A Systematic Review: criteria and dimensions of learning experience





learning experience, evaluation, PRISMA method, systematic review, instructional design, teaching quality


There has been an increased interest in evaluating students’ learning experiences in various academic domains. Some authors consider it an important aspect of education to assess the effectiveness of instructional methods, while others aim to enhance the quality of teaching and learning. Various perspectives can be highlighted, as many articles refer to the learning experience and its evaluation differently. However, few studies provide an explicit dimension to characterize it. Therefore, this study investigates how the learning experience is described in scientific literature, and what criteria are used to characterise learners’ learning experiences. This work aims to answer the following questions: Are there any theories used to examine the learning experience? What are the principal dimensions of a learning experience? How did the studies evaluate the learning experience? This literature review aims to provide an overview of research related to the learning experience and its evaluation. The study includes journal articles published in ScienceDirect, Springer, Wiley, IEEE Xplore Digital Library, and Google Scholar from January 2012 to November 2022. The PRISMA method was used to conduct a systematic review for this work. After identifying, screening, and synthesising relevant literature (Moher et al., 2009), 68 articles were selected, of which 20 will be addressed in this research stage. The selected studies employ various methods to evaluate the learning experience, including questionnaires, surveys, and scales, and they are conducted in various educational contexts, such as medical education, biology, language teaching, etc. The review analysis shows three principal dimensions of learning experience: the learner's perception of the learning environment, their attitudes and behavior in learning, and the learning activities. The study’s findings also highlighted that “learning experience” is used as a broad concept to describe specific teaching and learning scenarios or activities. Furthermore, few references from educational sciences have been identified to characterise it. This article delineates the dimensions characterising the learning experience, which helps develop and design new teaching and learning solutions.

Author Biographies

Ying-Dong LIU, LISEC UR 2310

Ying-Dong Liu is a Ph.D. candidate in Educational Sciences at the University of Strasbourg, France. With master’s degrees in both Educational Sciences and Cognitive Science, her research primarily focuses on designing and evaluating learning experiences, particularly educational games.


Simon Morard is a doctoral student at the University of Geneva. His research focuses on the creation, application and analysis of digital games for educational purposes within museum settings. His work draws upon theories of play design and the relationship to knowledge (personal epistemology).


Dina Adinda holds a Ph.D. in Education Sciences. Associate professor of Education, she is also manager of an undergraduate online training program at the University Paris Nanterre. Her research interests include digital technology for teaching and learning, mentoring strategies, learners’ self-direction, higher education and adult learning.


Eric Sanchez is a professor in educational sciences at the University of Geneva, he holds a PhD and the French habilitation qualifying to supervise research. He specializes in technology-enhanced learning, distant learning, digital innovation and has researched the use of game-based learning for formal (school and university) and informal (museum) learning. He has a sound experience in design-based research and learning analytics. He heads a Master degree program about technology enhanced learning (MALTT) and teaches technology enhanced learning and game-based learning. He's also a member of the Committee for Pedagogical Innovation at the University of Geneva and Vice Chair of the Ethics Committee of the University of Geneva).


Professor Marc Trestini began his teaching career in computer science at a high school before advancing to teacher training college (INSPÉ). He later became a full Professor of Information and Communication Sciences at the University of Strasbourg, representing the 71st section of the CNU, and joined LISEC (UR 2310) as a permanent member. His research delves into the mediation and mediatisation of knowledge, particularly emphasising communication tools in education, training, and learning. This is especially relevant in fully or partially remote training systems. His work spans the design, production, and implementation of these communication tools, ensuring the optimal media is chosen for training and teaching purposes and suitably scripted.