Introduction to UX Prototyping

Overview

This multimedia micro-lesson was created for the EME 6507 Development of Multimedia Instruction course at Florida State University. This introductory lesson on user experience (UX) prototyping is intended to be hosted on a learning management system or a UX community website. Learners can take the course at their own pace. At the completion of the course, learners will be able to define UX design, describe the responsibilities of UX designers, name the four types of design deliverables in the prototyping phase, as well as identify the fidelity of prototypes.

Tools Used: Articulate Storyline, Axure RP, Canva, Procreate

Target Audience

The target learners of this micro-lesson are first-year Human-Computer Interaction students or someone who aspires to break into the field of UX Design.

Technology and Media Choices

This course is developed in Articulate Storyline as the program supports a variety of learning interactions such as tabs, sliders, and lightboxes. They are great for chunking content into smaller bursts and promoting cognitive processing. The program also promotes accessibility through the integration of alt text, closed captions, etc. The SCORM setting allows for easy embedment in a learning management system and collection of learning data.

Content and Design

The content is embedded in a simulated experience of job shadowing. This allows learners to interact with the materials in a more immersive manner. The design of the course is guided by Mayer's Principles of Multimedia Learning. The Segmenting Principle is applied across the lesson as content is chunked into smaller bursts. All content presented is essential for learners to achieve the learning objectives. Extraneous elements are avoided. This represents the Coherence Principle. Corresponding words and graphics are placed in close proximity to each other and are presented simultaneously. They represent the Spatial Contiguity and Temporal Contiguity Principles. The Multimedia Principle is also applied as words and pictures are used throughout the lesson. A learning agent role is incorporated in the course to guide learners through the learning tasks. She speaks in a conversational tone with first- and second-person constructions. She also points to relevant elements on the screen as she speaks. These are examples of the Personalization and Signaling Principles. The Pre-training Principle is not applied as this is a standalone course with no prior knowledge needed. Voice narration is not included in the lesson in that a name variable is configured in Articulate Storyline to make the course more personalized. Voice narration would not be able to sound out learners’ names on the spot. Also, the content in the speech bubbles is conversational and easy to understand. The chance of it causing visual channel overload is low. That being said, the Modality Principle is intentionally excluded in this lesson.

Learning Interactions and Feedback

The course provides opportunities for learners to interact with the material in a variety of ways. For example, features such as popups and accordions are incorporated in order to have content presented in smaller and more digestible chunks. Not only does this help with cognitive processing, but it also offers learners a good amount of control over what they click, reveal, and learn. Learner autonomy constitutes an important source of motivation for learning. Feedback is provided after every knowledge check question. Not only does the feedback inform learners whether they answered correctly, but it also contains a detailed explanation of the topic to help them consolidate their understanding.

Competencies Achieved

Communication Skills:

Communicate effectively in written, oral, and visual formats
Produce clear, concise and grammatically correct messages
Produce visuals that adhere to the principles of message design
Deliver effective and engaging presentations

Analysis Skills:

Determine subordinate and prerequisite knowledge and skills
Analyze content from a variety of human and non-human sources

Design Skills:

Apply learning theory and systems thinking to design practice
Align outcomes, strategies, and assessments
Generate appropriate instructional strategies and activities
Apply interaction design principles
Design assessments to measure learning and performance
Identify the scope and sequence for instructional solutions

Technology and Media Skills:

Select and use appropriate technology and media for specific outcomes
Develop instructional materials using a variety of media
Analyze the characteristics of existing and emerging technology
Use technology tools in the design process
Provide a rationale for technology and media decisions

Personal and Interpersonal Skills:

Give and receive constructive feedback
Stay current about advances in instructional systems and learning technology