Interaction design patterns for design and development of video learning environments

Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making.

240 Children, Youth and Environments Vol. 20 No. 2 (Fall 2010) ISSN: 1546-2250 Linking Architecture and Education: Sustainable Design for Learning Environments Taylor, Anne (2009). Albuquerque: University of New Mexico Press; 451 pages. $100. ISBN 9780826334077. In Linking Architecture and Education, Anne Taylor has compiled a career of research into an extensive resource for architects, administrators, educators, and anyone else involved in the design of learning environments. Dr. Taylor founded and served as director of the Institute for Environmental Education in the School of Architecture and Planning at the University of New Mexico, where she directed research that examined the effects of the built environment on children. In this book she advocates for a series of design principles developed through years of teaching, research, and professional consultancy on the design of learning environments. The book places primary emphasis on the design of schools and schoolyards, with consideration also given to informal learning spaces such as museums and playgrounds. Aimed at providing a common language for design professionals and educators, Taylorattempts to link educational goals and learning theories to design principles through the use of numerous charts and graphics woven throughout the volume. The book is loosely organized around five key themes: philosophical foundations, organizational strategies, the building as a teaching tool or “threedimensional textbook,” future trends, and fostering ecological stewardship. The first four themes serve as the topics for the book sections, providing a sequential organization and unifying structure to the extensive literature. Stewardship is addressed in four separate chapters—one for each section of the book. The organization of the book is driven by Taylor’s aspirations to transform the educational built environment through a series of holistic-design guidelines including: design criteria that is informed by the users’ developmental needs; architectural form that evolves from curriculum and learning theory; educational spaces that are 241 flexible and modeled after the design studio; learning landscapes; community engagement through co-location, multi-use design, and the community as living laboratory; and post-occupancy user guides and evaluation. Along the way she incorporates supplemental information in the form of case studies, photographs, charts, and visual and verbal commentary from colleagues. These are organized in a brilliantly colored and graphically coded format of sidebar information, design tools, designer perspectives, and stewardship forums. At times this rich array of resources and varied perspectives disrupts the flow of the book—obscuring the points presented instead of punctuating them. But, perhaps more significantly, they also create the possibility for an alternative, nonlinear, reading of the book. Students, design and education professionals, parents, and community members may find this secondary organization helpful in using the text as a sourcebook of examples and best practices both to inform the design of new learning spaces as well as to identify opportunities to make more effective use of existing spaces. The link between pedagogy and architectural design is made clear throughout the book, with related concepts often introduced through charts and diagrams and further reinforced by case examples. In section one, for example,Taylor links philosophical theories to the roles of the learner and teacher, the curriculum, and instructional strategies. She also links these theories to the role of the architect, the design process, and the form of the physical environment. A case study of Reggio Emilia preschools inItaly then demonstrates how aspects of the building design can support the educational philosophy of the school. Stakeholders in design processes may benefit from understanding how philosophy informs practice, and Taylorjustifies combining this information into a single chart as a starting point for design discussion between disciplines. Often such diagrams in the book successfully illustrate key relationships between architecture and education, but at times the format is problematic. For example, the chart could easily be misinterpreted by the reader as a prescription for a particular design process or architectural style based on the educational philosophy of the client. In general, however, Taylor successfully relates educational and architectural concepts in clear and meaningful 242 ways. Design students and practitioners may appreciate the succinct overview of major educational theories in section two, whereas educators may find section three particularly useful for the long list of suggestions about how to use the educational facility...

Facilitating human learning is one of the uses of virtual reality (VR). Users interact within original and dynamic situations of learning in an integrated learning environment called Virtual Reality Learning Environment (VRLE). Nevertheless, the design of these environments is still considered as a complex task. We intend to study and propose technical and methodological solutions to help teachers to design (adapt or reuse) their pedagogical situation with a scenario-based approach and to operationalize it in a VR learning environment. In this work, we defined a design process allowing teachers to generate their VRLE. Then, we instantiated the proposed design process with a pedagogical situation as an illustrated example.

Designing an educational online learning environment requires proper planning as it will influence students' learning experiences. For the purpose of developing a computer-supported collaborative learning (CSCL) environment, the development process should be properly designed to meet the objectives of learning. In this research, the design of a CSCL environment is explained using the Three-phase Development Model (3PD) which serves as a guideline for developing a functional learning environment. This study attempts at promoting interaction in CSCL by designing interaction during the development process of the CSCL environment rather than scaffolding interaction during the online learning process.

