87
Publication Information
DOI10.59668/36
Pages341
LicenseCC BY
Year2020
LanguageEnglish

Learner and User Experience Research

An Introduction for the Field of Learning Design & Technology

Abstract

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.

Table of Contents

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.
EdTech Books

EdTech Books

CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.

The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

DOI: 10.59668/36

URL: https://edtechbooks.org/ux

, , , & (2020). Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology (1st ed.). EdTech Books. https://dx.doi.org/10.59668/36
Matthew Schmidt

University of Georgia

Matthew Schmidt, Ph.D., is Associate Professor at the University of Georgia (UGA) in the Department of Workforce Education and Instructional Technology (WEIT). 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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