Exploring professional identity differences: An exploratory study of instructional design (ID) and learning experience design (LXD) practitioners

The study explores practitioners' professional identities of practitioners in Instructional Design (ID) and Learning Experience Design (LxD). Using a qualitative and exploratory approach, it investigates how design practitioners perceive and differentiate between the roles, theories, and methodologies of ID and LxD and how these perceptions influence their professional identities. Grounded in an interconnected identity/professional identity (I/PI) model, this research aims to bridge the gap between the two fields by identifying overlapping principles and distinctive features. It examines how practitioners apply theoretical constructs and design practices to create compelling learning experiences, highlighting the evolving distinctions and connections between ID and LxD. The study emphasizes that ID is based on systematic teaching methods that prioritize content delivery and measurable outcomes. In contrast, LxD focuses on a holistic, user-centered approach that integrates user experience (UX) and immersive technologies to enhance engagement. Through surveys and interviews, practitioners shared insights reflecting the varied disciplines and perspectives influenced by the specific requirements of each field. The implications of this research inform the development of academic curricula by providing insights into integrating ID and LxD skills, effectively preparing future professionals. Additionally, the study offers practical recommendations for creating job roles that accurately reflect these positions' competencies and interdisciplinary nature. This research enhances our understanding of professional identity in both ID and LxD, advocating for a more unified approach that leverages the strengths of each discipline to improve the design and effectiveness of educational experiences.