Assessment and Improvement of Team Project-Based UX Design Education with a Focus on Mobile UX

초록

1. Background: The Fourth Industrial Revolution and the shift to mobile services have amplified the importance of UX design, boosting educational interest. While universities employ various teaching methods like project-based learning, team projects in mobile UX design specifically demand deeper integration of practical processes, theoretical frameworks (e.g., Double Diamond), and multidisciplinary approaches.[1]This study explores effective strategies for team project-based UX design education focused on mobile UX. We surveyed 100 design students over three years, analyzing their perceptions on aspects like designer roles, team communication, effective pre-project methods, project challenges, learning effectiveness, and the practical application of theory. Our empirical analysis aims to identify key success factors in UX design education, offering practical insights for improving future teaching methods and contributing to the field's advancement. 2. Methods: This study employed a mixed-methods approach, integrating prior literature review with empirical research, to evaluate and enhance team project-based UX design education focused on mobile UX. For the empirical component, data was collected over a three-year period from 90 students enrolled in the 'UX Design Fundamentals' course within the design department at E University. The instructional design for this course incorporated a blend of project-based learning, discussion-based methods, and a structured, step-by-step teaching approach grounded in design processes. Data collection was conducted in the 15th week of the semester, utilizing a 10-item questionnaire administered to all 'UX Design Fundamentals' course registrants. The gathered data was subsequently analyzed to ascertain the influence of project-based and structured learning methods on student satisfaction and achievement within the UX design curriculum. 3. The Results: Our study shows that students recognize the importance of UX design in the mobile service industry. However, the lack of early UI/UX theoretical and case study learning necessitates sequential theoretical instruction even in UX design project courses. While group projects using the Double Diamond process were effective for project completion, students frequently struggled with team communication and clear role/responsibility assignment. Given the collaborative nature of most UX design projects, effective cooperation and communication are crucial. Many students found real-world industry experiences beneficial, like expert collaborations and lectures. These insights pinpoint key areas for improving team project-based UX design education. 4. Conclusion: This study aimed to evaluate and improve UX design education, particularly focusing on team-project-based mobile UX design. We implemented and assessed project-based, discussion-based, and sequential learning methods in group settings, mirroring industry practices. Our goal was to analyze student satisfaction and the current state of education to propose improvements. Findings showed a strong link between learning satisfaction and academic achievement. We concluded that 'UX Design' coursework critically requires prior learning of theory, practical cases, and design tools, along with hands-on practice in research and data analysis for planning. Practical training in UX methodologies (e.g., Affinity Diagram, Card Sorting) and clear understanding of User Flows/IA is also essential.

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