https://utscic.edu.au/event/plsa-ux-lx-workshop

1. UX/LX for PLSA: Welcome
Simon Buckingham Shum
Professor & Director, UTS Connected Intelligence Centre
https://cic.uts.edu.au/event/plsa-ux-lx-workshop

2. Thanks to my co-organisers!...
Olivia Rajit (UTS LX Lab)
Susan Hansen (UTS Engineering & IT, & Tobias)
Carlos Prieto (UTS CIC)

3. Building on
yesterday’s workshop,
which already touched
on UX, today we drill
down…

4. Why are we here?
We are designing a knowledge
infrastructure: a set of tools + work
practices orchestrated both to track, and
tune, a complex adaptive system, and
generate new knowledge

5. Why are we here?
How do we design
the total system with
stakeholders?
How do we make
claims about impact?
What do we already
know about
PLSA UX/LX?
If UX and LX aren’t
the same thing, are
we clear why?
How do we design
good ‘mail merge
feedback’?
How do students
experience feedback:
now, and automated?

6. What we know about the impact of personalised
learning support actions
“As a lecturer, I was perceived by the students
to be more approachable because I take an
interest in them,”
“The email responses from our repeat
students provided valuable insight into how
they prioritise their studies.”
Blumenstein, M., Liu, D. Y. T., Richards, D., Leichtweis, S., Stephens, J.
(2019). Data-informed nudges for student engagement and success.
In Learning Analytics in the Classroom: Translating Learning Analytics
Research for Teachers, 1st Edition. Routledge. [Pre-print PDF]
In this study, academics liked it…

7. What we know about the impact of personalised
learning support actions
“moderate and high E2Coach usage was
associated with improved performance. This
performance boost was prominent among
high users, who improved by 0.18 letter
grades on average when compared to
nonusers with similar incoming GPAs. This
improvement in performance was comparable
across both genders”
Huberth M, Chen P, Tritz J, McKay TA (2015) Computer-Tailored Student
Support in Introductory Physics. PLoS ONE 10(9): e0137001.
https://doi.org/10.1371/journal.pone.0137001
In this study, a positive performance impact

8. What we know about the impact of personalised
learning support actions
“80% of responding students wanted to be
contacted by their convenor if their
performance was unsatisfactory. 91% of
students wanted to be contacted by university
email and 67% wanted to be contacted as
soon as the behaviour occurred. It seems that
most students are happy to be nudged.”
Arthars, N., Dollinger, M., Vigentini, L., Liu, D. Y. T., Kondo, E., King,
D.M. (2019). Empowering teachers to personalize learning support: Case
studies of teachers’ experiences adopting a student- and teacher-centred
learning analytics platform at three Australian universities. In Utilizing
Learning Analytics to Support Study Success. Springer. [Pre-print PDF]
Students wanted to be prompted

9. What we know about the impact of personalised
learning support actions
“55% said it made them feel better and 54%
said it made them feel they could improve,
while 12% reported feeling worse.”
“the increase in emotional engagement was
noteworthy, with comments by nearly 75% of
students relating to appreciating the care and
interest of the teacher in their wellbeing.”
Arthars, N., Dollinger, M., Vigentini, L., Liu, D. Y. T., Kondo, E., King,
D.M. (2019). Empowering teachers to personalize learning support: Case
studies of teachers’ experiences adopting a student- and teacher-centred
learning analytics platform at three Australian universities. In Utilizing
Learning Analytics to Support Study Success. Springer. [Pre-print PDF]
Students glad someone’s paying attention
(but some don’t like receiving the challenging feedback)
“a number of students reported defensive
reactions, especially when they felt that their
own study methods worked, therefore there
was no need to follow the recommendations.
Other students also expressed that they were
negatively evaluated, e.g., “it was kind of like
you’re not doing this, you’re not doing this”.”
(OnTask research paper currently under review)
Can provoke defensive reactions
(we need to take care in the design of the messaging)