A Case Study of UI/UX Instructional Design Integrating the Design Sprint into Semester-Length Industry-Linked PBL : Focusing on Multi-Stakeholder Evaluation and Feedback
Abstract
This study examines an instructional design case in which the Google Design Sprint was integrated into a semester-length, industry-linked PBL course in UI/UX design. It explores how the original five-day sprint structure was adapted within a fifteen-week course and how feedback from peers, an industry partner, domain experts, and the instructor informed the redesign of student prototypes. Twenty-five second-year students at a metropolitan college formed six teams and developed UI/UX concepts for an AI-assisted behavioral workbook for children with ADHD. Data included the course syllabus, weekly sprint artefacts, interim and final prototypes, stakeholder feedback records, and student reflection reports, supplemented by final presentation feedback, heuristic evaluation sheets, and peer assessment sheets. Sprint mapping and a combined deductive-inductive content analysis were conducted through temporal comparison of artefacts and cross-checking across data sources. The analysis showed that the Design Sprint was reconfigured through the temporal extension of activities, the accumulation of stage-specific artefacts, and the repositioning of external reviews across key milestones. Stakeholder feedback was incorporated through direct adoption, adapted adoption, or deferral, resulting in simplified user flows, strengthened visual and auditory guidance, adjusted difficulty and functional scope, and improved alignment with the industry platform. The level at which each comment changed the design was classified into UI expression, interaction structure, implementation scope, and user safety and ethics, and the level reached varied with the timing of the feedback. This study contributes by specifying the operational conditions and the evaluation and feedback structure required to apply the Design Sprint in semester-length, industry-linked design education, and by tracing how external feedback was converted into students’ own design decisions.