AcknowledgementsIntroduction to the Edited VolumeI. Methods, Paradigms, and Theories of LX Design1. Methods of User Centered Design and Evaluation for Learning Designers2. Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design3. Theories of Change in Learning Experience (LX) Design4. Flow Theory and Learning Experience Design in Gamified Learning Environments5. Color Theory in Experience DesignII. Models and Design Frameworks for LX6. Sociotechnical-Pedagogical Usability for Designing and Evaluating Learner Experience in Technology-Enhanced Environments7. Learning Experience Design: Challenges for Novice Designers8. The Role of Needs Assessment to Validate Contextual Factors Related to User Experience Design Practices9. The Design Implementation Framework: Guiding Principles for the Redesign of a Reading Comprehension Intelligent Tutoring System10. From Engagement to User Experience: A Theoretical Perspective Towards Immersive Learning11. Intentional Learning Design for Educational Games: A Workflow Supporting Novices and ExpertsIII. LX Design-in-Use12. Integrating Learner and User Experience Design: A Bidirectional Approach13. Participatory Design and Co-Design—The Case of a MOOC on Public Innovation14. Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences15. Think-Aloud Observations to Improve Online Course Design: A Case Example and “How-to” GuideBrowse by KeywordList of AuthorsIndex of Terms

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.