Cover
Acknowledgements
Introduction to the Edited Volume
I. Methods, Paradigms, and Theories of LX Design
1. Methods of User Centered Design and Evaluation for Learning Designers
2. Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design
3. Theories of Change in Learning Experience (LX) Design
4. Flow Theory and Learning Experience Design in Gamified Learning Environments
5. Color Theory in Experience Design
II. Models and Design Frameworks for LX
6. Sociotechnical-Pedagogical Usability for Designing and Evaluating Learner Experience in Technology-Enhanced Environments
7. Learning Experience Design: Challenges for Novice Designers
8. The Role of Needs Assessment to Validate Contextual Factors Related to User Experience Design Practices
9. The Design Implementation Framework: Guiding Principles for the Redesign of a Reading Comprehension Intelligent Tutoring System
10. From Engagement to User Experience: A Theoretical Perspective Towards Immersive Learning
11. Intentional Learning Design for Educational Games: A Workflow Supporting Novices and Experts
III. LX Design-in-Use
12. Integrating Learner and User Experience Design: A Bidirectional Approach
13. Participatory Design and Co-Design—The Case of a MOOC on Public Innovation
14. Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences
15. Think-Aloud Observations to Improve Online Course Design: A Case Example and “How-to” Guide
Browse by Keyword
List of Authors
Index of Terms
III

LX Design-in-Use

This section consists of four chapters that relay cases of LX design-in-use. By design-in-use, we refer to the applied use of LX methods and processes to create digital environments for learning. These chapters serve as exemplars on multiple levels. On one level, they represent worked examples that detail the actions, events, rationales, challenges, etc. of LX design from beginning to end. On another level, the chapters are success cases of LX design, highlighting the synergistic interplay of pedagogy and theory with perceptions of usefulness and other hedonic aspects.

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