As designers in related fields are shifting from speaking of usability to user experience, many instructional designers are confronting the challenge of improving the learning experience, seeking to move beyond technically effective designs to create meaningful and compelling experiences. A focus on learning experience raises many questions for instructional design (ID) practice. Unlike behavioral objectives or discrete cognitive skills, the construct of learning experience lacks the precision or control that instructional designers are accustomed to. The notion of experience is more holistic, requiring simultaneous attention to cognition, behavior, and affect – even agency and identity. This article presents the concept of experience as a transactional process and offers a framework for learning experience, including individual and situational qualities that affect that the nature and level of experience. A concluding section considers several methods appropriate for research on learning experience, and suggestions for relating the construct to the practice of instructional design.
Parrish, P., & Wilson, B. G. (2008). A design and research framework for learning experience. In M. Simonson (Ed.), On the practice of educational communications and technology (pp. 331-341).