Form flows function: Learner‐centered game Re‐design in a STEM classroom

The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.

The main problem faced by students in the vocational field is the lack of specificity in the scientific field that focuses on mastering the knowledge, skills, and attitudes needed in the world of work. In addition, the emphasis on learning by doing the role of the student-centred learning approach becomes less attention from educators. This study aims to develop and implement an experiential learning design in the nautical science program through student worksheets based on the Kolb experiential learning stages by considering the Felder- Silverman student learning style and analyzing student attitudes and responses after participating in learning activities. We used the field case study method (case study research) with qualitative descriptive data analysis techniques. The results showed that the learning style preferences of nautical science students from the learning style categories: (1) 87.41% were categorized as active; (2) 84.44% were categorized as visual; (3) 81.48% were categorized as sensing; and (4) 57.04% were categorized as sequential. The results also show that the experiential learning design is feasible for using learning models and learning material assessments. The implementation of experiential learning activities was carried out very well. Learning activities are carried out on force based on the stages of concrete experience, reflective observations, abstract conceptualization, and active experimentation. Students' attitudes and responses are positive towards the experiential learning design. Experiential activities help students learn Basic Mechanical Engineering Design (cognitive), and they like to participate in learning activities (affective). The experiential design is practical in learning, canin learning, career theory and practice learning. H o w e v e r , some students respond that experiential learning activities are less challenging and too much of a task because they prefer to avoid many tasks.

Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understanding of systems. Research Question: How can novelty and systems thinking be assessed based on conceptual models (of technological systems) constructed by graduate engineering students? Methodology: Six student teams of two to four members each ( N = 21) constructed solution models based on Object-Process Methodology, a formal methodology and language for model-based systems engineering. The authors assessed these models for novelty and for systems thinking using two existing rubrics based on the construction of system aspects-function, structure, and behavior. Findings: The authors provide indications that both novelty and systems thinking can be assessed based on conceptual models of technological systems.

Some proponents of learning experience design (LXD) have set it apart as an alternative to instructional design (ID). This article explores the similarities and differences between LXD and ID and whether the two are really in conflict. It begins by defining learning experience (LX). Then it contrasts LX with what instruction should be like. Next, it focuses on defining LXD and contrasting it with ID. It explores some issues that influence the view of LXD as an evolution of ID or as a new discipline or field. Finally, it offers some suggestions for advancing knowledge in this important area.

This paper explores the proposal that some nine and ten-year old children with serious writing problems do not make progress because much of their instruction is centered around their weaknesses rather than around their strengths. Many children who cannot read or write well by the time they are in the fourth grade are able to learn from visual and aural sources in relevant contexts, but their work in school relies mostly on textual sources as they progress through the grades. Images and sounds can provide children with information in cultural, social, and emotional contexts that are readily accessible to them. The lack of access to such resources is especially acute for children from backgrounds that differ from the culture assumed by school but also occurs for some children from mainstream backgrounds who work better in visual and aural than in textual modes. Since some of the functions of written language, like providing information and means of expression, can be served by other symbol systems, it is worth exploring children's use of a variety of symbol systems and relationships between visual symbol systems, aural symbol systems, and text. Recent developments in technology make it possible to create multimedia environments in the computer including images, sounds, text, and tools for manipulating and transforming these symbol systems. As children gather and study pictures and sounds on a relevant topic, they may be able to use these images and sounds as springboards for writing and extending beyond familiar contexts. But, there is little research to determine whether and how children use such multimedia tools to build bridges between their lives and the world of text, which they must inhabit to be successful in school.

This paper describes our approach of utilizing a computational environment to apply a learner's learning process as a first class object. With this approach, the learner's learning process can be used as communicative media among learners and teachers or learning content object providers (LCOPs). We argue that the design of a computer system is as equally crucial as the selection of an instructional method. The selection of which instructional method to apply and the design of a computer system together form a learning environment, which determines a learner's learning experience. This paper first discusses the learning experience design approach for the development of computer technology in general. Then we present a particular design of learning experience, where learners and LCOPs can communicate with each other via learning materials in the computational environment. We have developed an architectural framework for the learning experience, and applied the framework to three different educational settings.

In this chapter, we suggest Echo, a model for utilizing Web technologies for the design of Web-based context-aware learning. Web technologies are continuously evolving to enhance information retrieval, semantic annotation, social interactions, and interactive experiences. However, these technologies do not offer a methodological approach to learning. In this chapter, we offer a new approach to Web-based learning, which considers the role of the user in shaping the learning experience. The key feature in Echo is the analysis and modeling of content for the design of a Web-based learning experience in context. There are three elements in Echo: 1) a methodology to guide the learning process, 2) techniques to support content analysis and modeling activities, and 3) a three-layered framework of social-semantic software. Incorporating this framework facilitates knowledge organization and representation. We describe our model, the methodology, and the three-layered framework. We then present preliminary results from on-going empirical research that demonstrates the feasibility of Echo and its usefulness for the design of a context-aware learning experience. Finally, we discuss the usefulness of Echo and its contribution to further research in the field of Web technologies.

