Application of Student-Centered Learning in User Experience to Improve Students' Interface Design Skills

Abstract

User Experience (UX) learning requires students to understand users, organize information, and create interfaces that are easy to use. However, instructor-dominated demonstrations may make learners dependent on examples, and Student-Centered Learning (SCL) in short UX courses is still rarely evaluated with measured interface design outcomes. This study examined the application of SCL to improve interface design skills in a UX course. A onegroup pretest-posttest design was used with 11 participants at a private training center. Learning activities included problem selection, user-needs discussion, sketching, peer feedback, prototyping, testing, and presentation. Interface design skills were measured using a rubric covering layout, visual consistency, interaction flow, and user-centered design justification. The mean score increased from 59.00 (SD = 3.32) to 72.36 (SD = 5.92), t(10) = 11.50, p < .001, with a large effect size (dz = 3.47) and a moderate normalized gain (0.33). Questionnaire means ranged from 3.82 to 4.27 on a five-point scale, with feedback rated highest and independent learning lowest. The findings suggest that SCL can support the development of interface design skills, but the one-group design and small sample (n = 11) limit causal and general claims.