A Survey of User’s Backgrounds and Experience for the Design of UX and UI of the Virtual Studio Learning Environment

Abstract

Virtual studio environment is an online learning environment the activities of which emphasize sharing and reflecting upon ideas through both learner-learner and the learner-instructor discussions to get feedback for further improvements or learning. Virtual studio environment is where learners are allowed to learn from their mistakes through a high flexible learning and through real-life situations or problems (West, 2014; McDonald et al., 2020). Due to the ongoing COVID-19 pandemic, learning styles have been seen to adapt accordingly, resulting in more flexible learning and more online learning, especially via mobile devices. Virtual studio environment is therefore seen to answer the mentioned needs, considering the following features: (1) a space for learners’ personal learning or activities, (2) a space for group activities and learner-learner or learner-instructor discussion and sharing ideas, (3) learning activities based on learners’ real-life situations, (4) a space for learners to showcase their works, and (5) evaluation, reflection, and feedback for both learners and instructors. This research study aims to conduct a survey on users’ backgrounds and experiences, along with the factors leading to high school learners’ technology acceptance, in the hope that it can be used to promote learners’ creativity in learning science. The data collection involves the questionnaires conducted among 128 high school students, including 65 female students (50.8%) and 63 male students (49.2%). The findings revealed that factors regarding perceived usefulness and perceived ease of use have an influence on the learners’ attitudes towards the use, while factors regarding technology complexity and social relationship in terms of communicating and sharing ideas with others play no roles in learners’ attitudes towards the use. Therefore, in the stage of designing the virtual studio environment to support learners’ scientific creativity, what should be highlighted is the use of technology and tools in the activities. Moreover, it is necessary to provide the learners with the space for personal learning as well as sharing ideas in order for them to learn and do activities of their interest based upon their real-life situations. Apart from that, other important points are learning through practicing, giving feedback, and sharing ideas between learners and instructors. By addressing these aspects, learners can improve their products and ideas in the carefully designed flexible learning environment which can be accessed by different devices.