Although Design thinking originated as a process to solve wicked problems such as environmental issues and inequality (Rittel and Webber, 1973: Buchanan, 1992), the approach tends to focus on a conventional linear growth paradigm rather than a sustainable transition with nature at the core. Design thinking arose in a time (mid 90s - 00s) when climate and environment did not receive the same attention as in recent years. We believe that Design thinking still has its justification as a process tool, however, the authors are convinced that the tool can be strengthened if we focus more on materials and early use of prototyping, and if the process is supplemented with a consistent focus on natural interdependencies and systems thinking. We will address and discuss this as a perspective to re-balance the Design thinking process in the current context, where natural recovery and green transition should be highest priority. Design thinking emphasizes research as the first step of defining a relevant problem. This can typically be in the form of ‘empathizing’ (Ideo, Stanford), ‘discovering’ (Double Diamond, British Design Council) or ‘finding’ (5F, VIA University College). That is, with a human-centered focus. In this paper, we discuss ways in which systems thinking can serve as an entrance point to a re-balanced Design thinking process model with nature in the center. In two projects we have employed systems thinking at different phases in the design thinking process. One project has used systems thinking throughout the whole process with an intensified focus on the solution. The other project has used system thinking specifically in the initial phases to find and re-frame the problem through system mapping. The focus in the paper is to evaluate in which ways and to what extent system thinking has contributed to the process. In this paper we use interviews with participating students from both projects as a foundation for our discussions. The projects are respectively an internal project with local students and an external project with multiple international partner universities and students. We present the two projects, the participating students, and the partners involved together with the insights from the interviews. The local project Design for Change is a three-week project with 48 students from the 5th semester specialty ‘Entrepreneurship and Innovation’. The GPA Map the System is a 10-week long learning experience offered in collaboration between Humber College, Otago Polytechnic and VIA University College for students to build key competencies for sustainable development (Rieckmann, Mindt and Gardiner, 2017) through activities focused on systems thinking and mapping. Systems thinking allows us to reorient our thinking from being entity-focused (a product, a local problem, a specific person) to include multiple entities (products and services, multiple problems, multiple stakeholders), their interrelations, the dynamics of the system, and very importantly the different scales of the system (Hunt, 2020) Based on the insights from the two projects, this paper discuss the didactic approaches to system thinking, the potentials and challenges in connecting it to design thinking processes and summarize with recommendations.

Objectives This study aims to understand learning experiences in real contexts as a core learning science inquiry topic regarding embodiment and transfer in learning. Methods This study relied on ethnomethodology (EM) as a learning science research method on learning experiences in real contexts. EM opened up the possibility of systematic observation and analysis of embodied experiences and situated learning through qualitative analysis of the composition of real-time situational contexts created by the interaction between agents and practical reasoning and behavior, thereby providing an important research methodology for learning science. EM played an important role in exploring how learners’ internal understanding of concepts they encounter is expressed and changed in the process of embodiment, that is, interaction. The subject of analysis in this study was a 16-hour media literacy class conducted at the graduate school of H University. Results First, transfer in learning has a dynamic characteristic that continuously appears throughout the learning process. Second, transfer appears in the process of interacting with various factors and recognizing situations to utilize knowledge. Third, transfer is not simply applying knowledge, but is achieved through the process of reconstructing and deeply understanding knowledge in various situations. Conclusions Transfer in learning is created in the process of integrating knowledge through continuous interaction between participants. In other words, transfer is created in the process of the flow of situational context, which is the interaction with various factors experienced to utilize knowledge. The teaching strategy that promotes transfer can be viewed as a role that maximizes the room for learners to choose their own judgment and actions by opening a space for participation where they can use all the resources that they can take in their own context, including the knowledge. In future research on the design of learning experiences, it is necessary to pay attention to the dynamic conditions and settings of the flow of micro-contexts created by the situational inference and actions revealed by the interaction between agents, which are important key points of learning design.

