Learner Experience (LX) focuses on learners’ perceptions and responses when using computational resources in education. To support teachers (or others designers) in LX design and evaluation, we proposed the LEDEF conceptual framework. This paper presents a case study evaluating LEDEF’s applicability, including its design guidelines and evaluation model, in a real learning context. Learners and a teacher at a Brazilian university participated in this study. The teacher, responsible for designing and redesigning the activity, assessed the entire LX process. Results were analyzed quantitatively and qualitatively. The findings indicate that interactions with computational resources were positive, enhancing efficiency and satisfaction. However, social interactions presented challenges—even in a setting where learners felt comfortable with technology, interpersonal skills and communication difficulties negatively impacted their experience. LEDEF allowed the teacher to identify these aspects and implement small interventions throughout the learning process. This study highlights how LEDEF supports iterative LX design, evaluation, and redesign, addressing both technological and social dimensions of learning experiences.