With a need to focus on the design of effective and useful learning experiences, lectures have been criticized for affording passive behaviour. Revisiting the design of lectures to provide a more engaging experience is not new. An example is the strategy to engage students in their lectures through explicit preparation: the ‘flipped’ lecture. However, whilst there are clear convenience gains, an obligation to prepare in advance may afford a sense of duty, rather than delight. As emotions have been shown to affect learning gains (Craig et al. 2004), we propose that student experience goals be considered in learning design.
Experience goals can be identified through design techniques that place the user at the centre. User experience (UX) design heralds from the tradition of human-computer interaction (HCI), recognising the metamorphosis of technological design from functional, to experiential. Hassenzahl and Tractinsky (2006, p.94) describe a situated view of user experience that includes the “internal states of the user (e.g. mood, expectations, active goals), which extends over time with a definitive beginning and end” through which positive affect, behaviour may change.
This paper reports on the results of a collaborative UX design workshop with a small group of students. Arias et al. (2000) argue collaborative design reframes problems to reveal new insight, whilst UX design techniques offer insight into hitherto unvoiced student motivations. Empowered by collaboration, and articulated through UX design techniques, students shared their stories, felt heard, and had fun.
Analysis of the workshop, with a review of the literature, has enabled the development of an initial student-focused model. Created from the concept of a UX Journey Map of a lecture, the model captures moments of discomfort and delight, and in so doing, represents the current student experience. The model provides a basis from which to develop a framework to help lecturers prepare student-centred learning in the context of a lecture.
Arias, E., Eden, H., Fischer, G., Gorman, A., & Scharff, E., 2000. Transcending the individual human mind – creating shared understanding through collaborative design. ACM Transactions on Computer-Human Interaction (TOCHI)., 7(1), pp.84–113.
Buckley, A., Soilemetzidis, I. & Hillman, N., 2015. The HEPI – HEA Student Academic Experience Survey 2015. Higher Education Policy Institute, pp.4–28.
Craig, S., Graesser, A.C., Sullins, J., & Gholson, B., 2004. Affect and learning: An exploratory look into the role of affect in learning with AutoTutor. Journal of Educational Media, 29(3), pp.241–250.
Hassenzahl, M. & Tractinsky, N., 2006. User experience – a research agenda. Behaviour & Information Technology, 25(2), pp.91–97.