PurposeThe purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.Design/methodology/approachA participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.FindingsStudents indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.Originality/valueThis study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

According to the United Nations and its Sustainable Development Goals (SDGs), educational systems must adapt their learning objectives and methods to develop skills that promote sustainable development (Rieckmann et al., 2017). This chapter explores an ongoing doctoral research that utilizes a methodology enabling education to shape the role of graphic designers within the socio-ecological transition in Quebec. In class, graphic design students typically follow “creative briefs” that simplify problem complexity (Haylock, 2020), which limits their autonomy and sometimes prevents them from addressing social and environmental concerns. When they undertake projects independently, they often prioritize personal expression over the needs of users and stakeholders (Valencia et al., 2021). To address this, the research employs Learning Experience Design (LXD), an emerging transdisciplinary discipline focused on creating effective and engaging learning experiences. The primary objective is to implement LXD to tailor learning for graphic design students at Cégep de Sainte-Foy. Specifically, it adopts responsible entrepreneurship as a pedagogical approach, empowering students to initiate their own projects while fostering social and environmental responsibility. Employing a Mixed Methods Research (MMR) approach, the study combines quantitative and qualitative data collection through questionnaires, interviews, co-design workshops, and checklists. Notably, the research stands out for its collaborative nature, involving stakeholders such as students, faculty, administrative bodies of Cégep de Sainte-Foy, and external experts. This chapter presents initial results demonstrating the potential of education to prepare learners for meaningful contributions to sustainable development, emphasizing the transformative role of tailored pedagogical approaches like LXD in fostering responsible design practices.

Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new directions for developing learning and innovation competence in international development. Design/methodology/approach: Using mixed methods research, this article assesses work environments for experiential learning and innovation, and investigates effective ways of enhancing core competence in agricultural research, education, extension and entrepreneurship. Findings: Findings suggest that while the focus on input and output indicators are relevant for technological innovation competence development, outcome indicators, such as measures of changes in cognitive, affective and psychomotor domains of learning and innovation, would better serve the purpose of developing organisational and institutional learning and innovation competence. Practical implications: This research concludes that crossing the conventional boundaries of competence development and capacity development serves as a way to renew the role of education within the innovation systems thinking. However, such an attempt to enhance human capabilities and functionings through education should integrate theory-based, competence-based and experiential learning components as a coherent whole. Originality/value: This article demonstrates the value of crossing the conventional boundaries of the two seemingly unrelated fields—competence development through education and capacity development through extension—to provide new directions to operationalise innovation systems thinking in agricultural education and extension.

In a world of open knowledge, engineering students expect from an educational program to provide practical experiences in order to get ready for the job market. Hence, design experiences, as a learning experience, are crucial for student growth, retention and engagement. Therefore, it is important to create innovative learning experiences that satisfy the achievement of these goals. In addition, such experiences need to be feasible for implementation and viable for the designer of learning - the educator. In fact, developing a design learning experience is a design task itself. Educators need to understand the student and the context in which the learning takes place in order to develop an innovative concept of a design activity. The overall purpose of introducing the context in the design endeavor is to create appropriate solutions that suit all stakeholders but more importantly promotes inclusiveness, diversity, and equity in education by putting the student at the center of solution development. Additionally, innovation requires putting together different perspectives and knowledge and co-designing with stakeholders is a way to spark this innovation. In this paper, we introduce the context canvas as a collaborative design tool to help consider the contextual factors early in the process of design learning experience development. This work in progress paper presents an example of use of the context canvas for redesigning a project spine course in the engineering program at our institution.

Implementation of the VARK Model (Visual, Auditory, Reading/Writing, Kinesthetic) in the context of classroom mastery is a strategy that can provide a more inclusive and effective approach in increasing student achievement. This research aims to explore how implementing the VARK model can improve students' learning experiences and their academic performance. The research method used is a literature study which involves analysis of relevant sources regarding the VARK concept and its application in an educational context. The research results show that by understanding diverse learning preferences, educators can design learning experiences that better suit students' individual needs. Through the integration of different learning strategies, such as the use of pictures and diagrams for visual students, group discussions for auditory students, reading and writing assignments for students who prefer learning through text, as well as practical activities or experiments for kinesthetic students, students can be more engaged in learning and gaining a deeper understanding. This research also highlights the importance of flexibility in teaching, adapting to changing student learning preferences, and evaluating the effectiveness of the learning strategies used. Although the VARK model has advantages in providing guidance for inclusive teaching, it is important to remember that students' learning preferences can change and that various factors also influence students' academic performance.

Gamification in education has gained significant popularity, leading to extensive research across various disciplines. Among these approaches, educational tabletop games have emerged as highly interactive and effective tools for teaching and learning. Tabletop games, which are played on a flat surface following specific rules without digital support, offer unique educational benefits. This study aims to review existing literature on the impact of educational tabletop games in diverse educational settings. Employing a systematic review and qualitative content analysis, the authors examined 20 research articles published between 2020 and 2024 from three databases: Science Direct, Scopus, and Sage Journals. The reviewed literature highlights the positive effects of educational tabletop games on students' cognitive skills, engagement and motivation, learning and retention, and skills development. These games significantly enhance numerical abilities, critical thinking, problem-solving, and collaboration among students. The interactive nature of tabletop games promotes active participation and long-term retention of course material, making them a valuable tool in various educational contexts. Overall, educational tabletop games demonstrate versatility and effectiveness across different disciplines. As gamification continues to rise in education, further research is needed to explore educational game design and identify key features that can help educators create valuable and impactful learning experiences.