Soutenir les stratégies volitionnelles et améliorer l’expérience des étudiants en formation à distance. Quels potentiels pour le design tangible ?

Abstract

The objective of this study is to explore the potential of tangible design to support volition in distance learning. Semi-structured interviews were conducted with 6 students with the aim of focusing on their distance learning experience. The interpretative phenomenological analysis (IPA) of interviews highlights difficulties that can be mitigated by implementing volitional strategies such as structuring time and environment, managing emotions and motivation, and seeking social support. The IPA also reveals heterogeneity in the use of volitional strategies. A toolbox has been developed using an iterative through design approach. Five tangible objects were designed to meet the students’ needs in terms of strategies in a personalized way: the Reward Tube to encourage them to reward themselves after effort; the Victories Album to help them document their successes; the Emotional Thermometer to make them aware of their emotions and needs; the Learning Cap to signal to others the need not to be disturbed; and the Time Guard to split time in an appropriate way and to take regular breaks.

Keywords

• Distance Learning
• Learning Experience
• Self-regulation
• Volitional Strategies
• Tangible Design