LINK: A Corpus-Grounded Design Pattern Library for Educational Technologies
Designing learning interfaces is often an ill-structured problem: effective solutions depend on learning goals, subject matter, learner characteristics, and interaction context that are difficult to generalize. Designers must integrate knowledge from learning sciences, interaction design, and subject domains when translating learning goals into interface decisions. Yet, prior efforts to connect learning theory and design have largely focused on learning activities or specific technologies, leaving interface-level design knowledge fragmented across systems. In this work, we take a bottom-up approach to surface this knowledge from existing educational interfaces. We present LINK (Linking INstructional Knowledge to interfaces), a library of 27 recurring interface patterns, organized under nine higher-level design commitments, which describe broader learning-science-grounded goals for interfaces. As part of developing LINK, we conducted a user study (N=14) with designers to evaluate LINK's generative power. Our findings suggest that LINK helps designers generate interface ideas and articulate theory-grounded rationales for design decisions.