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

The design of learning environments has greatly influenced learning approaches and strategies, and has traditionally been considered to exist within the physical walls of a learning institution. In recent years, learning environments have evolved alongside advances in the internet, technology, and mobile devices and have given rise to smart learning environments to better accommodate a new generation of learners and learning behaviors. This chapter presents an exploration of the possibilities of smart learning environments in distinct and diverse environments, across varying learner locations, profiles, and demographics. The authors explore and analyze technology and pedagogy elements that make up an effective smart learning environment, through different cases and viewpoints of the contributing authors of this book. Based on the findings, they propose a framework for the design and implementation of smart learning environments that will effectively create engaging, personalized, and effective learning moments for individual learners.

It is very difficult to instill a concept and interpretation of nature and a sense of responsibility to protect nature in the minds of children who are increasingly becoming disconnected and alienated from it.. TheFailure to integrate learning environments with nature, despite the continuous increase in the integration between learning environments andmodern technology, is complicating the task of creating perception of nature and awareness in children concerning the problems of nature. This study aims at shedding light on the way the teachers who are responsible for the design of the educational environments, perceive the concept of “nature” and “alienation of children from nature”. The phenomenographic research design, which is one of the qualitative research methods, was used in this study. The sample of the study was selected using criterion sampling method, one of the purposive sampling methods. The participants of the study are 40 teachers, including 20 elementary school teachers and 20 science teachers, who are assigned to schools located in the center of Diyarbakır province and affiliated with the Provincial Directorate of National Education. 17 (42.5%) of these participants were female and 23 (47.5%) were male. The findings of the study revealed that the teachers interpret the concept of nature under three different categories: these are respectively physical/ visible features of nature, wholeness and function of nature and its importance for the human health. Consequently, inclusion of activities that have the contents of nature in the design of educational programs and relate to children who spend most of their time at school and design of learning environments with models, samples and visual tools which include contents of nature may make it easier for children to perceive and interpret nature.

This chapter outlines key findings of cognitive and developmental psychology which could be used as a theoretical framework to guide the design and research of e-learning applications. The chapter consists of two main sections. The first section presents the basic cognitive mechanisms and their development, while the second part discusses how our knowledge of the cognitive system can guide the design of computer-based learning environments. It is proposed that the human mind is organized in three levels: two of them are general-purpose mechanisms and processes and one consists of domainspecific structures of knowledge representation and problem solving processes. These three levels are associated with an effective learning framework. The suggested framework describes the basic points that any designer of e-learning environments must consider. The second section of the chapter discusses e-learning, connecting it to knowledge about the human cognitive system. In this section, we first present the conceptual bounds of the e-learning construct and discuss how cognitive theories of learning should guide the design of technologically-enhanced learning environments. It is proposed that a synergy between the study of human cognition and the design of e-learning applications is required for effectively understanding both fields.

Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing capabilities of computers with the advantages of play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations.

Feedback in education is predominantly a teacher initiated practice. Even when peers exchange feedback, it is the teacher who initiates and manages it. The same is reflected in the design of online learning environments. But this idea is incompatible with the real world challenges, where individuals are often required to proactively elicit and judge feedback from multiple sources for accomplishing their goals. Interventions to nurture such learner agency in feedback seeking are rare. My study investigates learners’ proactive feedback seeking behavior during a chemistry representational task. Using microgenetic analysis, I examine how the factors related to the learner, task, feedback sources and the tools influence the learners’ feedback seeking behavior. In the preliminary findings, I describe how these factors interact in determining the variables such as timing, purpose, choice of feedback source, mode of seeking and using the feedback received. Ultimately, my thesis objective is to arrive at guidelines that can inform the design of learning environments to better facilitate and improve learners’ feedback seeking behavior.

Additive manufacturing has been attracting increasing interest from academic research communities, apart from the manufacturing industry, because it simplifies prototyping and opens a conducive space for directly transforming design ideas into workable physical products. In this dissertation research, the researcher intends to explore the significant differences in practices between four-year and two-year engineering degree programs from universities and community colleges that offer additive manufacturing majors. This work seeks to investigate the major challenges in the design of learning environments and the alignment of pedagogical strategies used in existing additive manufacturing programs offered in community colleges and meeting the needed technical knowledge and skills in the manufacturing industry workplace.

