Usability and affordances for inquiry-based learning in a blended learning environment

Purpose - The purpose of this paper is to identify the core dimensions of user experiences in a physical and technologically embedded learning environment (LE) designed to support active student-led inquiry-based studies and collaborative knowledge creation in higher education. Design/methodology/approach - The paper integrated the USEframe of usability of built environments and the inquiry-based engaging learning environment (ELE) to test and develop the usability and pedagogy of future LEs. A group of ten teacher students was studied and interviewed semi-structurally after a seven-week inquiry-based course unit. The findings were considered in light of the two frameworks. Findings - The physical and embedded LEs provided the students with socio-digital affordances that promoted experienced study engagement, knowledge co-creation and sharing and a sense of safety and belonging in the scientific community. The application of the ELE model and the agile physical setting complemented and supported each other and promoted learning. Practical implications - The results shed light on how to integrate understanding the user process, user experience and use of embedded LEs to develop usability of new LEs. Originality/value - The living lab provides different stakeholders with tangible information about usability and helps the designers in concrete streamlining of pedagogy and physical LEs.