| dc.description.abstract | This thesis addresses the challenge of information overload faced by students in the Exphil course at the University of Bergen. Through user research, I found that the numerous theories, topics and philosophers in the Exphil syllabus lead to the feeling of information overload, and thus a negative experience with the course. In collaboration with Universitetsforlaget, we designed and developed the prototype Kunne Exphil with five modes for learning aimed at minimizing information overload and thus improving the user experience.
The primary research question is: To what degree can design principles in the five modes for learning minimize information overload in Kunne Exphil? This thesis explores this question by presenting the background, relevant theories, and methodologies used in creating the prototype. A user-centered iterative design process was employed, and the prototype is a direct result of the user needs found in the qualitative research.
The analysis focuses on the application of Don Norman’s design principles across five learning modes: Kort forklart, Dybdemodus, Tenkerne, Spørsmål, and Huskekort. Each mode was assessed for its effectiveness in minimizing information overload. The findings indicate that the design principles applied in the five learning modes minimize information overload to varying degrees. Kort forklart and Tenkerne were particularly effective, while Dybdemodus, Spørsmål, and Huskekort provided a moderate degree of minimizing information overload. | |
