A Wizard of Oz methodology for designing future learning spaces
Edwards, Justin; Nguyen, Andy; Lämsä, Joni; Sobocinski, Marta; Whitehead, Ridwan; Dang, Belle; Järvelä, Sanna (2025-01-29)
Taylor & Francis
29.01.2025
Edwards, J., Nguyen, A., Lämsä, J., Sobocinski, M., Whitehead, R., Dang, B., & Järvelä, S. (2025). A Wizard of Oz methodology for designing future learning spaces. Higher Education Research & Development, 44(1), 147–162. https://doi.org/10.1080/07294360.2024.2429433
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202502061488
https://urn.fi/URN:NBN:fi:oulu-202502061488
Tiivistelmä
Abstract
As advanced technologies such as Artificial Intelligence (AI) become increasingly integrated into Higher Education (HE) learning spaces, these environments adapt to changing technologies and goals of educators and learners. As such, designing learning spaces requires HE researchers to imagine future learning spaces. In this article, we present a methodology utilizing the Wizard of Oz (WOz) paradigm for designing future learning spaces from the sociomaterial perspective. We review the background of the paradigm, present a methodological framework for applying this paradigm in HE learning space design research, and discuss the aims of prototyping as a means of understanding behavior in possible future spaces. For illustration, we showcase how this methodology was implemented for transforming a learning space into an imagined future space in which technology and learners could be interconnected in a collaborative learning task, staging the affordances presented by conversational AI that can be expected in the near future. Specifically, we describe the research design of our own WOz study involving 52 teacher students (N = 52), demonstrating how this paradigm can be practically implemented in HE research. Finally, we discuss the utility of the WOz paradigm as a method for understanding the thoughts and behaviors of learners in imagined future connected spaces.
As advanced technologies such as Artificial Intelligence (AI) become increasingly integrated into Higher Education (HE) learning spaces, these environments adapt to changing technologies and goals of educators and learners. As such, designing learning spaces requires HE researchers to imagine future learning spaces. In this article, we present a methodology utilizing the Wizard of Oz (WOz) paradigm for designing future learning spaces from the sociomaterial perspective. We review the background of the paradigm, present a methodological framework for applying this paradigm in HE learning space design research, and discuss the aims of prototyping as a means of understanding behavior in possible future spaces. For illustration, we showcase how this methodology was implemented for transforming a learning space into an imagined future space in which technology and learners could be interconnected in a collaborative learning task, staging the affordances presented by conversational AI that can be expected in the near future. Specifically, we describe the research design of our own WOz study involving 52 teacher students (N = 52), demonstrating how this paradigm can be practically implemented in HE research. Finally, we discuss the utility of the WOz paradigm as a method for understanding the thoughts and behaviors of learners in imagined future connected spaces.
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