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Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students’ learning behaviors while considering students’ social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (N = 181) assessed associations of students’ social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students’ course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students’ learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students’ social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.

Various theories and models have implicitly discussed the role of interaction when using learning technologies. Indeed, interaction is described as being important as it relates to technology adoption, cognitive load, and usability. While each of these perspectives describe elements of interaction, they fail to comprehensively detail how educators should design for both usability and learning with an interface. To address this gap, this work-in-progress study seeks to describe the broader interaction when using learning technology, which we define as learning experience design. Using grounded theory and related eye-tracking data, we asked participants to engage in a cognitive think-aloud as they utilized an adaptive tutoring system. When triangulated, the researchers identified the following broad constructs: interaction with the learning environment and interaction with the learning space. The former includes the following codes: customization, expectation of content placement, functionality of component parts, interface terms aligned with existing mental models, and navigation. Alternatively, the interaction with the learning space included the following: engagement with the modality of content, dynamic interaction, perceived value of technology feature to support learning, and scaffolding. Implications for both theory and practice are discussed.

PurposeThis study aims to explore how a relational brand experience can be designed using an integrated retail experience. It addresses the research gap between relational brand experience strategy, retail experience design, as well as online-offline integration, by providing applicable tools and knowledge.Design/methodology/approachBased on a literature review, a relational experience analytical framework (REAF) was developed as a diagnostic tool for relational brand experience. A case study was then conducted using the REAF to determine the relational brand experience factors, strategies in practice and related initiatives.FindingsThree distinguishing integrated relational brand experience factors were identified (online-offline integration, overall activeness and the centre of relationships). A typology for an integrated relational brand experience was established with clarifying experiential characteristics and the required initiatives for each type. Based on the findings, a framework was proposed for an integrated brand experience design and its application in the retail experience design process.Practical implicationsThe frameworks and strategies proposed can serve as a guide to industry professionals in designing integrated relational brand experiences.Originality/valueThe theoretical contributions of this study are in clarifying the relational brand experience dimensions and an integrated relational brand experience strategy typology. It also illustrates the strategic application of integrated retail experience based on a brand experience strategy using the proposed framework and the process.

Since the Covid-19 pandemic, there has been an increasing growing need for learning experience or instructional designers. As a result, online courses on user experience (UX) design for learning are in demand to prepare those much-needed professionals. This paper reports the first circle of educational design research (EDR) on such a completely online problem-based course using group contracts and peer-evaluations to promote collaborations. Multiple datasets were collected from a range of data sources from a graduate-level course and were analyzed by two researchers. The study yielded several meaningful results: (1) group contracts helped students work smoothly and keep goals focused on collaborative learning in PBL; (2) the instructor could facilitate the group formation process; (3) peer evaluations helped group collaboration and monitoring; and (4) collaborative technologies are critical for collaboration. The findings also revealed important design principles for collaborative learning in PBL that can be used in similar courses. In addition, this study provides a successful example of how to teach UX design in an online PBL environment, and sheds light on how to further improve similar practices while contributing to the limited body of research on UX design for learning.

Well-designed experiencescapes are deemed a key factor in the marketing of tourist experiences aiming at positive tourists’ responses. However, this aspect has been underrepresented in empirical research focused on accommodation businesses. This study proposes the construct compelling accommodationscape and empirically tests a theoretical framework in a rural context through the lens of experiential marketing. The proposed construct is presented as the external stimuli that underlie an engaging context of the guest experience in lodging units, based on the idea that a holistic approach to stimuli can evoke interest and attention; and, subsequently, act as a driver to positive action. Apart from physical stimuli and staff performance, which have been the factors more commonly examined in services marketing, the construct compelling accommodationscape extends the servicescape approach by also addressing product-related factors, the existence of a theme and social interactions. Structural equation modelling applied to data from a survey administered in rural lodgings in Southwest Portugal supports that the five external factors underlie the proposed construct. In turn, compelling accommodationscape is positively related to tourists’ satisfaction and positive behavioural intentions. Theoretical and practical implications are provided for scholars and rural accommodation managers.