This research study aimed to synthesize theoretical framework and designing of constructivist mobile application learning environment to foster creative thinking on basic photography skill for high school students. The target group consisted of 3 expert reviewers for content, mobile application and learning environment designing. Research methodology is developmental research; developmental research consisted of 3 processes: (1) designing process, (2) developing process, (3) evaluate process. The procedures were as follows: (1) to examine and analyze the principles and theories, (2) to synthesize theoretical framework, and (3) to synthesize designing framework. The result revealed that: 1) to synthesize theoretical framework comprise of 6 components as following that. Contextual base, Psychological base, Pedagogies base, Creative Thinking base and Technologies and media base. 2) To synthesize design framework of mobile application learning environment to foster creative thinking of 6 components i.e., (1) Problem base, (2) Resource, (3) Creative Thinking Photo Lab, (4) Collaboration, (5) Coaching, (6) Scaffolding. The efficiency of this learning environment was evaluated by expert review. It was found that the learning environment is appropriate on 3 aspects: content, mobile application learning design, and learning environment design..

<p><b>Children on the autism spectrum often struggle to cope with over-stimulating environments (Tufvesson and Tufvesson, 2009) (Gaines et al., 2014) (McAllister, 2010). This can make learning in mainstream primary schools difficult, as students risk being excluded from learning activities. This research suggests that adjustments to mainstream primary school classrooms are necessary to improve learning outcomes and asks, how can the mainstream primary school provide better learning environments for students on the spectrum?</b></p> <p>A literature review and analysis of precedent studies provide the background for this research. Surveys of existing classrooms, questionnaires, and focus groups with teachers are the primary data sources. Design is a vital component of the research process and an essential tool for generating discussion in the focus groups.</p> <p>Analysis of the primary data, together with findings from the literature review and precedent studies, are brought together to inform the development of a design guide. This guide is tested through the formulation and iteration of numerous design proposals, focusing on the remodelling of classrooms in existing primary schools in NZ. Design proposals for new learning environments are also developed and discussed.</p> <p>The outcome of this research is a design guide that will be essential reading for those involved in the provision and design of learning environments in New Zealand primary schools. It is envisaged that not only students on the autism spectrum will be positively impacted by implementing the architectural solutions outlined in the guide, but all students will benefit.</p>

In higher education, the design of learning environments is serious in prompting student well-being, engagement, and academic performance. Traditional classrooms often lack ergonomic consideration, leading to discomfort, increased physical strain, and reduced concentration. As education evolves, there is a growing need to apply ergonomic and biomechanical principles to create spaces that accommodate students’ diverse physical and cognitive needs. Despite the theoretical support for these interventions, there is limited empirical evidence on their practical impact in educational settings. This study addresses this gap by examining the effects of ergonomic and biomechanical adjustments on student outcomes in higher education. Utilizing a mixed-methods approach, the research was conducted across four universities with a diverse sample of 126 students. The interventions included adjusting furniture, optimized spatial layouts, and environmental adjustments to assess their influence on postural alignment, muscle activity, and engagement. Key findings revealed significant improvements: postural alignment showed an increase in spinal angle from 118° to 133° and a reduction in neck angle from 37° to 29°. Muscle activity, particularly in the neck and lower back, decreased by 40% and 44%, respectively. Additionally, self-reported comfort improved from a mean of 2.8 to 4.3, while physical strain decreased from 3.7 to 2.2. Engagement levels also improved, with scores rising from 3.1 to 4.5. These results underscore the importance of ergonomic design in promoting student well-being and fostering a more conducive learning environment, providing evidence-based recommendations for optimizing learning spaces in higher education.

This paper addresses questions concerning the domain of knowledge acquisition processes in humans by comparing the approach explored by designers of learning environments with the one of developmental cognitive psychology. It starts with a brief description of the project MEMOLAB, a learning environment for experimental psychology, followed by an account of the learning theory we chose to implement (Case 1985). We then discuss the problem of mapping the psychological concepts with the system’s architecture.