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Academic Journal of Computing & Information Science, 2023, 6(12); doi: 10.25236/AJCIS.2023.061201.

Design of Personalized Early Warning Feedback for Distance Learning from the Perspective of Participatory Design


Qixin Xu1, Huanhuan Yuan2, Ming Liu3, Wei Liu4

Corresponding Author:
Ming Liu

1Faculty of Education, Yibin University, Yibin, China

2College of Computer and Information Science, Chongqing Normal University, Chongqing, China

3The Faculty of Education, Southwest University, Chongqing, China

4Faculty of Education, Yibin University, Yibin, China


Based on a participatory design perspective, the results of data analysis and constructed predictive models are applied to the design process of early warning feedback, which contributes to the selection of representative participants and early warning feedback elements. The participatory design process in this paper includes three stages of comprehending, creating and interacting, and includes participatory design methods such as teaching activity maps, persona profile, learner insight analysis maps and learning journey maps. The study selected 15 participants from different backgrounds to design and implement the learning early warning dashboard, and 38 learners were organized to evaluate the usability of the learning early warning dashboard in four dimensions: usefulness, cognitive load, user satisfaction, and self-direction, and the results indicated that 91.1% of the learners thought that the learning early warning dashboard would allow them to quickly and easily grasp their learning and would motivate them to learn and improve in a timely manner based on the learning strategies provided.


Participatory Design; distance education; early warning feedback; learning early warning dashboard

Cite This Paper

Qixin Xu, Huanhuan Yuan, Ming Liu, Wei Liu. Design of Personalized Early Warning Feedback for Distance Learning from the Perspective of Participatory Design. Academic Journal of Computing & Information Science (2023), Vol. 6, Issue 12: 1-11. https://doi.org/10.25236/AJCIS.2023.061201.


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