The vocabulary of learner-space interactions understanding learning spaces experience through the repertory grid method

Carine Lallemand, Vincent Koenig

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

1 Citaat (Scopus)

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Higher education institutions are facing new educational challenges and are striving for an evolution in pedagogical practices. This evolution is accompanied by the need for innovative learning spaces to support students in the development of "21st century skills". Designing these spaces requires a deep understanding of learners' needs and experiences. User-centered design therefore appears as an adequate process to understand learning experiences in relation to spatial design. In this paper, we describe how the repertory grid method has been used to explore students' perceptions of learning environments (N = 26). We identified 381 personal constructs (contrasted word pairs) associated with learning spaces and grouped them into seven categories (22 subcategories), ranked by number of occurrences. This study provides a basis for the development of a vocabulary of learners-spaces interactions, in support of the design and assessment of learning space experiences.

TaalEngels
Pagina's9-27
Aantal pagina's19
TijdschriftInteraction Design and Architecture(s)
Volume32
StatusGepubliceerd - 1 mrt 2017
Extern gepubliceerdJa

Vingerafdruk

Vocabulary
vocabulary
Learning
Students
interaction
learning
experience
Education
learning environment
student
education
User centered design

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    Citeer dit

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    The vocabulary of learner-space interactions understanding learning spaces experience through the repertory grid method. / Lallemand, Carine; Koenig, Vincent.

    In: Interaction Design and Architecture(s), Vol. 32, 01.03.2017, blz. 9-27.

    Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

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