Open Innovation as a new product development strategy has been used by businesses for decades. However, Social Product Development (SPD) has been recently introduced and popularized as an open innovation business model. The SPD model formalizes and monetizes the collaboration between an organization and creative communities through introducing new products and services. Either managed by intermediaries or directly by innovation sponsors, SPD platforms enable and support online innovative communities to ideate, collaborate, and network. Despite their abilities, many of these platforms do not provide fulfilling user experiences. To bridge this gap, the present study focuses on how SPD platform developers can offer more robust user interfaces (UI) and engaging user experiences (UX) alongside the six key SPD processes-social engagement, ideation, experiential communication, social validation, co-development, and cocommercialization. Building on experience and affordances theories, we offer a design framework that can more broadly inform the design and evaluation of open innovation platforms.

Along with recent technological innovation in education, Entrepreneurship Education Platforms (EEPs) have emerged as an effective solution to prepare students for entrepreneurial success. However, due to novelty, less is known of the success of EEPs regarding user experience, especially when these platforms offer self-regulated learning environments. In response, this study is an attempt to offer a framework to guide user experience design and evaluation of EEP. This study discusses the relationships between autodidactic affordances (administration, acquisition, application, and assessment affordances) and experiential needs (sensory, temporal, interactional, cognitive, behavioral, emotional, and metacognitive experience) and their importance in the success of EEP. The findings offer nuance to assessing the effectiveness of EEP and other online self-regulated learning environments.