Usability and affordances for inquiry-based learning in a blended learning environment

Abstract

Purpose

The purpose of this paper is to identify the core dimensions of user experiences in a physical and technologically embedded learning environment (LE) designed to support active student-led inquiry-based studies and collaborative knowledge creation in higher education.

Design/methodology/approach

The paper integrated the USEframe of usability of built environments and the inquiry-based engaging learning environment (ELE) to test and develop the usability and pedagogy of future LEs. A group of ten teacher students was studied and interviewed semi-structurally after a seven-week inquiry-based course unit. The findings were considered in light of the two frameworks.

Findings

The physical and embedded LEs provided the students with socio-digital affordances that promoted experienced study engagement, knowledge co-creation and sharing and a sense of safety and belonging in the scientific community. The application of the ELE model and the agile physical setting complemented and supported each other and promoted learning.

Practical implications

The results shed light on how to integrate understanding the user process, user experience and use of embedded LEs to develop usability of new LEs.

Originality/value

The living lab provides different stakeholders with tangible information about usability and helps the designers in concrete streamlining of pedagogy and physical LEs.

Citation

Sandström, N., Eriksson, R., Lonka, K. and Nenonen, S. (2016), "Usability and affordances for inquiry-based learning in a blended learning environment", Facilities, Vol. 34 No. 7/8, pp. 433-449. https://doi.org/10.1108/F-12-2014-0097