Conduct heuristic evaluations of adult learning technologies using the 19 design guidelines¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article contributes "A method for conducting heuristic evaluations of adult learning technologies using these guidelines", demonstrating that "the utility of these guidelines" can be shown "through a heuristic evaluation of the deployed systems". Evaluators apply the guideline set to a system to surface opportunities for improvement and the trade-offs that emerge in real-world adult learning environments, using each guideline's annotations (stakeholders, problem types, CoI dimensions) to structure the assessment.

Design Implications¶

Context¶

Requirements¶

• Access to the annotated guideline set, including each guideline's stakeholder and problem-type labels

Constraints¶

Target Learners¶

• Adult learners in online and hybrid courses

Target Learning Goals¶

• Evaluating and improving AI-supported adult learning technologies

Claims¶

• Stakeholder groups prioritized different design guidelines: instructors most frequently commented on usability (G4), students on educational support (G13), and researchers on instructional best practices and learning engineering [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Jennifer M. Reddig, Glen R. Smith Jr., Sanaz Ahmadzadeh Siyahrood, Wesley G. Morris, Yoojin Bae, Kaitlyn Crutcher, John Kos, Rahul K. Dass, Jinho Kim, Momin Naushad Siddiqui, Daniel Weitekamp, Ploy Thajchayapong, Sandeep Kakar, Alex Endert, Scott Crossley, Min Kyu Kim, Chris Dede, Ashok Goel, and Christopher J. MacLellan. 2026. Guidelines for Designing AI Technologies to Support Adult Learning. In Designing Interactive Systems Conference (DIS '26), Singapore, Singapore. ACM, New York, NY, USA. https://doi.org/10.1145/3800645.3813102