[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600375-105":59,"doc-detail-600375-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reflect-assess-visualize-cultivating-skill-development-in-user-experience-education","Reflect, Assess, Visualize - Cultivating Skill Development in User Experience Education","","User experience education requires practitioners to demonstrate a broad range of skills, commonly grouped into technical skills, human skills, and dispositions. Students often struggle to understand and integrate this full skill breadth into their learning and development. To address this challenge, educators designed an advance organizer intervention for a UX-focused course, prompting reflection on initial and changing skill sets, guided by supporting learning theories and implemented across multiple UX degree programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflect-assess-visualize-cultivating-skill-development-in-user-experience-education/600375/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflect-assess-visualize-cultivating-skill-development-in-user-experience-education/600375.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills categories do UX practitioners need according to prior research?","Question",{"text":112,"@type":113},"UX practitioners are expected to acquire technical skills, human skills, and dispositions. Technical skills include observable job tasks such as research, design, process thinking, and information architecture.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the advance organizer intervention support students in UX courses?",{"text":117,"@type":113},"Students reflect on initial and changing skill sets using an advance organizer. They read an academic article on desired UX skills, conduct a skill inventory, and create a visualization of their current and future skill levels.",{"name":119,"@type":110,"acceptedAnswer":120},"In how many UX programs was the intervention implemented, and what was assessed?",{"text":121,"@type":113},"The intervention was implemented in three different UX-related programs, including one undergraduate and two graduate programs. The study reported on how the intervention was implemented and analyzed the resulting assignments to evaluate its effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600375,1792691948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reflect, Assess, Visualize: Cultivating Skill Development in User Experience Education  \nEmma J . Rose, University of Washington Tacoma, USA Cynthia Putnam, DePaul University, Chicago, USA Craig M. MacDonald, Pratt Institute, New York, USA  \nAbstract  \nIn the field of user experience (UX), there is a wide range of skills that practitioners are expected to acquire and demonstrate as a competitive candidate for a job. Previous research identified three main skill categories of UX practitioners: technical skills, human skills, and dispositions. However, as educators, we have found that students often struggle to understand and incorporate the breadth of the skills they need into their learning and development. To help students identify, assess, and cultivate their skill sets, we designed a pedagogical intervention in the form of an ‘advance organizer’ that asks students to reflect on their initial and changing skill sets while enrolled in a UX-focused course. In this article, we present the basis of the intervention, including background on learning theories that supported its design. The intervention asks students to read and reflect on an academic article about the desired skills of aspiring UX practitioners, conduct an inventory of their existing and desired skill sets, and design a visualization to represent their current and future skill levels. We report on how the intervention was implemented in three different programs related to UX (one undergraduate, and two graduate programs) . An analysis of the resulting assignments suggests the intervention was effective and valuable and helped give students a better sense of the range of skills required in industry. We conclude with considerations for implementing the intervention.  \nKeywords  \nuser experience, UX, skills, reflection  \nIntroduction  \nThe field of user experience (UX) has grown and changed a great deal over the past 40 years and is projected to continue to grow at an even brisker pace over the next 30 years (Nielsen, 2017) . As a result, the market and interest in UX education have also blossomed. UX is taught ina variety of interdisciplinary academic programs and disciplines in design, computing, and the humanities. There is also a plethora of online programs that include self-study and for-profit boot camps. The demand to learn about UX has never been higher; however, the field itself is influx, shifting, and changing (MacDonald et al., 2022) .  \nAs instructors in academic programs, we see how students struggle to understand where they might fit in the broad and multifaceted field of UX. In our research, we have conducted several studies to better understand the UX industry, how it is changing, and what kinds of skills aspiring UX professionals might need to be successful. Based on our research, we designed a classroom intervention to help students inventory and reflect on their skill sets related to UX. In this paper, we explain and assess how the intervention worked across three different academic  \nprograms that prepare students for careers in UX. The key contribution of this paper is to bring together industry research and educational theory to help students gain more understanding and agency about their individual learning within the large and complex interdisciplinary field of UX.  \nIn a 2020 paper, we reported the results of this research that demonstrated the disparate skills that UX practitioners are expected to acquire and demonstrate competency (Rose, et al., 2020) . The study included interviews with 71 senior UX practitioners. We identified three main categories of skills professionals need to succeed in UX: technical skills, human skills, and dispositions. We defined technical skills as observable, standard skills a person is expected to perform on the job and include research, design, process thinking, and information architecture, to name a few. We described human skills as those demonstrable when a person must directly engage with others to achiev","cbCaiaAI9PAbIwaa","https://ap.wps.com/l/cbCaiaAI9PAbIwaa","pdf",788482,23,"English","# Introduction\n## Skill categories in UX education\n## Classroom intervention and learning objectives\n## Study context and structure","[{\"question\":\"What skills categories do UX practitioners need according to prior research?\",\"answer\":\"UX practitioners are expected to acquire technical skills, human skills, and dispositions. Technical skills include observable job tasks such as research, design, process thinking, and information architecture.\"},{\"question\":\"How does the advance organizer intervention support students in UX courses?\",\"answer\":\"Students reflect on initial and changing skill sets using an advance organizer. They read an academic article on desired UX skills, conduct a skill inventory, and create a visualization of their current and future skill levels.\"},{\"question\":\"In how many UX programs was the intervention implemented, and what was assessed?\",\"answer\":\"The intervention was implemented in three different UX-related programs, including one undergraduate and two graduate programs. The study reported on how the intervention was implemented and analyzed the resulting assignments to evaluate its effectiveness.\"}]","Reflect, Assess, Visualize - Cultivating Skill Development in User Experience Education | PDF",1792090564,58]