Integrating self-determination theory and human-centered design to enhance students' well-being in computer supported collaborative learning environments
Designing for well-being in digital environments is key for fostering positive user experiences and mitigating potential harms, encompassing a broad spectrum of considerations from promoting mindful engagement and reducing addiction to ensuring fundamental accessibility. The growing recognition of t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Pompeu Fabra |
| Repositorio: | Repositorio Digital de la UPF |
| OAI Identifier: | oai:repositori.upf.edu:10230/72769 |
| Acceso en línea: | https://hdl.handle.net/10230/72769 http://dx.doi.org/10.55612/s-5002-066-001 |
| Access Level: | acceso abierto |
| Palabra clave: | Student well-being Digital well-being Self-Determination theory Learning technologies Computer-supported collaborative learning |
| Sumario: | Designing for well-being in digital environments is key for fostering positive user experiences and mitigating potential harms, encompassing a broad spectrum of considerations from promoting mindful engagement and reducing addiction to ensuring fundamental accessibility. The growing recognition of technology's impact on well-being in education has led to increased emphasis on designing learning technologies with a focus on well-being. However, a gap remains in tools that support integrating well-being into the design process. This paper examines the use of an adapted evaluation based on Self-Determination Theory (SDT) within a Human-Centered Design (HCD) framework, aiming to assess its effectiveness in understanding and incorporating well-being impacts throughout the design cycle, particularly in Computer-Supported Collaborative Learning (CSCL) environments. A case study is presented, involving the redesign of a CSCL tool across three phases with students: Observation (n=6), Ideation and Prototyping (n=11), and Evaluation (n=21). The paper also discusses how integrating SDT measures into the HCD process enhances CSCL design from a well-being perspective and demonstrates its broader applicability to other learning technologies. |
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