Reference : Experience matters: Bridging the gap between experience- and functionality-driven des...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/41694

Title :	Experience matters: Bridging the gap between experience- and functionality-driven design in technology-enhanced learning
Language :	English
Author, co-author :	Rohles, Björn [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Koenig, Vincent [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Fischbach, Antoine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Amadieu, Franck [Université Toulouse Jean Jaurès > Laboratoire Cognition, Langues, Langage, Ergonomie]
Publication date :	2019
Journal title :	International Journal on Interaction Design & Architecture(s)
Volume :	42
Special issue title :	Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning
Pages :	11-28
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1826-9745
e-ISSN :	2283-2998
Keywords :	[en] Co-Design ; Concept Maps ; User Experience ; Experience-Driven Design
Abstract :	[en] With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without overwhelming users, to motivate users and ensure that they have positive learning experiences, and to allow users to realize their potential with the help of technology. Building on a case study of concept mapping for technology-enhanced learning, we combined experience-driven and functionality-driven approaches in co-design sessions in four school classes (67 students). We investigated the anticipated experiences that students imagined as well as the functionalities and characteristics they expected. We found that combining experience-driven and functionality-driven approaches is a valuable method for improving technology-enhanced learning.
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/41694
Mentions required by the publisher for OA :	The original publication appeared on IxD&A (42, 2019)

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	Fulltext file(s): File Commentary Version Size Access Open access 42_1.pdf Publisher postprint 1.5 MB View/Open

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