Designing fulfilling online learning experiences for gen z
No Thumbnail Available
URL
Journal Title
Journal ISSN
Volume Title
School of Arts, Design and Architecture |
Master's thesis
Location:
Authors
Date
2024
Department
Major/Subject
Mcode
Degree programme
Master’s Programme in Design
Language
en
Pages
46+4
Series
Abstract
While online learning popularity keeps growing at rapid pace, it has not fully adapted to the unique learning styles and motivations of the generation that is learning online the most – Gen Z. Gen Z is the first generation to grow up in a digital hyper-connected world and, as a result, have a different relationship with and perspective on the online world. Consequently, changing what makes an online learning experience motivating and fulfilling for this generation. This thesis aims to bridge that gap by exploring how to design online learning experiences that fulfil the psychological needs of Gen Z, ultimately leading to a more engaging and meaningful learning journey. The impact of various motivational and experiential factors in online learning experiences for Gen Z are explored and an experience-driven approach to designing fulfilling online learning experiences for Gen Z is proposed in the form of design principles designers and product developers of different online learning services, course materials, etc. to leverage and design for the relevant factors. With semi-structured interviews as the main method, seven Gen Zers based in Europe learning online on their own initiative were inquired in the empirical qualitative study about their recent or ongoing online learning experience from the motivational and experiential factors perspective. The thematic analysis of the gathered data identified six key themes affecting their self-initiated online learning experiences: freedom & control over learning, relevancy & meaningfulness of learning, monetary value proposition, consistency & responsibility as a learner, feeling supported in learning, and a sense of progress. The themes were then connected to fundamental psychological needs by identifying which four fundamental needs from Sheldon’s List of 10 Psychological Needs (competence, pleasure, autonomy, and self-actualisation) are most pursued by Gen Zers in their online learning activities. Integrating these findings with the psychological frameworks of Self-Determination Theory and Sheldon’s List of 10 Psychological Needs, a set of design principles named “The 5 Principles of Fulfilling Online Learning Experiences” are proposed to answer how to design for fulfilling online learning experiences. The principles present value statements guiding designers, course developers, instructors, and other relevant actors to take an experience-driven design approach to online learning experiences, thereby retaining motivation of learners and in return leading to more fulfilling online learning experiences for Gen Z.Description
Supervisor
Roto, VirpiThesis advisor
Tran, MinhKeywords
experience design, design, online learning, gen z, fundamental, fulfilling experiences, design principles