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Designing for the user experience in...

Kapros, Evangelos.

Designing for the user experience in learning systems

Record Type:	Electronic resources : Monograph/item
Title/Author:	Designing for the user experience in learning systemsedited by Evangelos Kapros, Maria Koutsombogera.
other author:	Kapros, Evangelos.
Published:	Cham :Springer International Publishing :2018.
Description:	xii, 251 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Instructional systemsDesign.
Online resource:	https://doi.org/10.1007/978-3-319-94794-5
ISBN:	9783319947945$q(electronic bk.)

Designing for the user experience in learning systems
Designing for the user experience in learning systems[electronic resource] /edited by Evangelos Kapros, Maria Koutsombogera. - Cham :Springer International Publishing :2018. - xii, 251 p. :ill., digital ;24 cm. - Human-computer interaction series,1571-5035. - Human-computer interaction series..

User Experience in and for Learning -- Education, Technology and Design: A much needed interdisciplinary collaboration -- A Universally Acceptable Self-Assessment Gamified Framework and Software Application to Capture 21st Century Skills -- Designing Pedagogy for Virtual Worlds in Multicultural Environments -- The CHI of Traching Online: Blurring the Lines between User Interfaces and Learner Interfaces -- User Requirements when Designing Learning e-Content: Interaction for all -- iMuSciCA: Interactive Music Science Collaborative Activities for STEAM Learning -- A Case Study of Peer Feedback as a Continuous Assessment Tool for Transversal Competencies -- Constructive Learning by Teaching: Flip-Flop, Peer Evaluation, and Agile Tooltip: Making and Taking Peer Quizzes Synchronized with Lecture Screen-casts -- Sketch-based Physics Tutoring with Animation Support.

While the focus of the UX research and design discipline and the Learning Sciences and instructional design disciplines is often similar and almost always tangential, there seems to exist a gap, i.e. a lack of communication between the two fields. Not much has been said about how UX Design can work hand-in-hand with instructional design to advance learning. The goal of this book is to bridge this gap by presenting work that cuts through both fields. To illustrate this gap in more detail, we provide a combined view of UX Research and Design & Educational Technology. While the traditional view has perceived the Learning Experience Design as a field of Instructional Design, we will highlight its connection with UX, an aspect that has become increasingly relevant. Our focus on user experience research and design has a unique emphasis on the human learning experience: we strongly believe that in learning technology the technological part is only mediating the learning experience, and we do not focus on technological advancements per se, as we believe they are not the solution, in themselves, to the problems that education is facing. This book aims to lay out the challenges and opportunities in this field and highlight them through research presented in the various chapters. Thus, it presents a unique opportunity to represent areas of learning technology that go very far beyond the MOOC and the classroom technology. The book provides an outstanding overview and insights in the area and it aims to serve as a significant and valuable source for learning researchers and practitioners. The chapter "User requirements when designing learning e-content: interaction for all" is available open access under a CC BY 4.0 license at link.springer.com.

ISBN: 9783319947945$q(electronic bk.)

Standard No.: 10.1007/978-3-319-94794-5doiSubjects--Topical Terms:

203572
Instructional systems
--Design.

LC Class. No.: LB1028.38

Dewey Class. No.: 371.3

Designing for the user experience in learning systems
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245 1 0 $a Designing for the user experience in learning systems $h [electronic resource] / $c edited by Evangelos Kapros, Maria Koutsombogera.
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490 1 $a Human-computer interaction series, $x 1571-5035
505 0 $a User Experience in and for Learning -- Education, Technology and Design: A much needed interdisciplinary collaboration -- A Universally Acceptable Self-Assessment Gamified Framework and Software Application to Capture 21st Century Skills -- Designing Pedagogy for Virtual Worlds in Multicultural Environments -- The CHI of Traching Online: Blurring the Lines between User Interfaces and Learner Interfaces -- User Requirements when Designing Learning e-Content: Interaction for all -- iMuSciCA: Interactive Music Science Collaborative Activities for STEAM Learning -- A Case Study of Peer Feedback as a Continuous Assessment Tool for Transversal Competencies -- Constructive Learning by Teaching: Flip-Flop, Peer Evaluation, and Agile Tooltip: Making and Taking Peer Quizzes Synchronized with Lecture Screen-casts -- Sketch-based Physics Tutoring with Animation Support.
520 $a While the focus of the UX research and design discipline and the Learning Sciences and instructional design disciplines is often similar and almost always tangential, there seems to exist a gap, i.e. a lack of communication between the two fields. Not much has been said about how UX Design can work hand-in-hand with instructional design to advance learning. The goal of this book is to bridge this gap by presenting work that cuts through both fields. To illustrate this gap in more detail, we provide a combined view of UX Research and Design & Educational Technology. While the traditional view has perceived the Learning Experience Design as a field of Instructional Design, we will highlight its connection with UX, an aspect that has become increasingly relevant. Our focus on user experience research and design has a unique emphasis on the human learning experience: we strongly believe that in learning technology the technological part is only mediating the learning experience, and we do not focus on technological advancements per se, as we believe they are not the solution, in themselves, to the problems that education is facing. This book aims to lay out the challenges and opportunities in this field and highlight them through research presented in the various chapters. Thus, it presents a unique opportunity to represent areas of learning technology that go very far beyond the MOOC and the classroom technology. The book provides an outstanding overview and insights in the area and it aims to serve as a significant and valuable source for learning researchers and practitioners. The chapter "User requirements when designing learning e-content: interaction for all" is available open access under a CC BY 4.0 license at link.springer.com.
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650 0 $a Learning $x Technological innovations. $3 730796
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650 2 4 $a Educational Technology. $3 276609
650 2 4 $a Learning & Instruction. $3 274699
700 1 $a Kapros, Evangelos. $3 823047
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