Students in online degree programs have a higher risk of dropping out (Diaz, 2002; Beard and Harper, 2002; Baker et al., 2015). The use of learning support tools such as learner dashboards (LD) can promote self-regulated learning, which can have a positive impact on student learning (Jivet et al., 2018; Konert et al., 2016). This paper presents a three-stage design study and shows how the layout of the proposed LD was implemented from the initial digital design to a low-fidelity prototype. First, the developed wireframes were checked for consistency with respect to the Gestalt laws (Wertheimer, 1922). From the resulting wirefame design, a clickable low-fidelity prototype was developed. In the second step, this interactive prototype was reviewed by students (n=24) respect to the seven interaction principles (DIN EN ISO 9241-110, 2020). In the third step, the revised prototype was subjected to an eye-tracking procedure using the Thinking Aloud technique (n=10). The results so far show that the LD should be presented at a reduced information level during initial access, but that this level can be supplemented by additional elements if necessary. The navigation hierarchy should be kept flat and the information should be easy to understand.

Drzyzga, G. and Harder, T. (2022). Student-centered Development of an Online Software Tool to Provide Learning Support Feedback: A Design-study Approach. In Proceedings of the 6th International Conference on Computer-Human Interaction Research and Applications, ISBN 978-989-758-609-5, ISSN 2184-3244, pages 244-248. DOI: 10.5220/0011589100003323