Developing media literacy as complex learning in secondary schools: the effect of 4C/ID learning environments

Abstract

ABSTRACT Background: Today, the importance of teaching media literacy in education has been highlighted, and the need for effective instructional design in this field has received more attention. This research attempts to investigate the effect of the Four-Component Instructional Design (4C/ID) model on developing media literacy. Method: This study employs a quasi-experimental pre-test-post-test design. The research subjects were recruited from tenth-grade students at secondary schools in Mashhad, Iran. A total of 30 students were selected as the sample using the convenience sampling method. Fifteen students were placed in the experimental group, and the rest were placed in the control group. Result: Statistical analysis (ANCOVA, MANCOVA & MANOVA) showed that designing instruction based on the complex-learning model (4C/ID) improved learning outcomes, critical thinking, and conscious interaction with the media. Conclusion: Acquiring media literacy competence is a complex learning process. Based on the results of this study, the four-component instructional design model (4C/ID) can promote the development of media literacy skills in students.