Reference : Creating positive learning experiences with technology: A field study on the effects ...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/50961

Title :	Creating positive learning experiences with technology: A field study on the effects of user experience for digital concept mapping
Language :	English
Author, co-author :	Rohles, Björn [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Backes, Susanne [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Amadieu, Franck [CLLE (CNRS-UT2J), University of Toulouse, Laboratoire CLLE UMR5263, Université Toulouse Jean Jaurès]
	Koenig, Vincent [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	9-Apr-2022
Journal title :	Heliyon
Volume :	8
Issue/season :	4
Peer reviewed :	Yes
Audience :	International
Keywords :	[en] User experience ; Concept Mapping ; Psychological Needs
Abstract :	[en] Learning and assessment are increasingly mediated by digital technologies. Thus, learners’ experiences with these digital technologies are growing in importance, as they might affect learning and assessment. The present paper explores the impact of user experience on digital concept mapping. It builds on user experience theory to explain variance in the intention to use digital concept mapping tools and in concept map-based assessment scores. Furthermore, it identifies fulfillment of psychological needs as an important driver of positive experiences. In a field study in three schools and a university (N = 71), we tested two concept mapping prototypes on computers and tablets. We found that user experience is a significant factor explaining variance in intention to use. User experience also explained variance in three out of four concept mapping scores on tablets, potentially related to the lower pragmatic quality of the tablet prototypes. Fulfillment of psychological needs strongly affected perceptions of different qualities of user experience with digital concept mapping. These results indicate that user experience needs to be considered in digital concept mapping to provide a positive and successful environment for learning and assessment. Finally, we discuss implications for designers of digital learning and assessment tools.
Funders :	SCRIPT
Permalink :	http://hdl.handle.net/10993/50961
DOI :	10.1016/j.heliyon.2022.e09246
Other URL :	https://doi.org/10.1016/j.heliyon.2022.e09246

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