Abstract
This paper presents “transition curves,” a framework for analyzing transitions in digital learning environments to support diverse cognitive needs. Transitions—moments of shifting between tasks, contexts, or cognitive states—can significantly impact learning but are often overlooked in digital design, particularly for users with attention, anxiety, memory, and learning differences. Drawing on task switching theory and temporal trajectories, we developed a visualization approach that maps pacing, sequencing, and duration to user experience outcomes. In a workshop with sixteen graduate design students, participants used transition curves to analyze digital learning tools and propose design improvements. The workshop findings show that designers typically see themselves aligned with assumed “normal” user experiences, and face challenges when considering diverse cognitive needs. Through our framework, participants identified transition barriers such as abrupt changes and unclear progression, and suggested solutions including customizable pacing and clearer guidance. The study demonstrates that transition curves can help surface accessibility challenges and encourage designers to consider diverse user needs, though effective inclusive design requires collaboration with users who have lived experience of cognitive differences. This work highlights transitions as an important consideration for inclusive digital learning design.
DOI
https://doi.org/10.21606/drslxd.2025.177
Citation
Kim, S.,and Pino, Z.(2025) Transition Curves: Mapping Pacing and Sequence in Digital Learning, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.177
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Full Paper
Transition Curves: Mapping Pacing and Sequence in Digital Learning
This paper presents “transition curves,” a framework for analyzing transitions in digital learning environments to support diverse cognitive needs. Transitions—moments of shifting between tasks, contexts, or cognitive states—can significantly impact learning but are often overlooked in digital design, particularly for users with attention, anxiety, memory, and learning differences. Drawing on task switching theory and temporal trajectories, we developed a visualization approach that maps pacing, sequencing, and duration to user experience outcomes. In a workshop with sixteen graduate design students, participants used transition curves to analyze digital learning tools and propose design improvements. The workshop findings show that designers typically see themselves aligned with assumed “normal” user experiences, and face challenges when considering diverse cognitive needs. Through our framework, participants identified transition barriers such as abrupt changes and unclear progression, and suggested solutions including customizable pacing and clearer guidance. The study demonstrates that transition curves can help surface accessibility challenges and encourage designers to consider diverse user needs, though effective inclusive design requires collaboration with users who have lived experience of cognitive differences. This work highlights transitions as an important consideration for inclusive digital learning design.