'learning by using' approaches the topic of learning experience through the use of products in various ways. in design studies, this is a subject that has not yet been discussed, though there are overlaps with social and cultural sciences, as well as with learning psychology. therefore, the central question is therefore: "how does the use of products influence users' knowledge, and how can the resulting learning experience be intentionally shaped and considered during the product development process?"
the learning experience can be classified as a subarea of user experience design (ux). it describes the knowledge that users can acquire through the use of the product. the learning function is, in addition to practical and semantic functions, a designable element of human-made artifacts.
the product-learning-experience-model describes the use of man-made products and the associated changes in users' knowledge. the basic premise of the model is: usage phase = learning process. this learning process can occur across six different types of knowledge, drawing upon two knowledge models (kaiser, h. (2002): wirksame weiterbildungen gestalten: das schienenmodell + anderson, l. w. & krathwohl, d. r. (hrsg.) (2001): a taxonomy for learning, teaching and assessing: a revision of bloom‘s taxonomy of educational objectives)).
the knowledge acquired can be further divided into two categories. "product knowledge" covers all aspects specific to the particular product, such as handling a cordless screwdriver, repairing a toothbrush, or operating a washing machine. the category "thematic knowledge" includes learning topics like "water consumption" or "waste separation" within the broader theme of sustainability, as well as general knowledge regarding to repairs, learning fine motor skills, or improving posture. this model provides a clearer framework for understanding and describing the learning functions associated with products.
the offenbach approach is a theoretical model which describes next to the practical function of a product also it's semantic functions. the product-learning-experience-model can be integrated here as the learning function, demonstrating that, in addition to the practical and communicative functions, there exists a third function. this learning function often arises unintentionally and without deliberate design, yet it consistently influences users during product interaction.