发表机构
National Cheng Kung University; University of Michigan; Stanford University（国立成功大学; 密歇根大学; 斯坦福大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究提出LINK，一个包含27种界面模式、按九项设计承诺组织的语料库驱动设计模式库，通过用户研究验证其能帮助设计者生成界面想法并阐述理论依据。
AI 中文摘要
设计学习界面通常是一个结构不良的问题：有效的解决方案依赖于难以泛化的学习目标、学科内容、学习者特征和交互情境。设计者在将学习目标转化为界面决策时，必须整合学习科学、交互设计和学科领域的知识。然而，先前将学习理论与设计联系起来的工作大多聚焦于学习活动或特定技术，导致界面层面的设计知识在各类系统中呈碎片化状态。在本研究中，我们采用自下而上的方法，从现有的教育界面中挖掘这些知识。我们提出了LINK（将教学知识链接到界面），一个包含27种反复出现的界面模式的库，这些模式组织在九项更高层次的设计承诺之下，这些承诺描述了基于学习科学的界面总体目标。作为LINK开发的一部分，我们开展了一项用户研究（N=14），与设计者一起评估LINK的生成能力。我们的研究结果表明，LINK有助于设计者生成界面想法，并为设计决策阐述基于理论的理据。
英文摘要
Designing learning interfaces is often an ill-structured problem: effective solutions depend on learning goals, subject matter, learner characteristics, and interaction context that are difficult to generalize. Designers must integrate knowledge from learning sciences, interaction design, and subject domains when translating learning goals into interface decisions. Yet, prior efforts to connect learning theory and design have largely focused on learning activities or specific technologies, leaving interface-level design knowledge fragmented across systems. In this work, we take a bottom-up approach to surface this knowledge from existing educational interfaces. We present LINK (Linking INstructional Knowledge to interfaces), a library of 27 recurring interface patterns, organized under nine higher-level design commitments, which describe broader learning-science-grounded goals for interfaces. As part of developing LINK, we conducted a user study (N=14) with designers to evaluate LINK's generative power. Our findings suggest that LINK helps designers generate interface ideas and articulate theory-grounded rationales for design decisions.
