There is growing consensus that data-informed decision-making through human-centered inquiry and design process results in improved outcomes for designed artifacts. Among the latest trends is a group of tools and processes loosely assimilated under the umbrella term, "design thinking." These "designerly ways of knowing" are ways to make explicit the habits, traits, skills, and cognitive methodologies that designers utilize to move from concept to finished design (Cross, 2001). While design thinking has emerged as a framework intended to democratize the principles and practices of design, it is incomplete. In most design thinking processes, shortly after problem identification and definition, a low-fidelity prototype or mock-up that mimics key aspects of the desired experience or interaction is tested with users. This prototyping phase represents a form of data collection that then informs future design decisions. It is not, however, without significant risk, most of which lies within the designer's processes and methods, especially as it relates to the user feedback they collect and then interpret. Prototype testing represents a pivotal moment in the design process, and more often than we'd like to admit, our confirmation bias, vision for what will be, and lack of effective questioning strategies results in only hearing what we want to hear. This five-chapter qualitative dissertation explores how designers of virtual reality learning experiences can understand and operationalize feedback received during prototype testing. Three different versions of the same learning experience were utilized with nine participants from three strata to investigate how each person experienced the version of the prototype presented to them. Using a content-neutral virtual reality (VR) prototype learning experience and pulling from the disciplines of design, education, and psychology, a semi-structured interview protocol was created, based on a tripartite assessment heuristic used with grade school teaching strategies and professional development. The use of transdisciplinary models and assessment strategies to decode the feedback users provide during the prototype development process suggests a more holistic approach for learning experience (LX) designers to capture relevant user insights. Further, the designer can then assess the feedback received against design goals while mitigating confirmation bias during the interview process. This research claims that these strategies lead to actionable user insights LX designers might have otherwise failed to discover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]