Humans relate to the living environment physically and psychologically. Environmental psychology has a rich developed history while experience design emerged recently in the industrial design domain. Nonetheless, these approaches have barely been merged, understood or implemented in architectural design practices. This study explored the correlation between experience design and environmental psychology. Moreover, it conducted literature reviews on theories about emotion, user experience design, experience design and environmental psychology, followed by the analyses of spatial settings and environmental quality data of a selected aged care facility in Victoria, Australia, as a case study. Accordingly, this study led to proposing a research framework on environmental experience design (EXD). It can be defined as a deliberate attempt that affiliates experience design and environmental psychology with creation of the built environment that should accommodate user needs and demands. The EXD research framework proposed in this study was tailored for transforming related design functions into the solutions that contribute to improving the built environment for user health and wellbeing.

The concept of User Experience (UX) dates back to the 1990s, but a shared definition of UX is not available. As design integrates UX, different interpretations thereof can complicate the possibility to build upon previous literature and develop the field autonomously. Indeed, by analysing the literature, UX emerges as a cauldron of related and closely linked concepts. However, it is possible to find recurring attributes that emerge from those definitions, which are ascribable to two foci: the fundamental elements of the interaction (user, system, context) and typologies of experience (ergonomic, cognitive, and emotional). Those are used to build a framework. We have preliminarily investigated how UX is dealt with in design by mapping a sample of UX-related experimental articles published in design journals. We classified UX case studies based on the framework to individuate the UXs that emerge most frequently and the most studied ones in the design field. The two-focus framework allows the mapping of experiments involving UX in design, without highlighting specific favorable combinations. However, comprehensive studies dealing with all elements and UX typologies have not been found.

The Learner Experience Design (LXD) framework aims to create engaging and relevant learning experiences by considering students' past, motivations, challenges, frustrations, emotions, and needs, as well as their interactions with faculty, staff, and other students. The LXD process involves three steps: research, design, and evaluation. During the research phase, instructors gather important insights through student interviews. In the design phase, they develop a plan for a learning experience. Finally, in the evaluation phase, they assess the effectiveness of the learning experience and plan for potential revisions. This article details a case study of a workshop series in which faculty members from universities spanning several countries utilized LXD with their students. It shares observations collected from workshop participants that indicate not only evidence of intended innovative curricular enhancements, but an unanticipated increase in student-teacher connection and motivation.

The Learner Experience Design (LXD) framework aims to create engaging and relevant learning experiences by considering students' past, motivations, challenges, frustrations, emotions, and needs, as well as their interactions with faculty, staff, and other students. The LXD process involves three steps: research, design, and evaluation. During the research phase, instructors gather important insights through student interviews. In the design phase, they develop a plan for a learning experience. Finally, in the evaluation phase, they assess the effectiveness of the learning experience and plan for potential revisions. This article details a case study of a workshop series in which faculty members from universities spanning several countries utilized LXD with their students. It shares observations collected from workshop participants that indicate not only evidence of intended innovative curricular enhancements, but an unanticipated increase in student-teacher connection and motivation.

The Learner Experience Design (LXD) framework aims to create engaging and relevant learning experiences by considering students' past, motivations, challenges, frustrations, emotions, and needs, as well as their interactions with faculty, staff, and other students. The LXD process involves three steps: research, design, and evaluation. During the research phase, instructors gather important insights through student interviews. In the design phase, they develop a plan for a learning experience. Finally, in the evaluation phase, they assess the effectiveness of the learning experience and plan for potential revisions. This article details a case study of a workshop series in which faculty members from universities spanning several countries utilized LXD with their students. It shares observations collected from workshop participants that indicate not only evidence of intended innovative curricular enhancements, but an unanticipated increase in student-teacher connection and motivation.