In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how workers learn from reflection while working. These directions have been fuelled by research findings in the neurosciences, embodied cognition, the extended phenomenological–cognitive system and the role of emotions in decision-making and meaning making. The perspective on experience in different disciplines varies, and the aim is often to categorise experience. These approaches provide a worthwhile view of the importance of experience in learning and design, such as the recent emphasis on conceptual and epistemological knowledge creation. In pragmatism, experience plays a considerable role in research, art, communication and reflection. Therefore, I rely on Peirce’s communicative theory of signs and Dewey’s philosophy of experience to examine how experience is connected to reflection and therefore how it is necessarily tangible.

中文翻译：

---

设计和学习方法方面的经验–增强经验框架

在设计和学习研究中，越来越多的注意力放在体验上。许多设计方法将经验与具体化和现象学联系起来。使用物联网（IoT）的应用程序数量的增长已将人类交互从移动设备和计算机转变为有形的物质。在教育领域，尤其是在工作环境中，学习和更新技能与知识的压力凸显了理解工人在工作时如何从反思中学习的挑战。神经科学的研究发现，具体化的认知，扩展的现象学-认知系统以及情感在决策和意义制定中的作用推动了这些方向。不同学科对经验的看法各不相同，其目的通常是对经验进行分类。这些方法提供了关于经验在学习和设计中的重要性的有价值的看法，例如最近对概念和认识论知识创造的重视。在实用主义中，经验在研究，艺术，交流和反思中起着相当重要的作用。因此，我依靠皮尔斯的符号传播理论和杜威的经验哲学来检验经验与反射的关系，以及反射如何是有形的。