We outline a research agenda for designing the collection of richer learning data. There are three core contributions of this paper. First, we present the terms OLM, learner model, scrutability and ontologies, as thinking tools for systematic design of learning data. Second, we show how to integrate this into the design and refinement of a subject. Finally, we present a research agenda for making this process both easier and more powerful. • We introduce AIED concepts, Open Learner Models (OLMs), Learner Models, Ontologies and scrutability . • These are valuable tools for teachers to think about and discuss the design of learning data. • Students can use them to monitor, reflect and plan their learning, supporting self-regulated learning. • We illustrate this OLM-driven learning data design approach in two case studies. • We describe the barriers to wide scale, easy adoption of OLM-driven data design and a research agenda to overcome them.

Applying learner-centered design to online courses: a systems engineering case design

Applying learner-centered design to online courses: a systems engineering case design

Improving Modal Verb Treatment in English Textbooks Used by Chinese Learners: A Corpus-Based Approach

This study demonstrates how native and learner corpora can enhance modal verb treatment in English-as-a-foreign-language (EFL) textbooks used in mainland China. Data analysis compares modal verbs in the textbook and native corpus by referring to distributional features, semantic functions and co-occurring constructions; and the analysis of the learner corpus refers to the use/misuse of modal verbs. A corpora comparison considers the authenticity of textbook language; and examination of learner use/misuse of modal verbs provides a learner perspective for textbook presentation that is applicable to learning difficulties. In this regard, this study highlights discrepancies between textbook treatment of modal verbs and authentic modal use in constructions, distributions and semantic functions, and its application of error analysis reveals inter/intra-linguistic interference in the use of modal verbs. This study can thus contribute to a corpus-informed and learner-centered design of grammar presentation in EFL textbooks that enhances the authenticity and appropriateness of textbook language for target learners.

CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools

ABSTRACT Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6–8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants.