Interface Xperience: Redefining UI/UX Design From the Perspective of the Santiago School of Cognition

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aut.relation.conferenceScholarship of Technology Enhanced Learningen_NZ
aut.relation.issue1en_NZ
aut.relation.volume2en_NZ
aut.researcherAguayo, Claudio
dc.contributor.authorAguayo, Cen_NZ
dc.date.accessioned2020-03-10T00:19:28Z
dc.date.available2020-03-10T00:19:28Z
dc.date.copyright2020-01-31en_NZ
dc.date.issued2020-01-31en_NZ
dc.description.abstractDigital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn & Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana & Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate. Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.en_NZ
dc.identifier.citationPacific Journal of Technology Enhanced Learning, 2(1), 54-55. https://doi.org/10.24135/pjtel.v2i1.69
dc.identifier.doi10.24135/pjtel.v2i1.69en_NZ
dc.identifier.issn2624-4705en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/13195
dc.publisherThe Centre for Learning and Teaching (CfLAT), AUT University
dc.relation.urihttps://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/69
dc.rightsThe journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. All articles are made available using a Creative Commons (CC-BY-NC 4.0) internationally shareable licence, meaning that content may be shared worldwide but the source must be acknowledged appropriately. However, the licence excludes the right to create derivatives (for more details please see https://creativecommons.org/licenses/by-nc/4.0/).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectAutopoiesisen_NZ
dc.subjectUser Experience Designen_NZ
dc.subjectDigital Learningen_NZ
dc.subjectSelf-organisationen_NZ
dc.titleInterface Xperience: Redefining UI/UX Design From the Perspective of the Santiago School of Cognitionen_NZ
dc.typeConference Contribution
pubs.elements-id372099
pubs.organisational-data/AUT
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Te Ara Poutama
pubs.organisational-data/AUT/PBRF/PBRF Te Ara Poutama/CfLAT
pubs.organisational-data/AUT/Te Ara Poutama
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