Authors:
Gilbert Drzyzga
and
Thorleif Harder
Affiliation:
Institute of Interactive Systems, Technische Hochschule Lübeck, Germany
Keyword(s):
Learner Dashboard, Motivation, Self-Regulation, Cognitive Demand, Usability, User Experience, User Centered Design, Eye-Tracking.
Abstract:
The aim of this study is to investigate the effectiveness of an iterative evaluation design process using low-fidelity prototypes (LFPs) and high-fidelity prototypes (HFPs) for a learner dashboard (LD) to improve user experience (UX) within an eye-tracking study with thinking aloud. The LD itself is designed to support online students in their learning process and self-regulation. Two studies were conducted, Study 1 focused on an LFP and Study 2 on the HFP version of the prototype. The involved participants (n=22) from different semesters provided different perspectives and emphasized the importance of considering heterogeneous user groups in the evaluations. Key findings included fewer adjustments required for the HFP, highlighting the value of early evaluation and iterative design processes in optimizing UX. This iterative approach allowed for continuous improvement based on real-time feedback, resulting in an optimized final prototype that better met functional and cognitive requi
rements. Comparison of key concepts across both studies revealed positive effects of methodological improvements, demonstrating the effectiveness of combining early evaluations with refined approaches for improved UX design in learning environments.
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