Instructional Design

Problem

Drawing from my experience as an educator, coach, and instructional designer, I identified a significant gap in a higher education reading course where students select a banned book for their semester project.

Many students struggled to evaluate and synthesize their chosen books, limiting their participation in class discussions. This was due to varying levels of prior knowledge and a need for metacognitive skill development. Traditional in-person activities were further constrained by classroom space and time, leaving students who missed these sessions without essential support, leading to decreased engagement and higher dropout rates.

The absence of a blended learning environment has resulted in diminished learning experiences, lower student satisfaction, and potential retention challenges.

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Solution

Collaborating closely with a subject matter expert (SME), we concluded a key gap in the students’ ability to communicate their analysis during Socratic class discussions. To bridge this gap, I proposed that students need additional knowledge building and reflections about their books in order to contribute to more meaningful class discussions.

To help students better evaluate and reflect on their banned book selections, I designed a blended learning solution that combines two activities. First, students experience a virtual reality gallery walk where they explore key themes and ideas from their books, encouraging them to think critically and reflect on issues like censorship and diverse viewpoints. This interactive VR activity prepares students for the second part of the learning process.

In the next phase, students join an in-person Socratic discussion, where they share their reflections, hear different perspectives, and deepen their understanding through open dialogue. By structuring the learning in this way, the VR experience sets the stage for more meaningful, collaborative discussions

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Process

The development of this blended learning environment followed an LXD design process proposed by Cara North’s book, Learning Experience Design Essentials, incorporating rapid prototyping for iterative improvements in a modified ADDIE method. Steps two and three (see image below) were iterative in nature, prior to the implementation phase. LXD was chosen for its focus on learner-centered design, ensuring that each stage—from analysis to implementation—aligns with student needs and learning goals.

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1. Analysis

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During the initial phase, we conducted a kickoff meeting with the subject matter expert to define the learning objectives and align the project with curriculum goals, utilizing bloom's taxonomy. We also established key performance indicators (KPIs) and a project timeline to ensure measurable outcomes in two months.

During this collaboration, this phase allowed us to identify specific gaps in students' abilities to communicate their reflections on banned books during discussions, setting the foundation for a learner-centered solution.

Learning Goal: Students will evaluate their selected banned books and articulate their reflections on themes such as censorship, diverse perspectives, and the societal impact of literature during a Socratic discussion.

Key Performance Indicator: 80% of students will demonstrate improved critical reflection skills, as measured by achieving a score of proficient or higher on the critical reflection criteria of the Socratic discussion rubric.

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2. Design

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Design Agreement

In collaboration with the subject matter expert (SME), we carefully considered the visual and thematic elements of the VR gallery walk to create an immersive and reflective learning experience. After discussing various options, we concluded that a typewriter-style typography would best evoke the historical and controversial nature of banned books, connecting students to the theme of censorship.

For the gallery setting, we chose a black marble aesthetic to reflect a sophisticated, museum-like environment. This design choice reinforced the idea of the gallery as an exhibit, where each banned book and multimedia asset serves as a curated piece, inviting deeper reflection on the societal impact of censorship.

The exhibit theme was central to guiding students through a journey of discovery and critical thinking. Each station in the VR gallery walk was designed as a "stop" within the exhibit, where students could interact with multimedia elements—videos, images, and text—relevant to their selected banned book.

For the technical development, we agreed on using Storyline 360 and Spatial to create the VR environment. Storyline 360 was used to develop the navigation of the instructional delivery, while Spatial was integrated to build the immersive, 3D environment, ensuring that the overall experience was both engaging and user-friendly. Vectary, Canva, D-id, & Photoshop were used for any 3D asset development in the VR environment.

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Personas & Journey Mapping

In the design phase, I focused on creating a user-centric learning experience by developing detailed personas and journey maps. These tools were essential in tailoring the project to meet the needs of my learners and ensuring a seamless flow between the virtual reality gallery walk and the Socratic discussion.

Since my university is a Hispanic Serving Institution, I developed the persona of Alexis Villarreal, a first-generation American college student passionate about becoming a reading ESL teacher, to accurately reflect the demographics of my university. This persona helped me frame the learning activities around real-world challenges and opportunities that future educators like Alexis might face when navigating controversial topics such as banned books.

The journey map visualizes the learner’s experience from the moment they access the VR gallery walk to the reflective Socratic discussion. Guided by constructivism principles, I designed activities that scaffold knowledge-building, allowing students to actively construct meaning through reflection and collaboration. By identifying pain points, opportunities, and key moments of engagement, I created a blended learning environment that supports critical thinking and deep learning.

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Wireframes & Sketches

To bring the virtual reality gallery walk to life, I created wireframes and sketches that mapped out the interactive elements, station layout, and multimedia components. These visual designs allowed me to plan the learner's journey through the VR space, ensuring that each reflection prompt and multimedia asset was placed purposefully to guide critical thinking. The wireframes also helped me refine the spatial flow and transitions between the gallery stations and the Socratic discussion, ensuring a smooth and engaging user experience.

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Virtual Reality Storyboard

The VR storyboard outlines the interactive and sensory elements of the gallery walk experience, guiding students through five stations where they reflect on themes related to their banned book selections. Each station includes a combination of visual prompts, multimedia assets (such as videos and artwork), and open response fields for students to articulate their reflections. The design incorporates accessibility features, including text-to-speech options, ensuring all students can fully engage with the content.

In collaboration with the SME, we carefully selected each element to align with the project’s learning objectives, focusing on critical reflection and the exploration of censorship and diverse perspectives.

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Storyline 360 Storyboard

‍The Storyline 360 storyboard maps out the structure and interactive components of the gallery walk module. It includes the introduction, instructions, and interface walkthrough for students to navigate the gallery and reflect on the themes of their banned book. Key features such as the text-to-speech functionality, reflection prompts, and submission buttons are all outlined to ensure a seamless user experience. The storyboard was designed to provide clarity and accessibility throughout the learning process, supporting the transition into the in-class Socratic discussion.

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3. Development

During the development phase, I used Storyline 360 to build the foundational elements of the VR gallery walk and integrated Spatial to create an immersive experience. The development focused on ensuring a seamless user interface, intuitive navigation, and clear reflection prompts to guide students through the virtual gallery. Accessibility features, including text-to-speech, were incorporated to ensure all learners could engage fully with the content.

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Iterations

The project underwent multiple rounds of iteration based on feedback from the subject matter expert and test users. Each iteration focused on refining the interactive elements, improving transitions between stations, and enhancing the overall user experience. This iterative process ensured the final product was polished, user-friendly, and aligned with the project’s learning objectives.

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4. Implementation

The implementation phase involved exporting the final SCORM package from Storyline 360 and integrating it into the LMS, Instructure Canvas. Detailed instructions were provided within the LMS to guide students through accessing the VR gallery walk. In-class Socratic discussions followed the VR experience, allowing students to build on the reflections they had developed during the virtual walk.

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5. Evaluation

To assess the effectiveness of the blended learning experience, we utilized Kirkpatrick’s Four-Level Evaluation model. Student engagement and satisfaction were measured through surveys in Qualtrics XM, while knowledge retention and critical reflection were assessed via the Socratic discussion rubric. This comprehensive evaluation helped determine the impact of the project on student learning outcomes and course retention rates.