we can’t design a perfect learning experience, and that’s perfect.

as I dove back into the world of UX Design for Learning in my 30-day learning challenges, i revisited a personal favorite source: UX Matters. it’s been a while since i last visited the site and i definitely had a great time navigating my feeling from overwhelming to enlightening.

one standout lesson i got from UX Matters is derived from this article, “Interface Design for Learning: Design Strategies for Learning Experiences”, with idea that our inability to design a perfect experience is actually beneficial.

building a perfect learning experience had better be the dream of learning designers, where every aspect of the learners’ interaction with learning is seamless, intuitive, and meets or exceeds their expectations without any friction or frustration.

but that’s quite impossible. we simply could not capture every single learners’ profile and their aspects, explained in the article.

we might try to categorize learners, say, based on demographic, however, so many elements actually come into play in a learning context: behaviors, reactions, environmental influences, social contexts, prior knowledge, motivation, attitudes, and goals. this diversity means that learners will often use provided tools in unexpected ways, influencing the learning environment as much as it influences them.

but maybe, this imperfection happens for the best – as it champions the belief in the magic of individuality in learning experiences.

in other words, this imperfection allows learners to adapt, personalize, and co-create their learning journey.

rather than considering learners as a passive recipients, this notion highlights the value of seeing learners as partners in their instruction and encourage them to participate, rather than forcing them into a destined path.

for instance, when a simple triggered question like “what is your favorite place to learn?” is designed to encourage conversations about distraction-free environments, the expected answers might be a coffee shop or a library—somewhere quiet with little distraction. however, one learner disrupted the whole plan by mentioning that her favorite place to learn is where no one around her knows her.

her answer can spark great discussions on psychological safety in learning or examination anxiety. in this case, the learning designer may even allow the learner to co-create a new learning pathway based on her answer, along with the current one.

in order to facilitate this imperfect design culture, the article also reinforces several characteristics that should be nurtured:

• iteration: continuous improvement through repeated cycles.
  
• testing: regular experimentation to refine design.
  
• collaboration: working together to create richer experiences.
  
• regular feedback: consistent input to guide and enhance learning.

in short – and i hope my fellow learning designers will agree with me: the journey of designing effective learning experiences is not aiming as the highest mountain, but rather one of continuous discovery, where imperfection is embraced, individuality is celebrated, and collaboration is key. by valuing these principles, we can create dynamic and meaningful educational environments that cater to the unique needs and potentials of each learner.