ADDIE Instructional Design Model Research Articles

Development Of Digital Learning Platform to Boost Chinese Children’s Mental Health Awareness: Experts’ Evaluation

The increasing prevalence of mental health disorders among children, exacerbated by the COVID-19 pandemic, calls for innovative educational approaches and tools. Traditional mental health curriculum in Chinese elementary schools often rely on didactic methods that fail to engage students effectively. The “Mind Explorers” digital learning platform addresses this issue by enhancing mental health awareness among grade-2 students. Based on the ADDIE instructional design model and Biggs’ Constructive Alignment model, the platform integrates learning outcomes, content, activities, and assessments via Google Site. The sample unit “Know About Yourself” focuses on self-awareness and emotional regulation through storytelling, reflective activities, and interactive quizzes. Expert evaluations indicate positive reception of the platform’s content, usability, and educational alignment, with suggestions for enhancing design aesthetics and accessibility. Through a mixed-methods research design, this study underscores the potential of digital tool to transform mental health education, promoting engaging and effective learning experiences for young learners.

Development of e-pub-based e-modules on plant structure and development to improve students' problem-solving skills

One of the efforts to train and improve problem-solving skills is by developing teaching materials in the form of e-pub-based e-modules that contain problem-based learning. This research aims to produce e-modules based on e-pub plant structure and development that are valid, practical, and effective. The development of teaching materials follows the ADDIE instructional design model. The instruments used were e-pub-based e-module validation sheets by expert lecturers as well as student response questionnaires and pretest-posttest scores of problem-solving skills analyzed using the One Way Ancova test. The results of research and development showed that the acquisition of validation scores by teaching material experts was 100%, material experts were 100%, education practitioners were 99%, student response results were 87.05% and effectiveness results were 0.009<0.05 so the use of e-pub-based e-modules was effective in the learning process. The conclusion of the study is that the epub-based e-module is very valid, very practical, and effective as a teaching material that can be used by students in learning.

Developing Synchronous Online Teaching Practices through Emotion Contagion Theory using ADDIE

Student engagement is a critical factor in online learning. The higher the engagement, the more effective time and effort students spend pursuing their goals. An increasing volume of research indicated that engagement is malleable through effective pedagogy. While most research focused on course structure and content, teaching and learning activities and the teacher’s role, this study aimed to add a human touch to online elementary learning since emotional engagement is the most influential factor in elementary education. The objectives of this study were to develop teaching practices in synchronous online sessions at elementary levels through Emotion Contagion Theory. The synchronous online teaching practices were developed based on the findings of preliminary studies of Generation Alpha’s online learning experience and the factor of emotional engagement. The development was conducted using the ADDIE Instructional Design Model, and Emphatic Concern, Emotion Contagion, and Communicative Responsiveness Model. As synchronous online learning is the facet of online learning, this study aimed to provide a guideline for elementary online educators to serve as a part of effective online education targeted at Generation Alpha, aged 7-12. Both descriptive qualitative and descriptive quantitative analyses were conducted. The development process adhered to the ADDIE model's five steps, encompassing Analysis, design, development, implementation, and evaluation. (2) The content expert's validation demonstrated agreement. The overall user's questionnaire responses averaged into the "good" category. Overall, users express that the module is qualified and easily comprehensible. Users suggested to provide more examples of non-verbal cues. Experts proposed a revision of the background colour to make it more interesting, add more details on how to create a genuine smile, and develop the teaching practices into a tangible synchronous teaching kit to increase its accessibility.

Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design

This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.

Using the ADDIE Model of Instructional Design to Create Programming for Comprehensive ABA Treatment.

ABA research abounds with articles on increasing or decreasing a small set of behaviors. These articles fit nicely within the framework of Focused ABA Treatment in which the goal of treatment centers on only a few behaviors. However, many behavioral practitioners spend most of their time developing Comprehensive ABA Treatment in which a large number of behaviors are systematically changed across multiple developmental domains. Few resources are available to help in designing and implementing such programming. This article presents a model from the field of instructional design for the development of comprehensive programming. Applying the ADDIE model-Analyze, Design, Develop, Implement, Evaluate-the article identifies a consistent process to follow, critical actions to take, and helpful resources to use when developing comprehensive programming for individuals with autism.

A new practical approach using TeamSTEPPS strategies and tools: – an educational design

BackgroundTeamwork has played a critical role in ensuring patients’ safety and preventing human errors in surgery. With advancements in educational technologies, including virtual reality, it is necessary to develop new teaching methods for interpersonal teamwork based on local needs assessments in countries with indigenous cultures. This study aimed to design and develop a new method of teaching teamwork in cesarean section surgery using virtual reality; we further evaluated the effects of this method on healthcare professionals’ knowledge and attitudes about teamwork.MethodsThis study was designed using the ADDIE instructional design model. The TeamSTEPPS Learning Benchmarks questionnaire was used to assess the educational needs of 85 participants who were members of the cesarean section surgery team. A specialized panel analyzed the extracted needs, and the scenario was compiled during the design stage. Finally, four virtual reality contents were created using 360-video H.265 format, which were prepared from specified scenarios in the development of the educational program. The TeamSTEPPS Learning Benchmarks questionnaire was used to measure knowledge, and the T-TAQ was used to measure the participants’ attitudes.ResultsSix micro- skills were identified as training needs, including briefing, debriefing, cross-monitoring, I'M SAFE checklist, call-out and check-back, and two-challenge rule. Intervention results showed that the virtual reality content improved teamwork competencies in an interprofessional team performing cesarean section surgery. A significant increase was observed in the mean score of knowledge and attitude after the intervention.ConclusionThrough addressing the need for teamwork training, utilizing the TeamSTEPPS strategy, and incorporating new educational technologies like virtual reality, the collaboration among surgical team members can be enhanced.

초등학생의 창의·융합적 진로역량 향상을 위한 문제중심형 직업체험프로그램의 개발 및 적용

This study developed a program to improve creative and convergent career capabilities using job experience facility, which is an active career education method, and investigated whether the program affects learners' satisfaction and creative·convergent career competency(creative and convergent thinking skills about the profession and career perception). For the vocational experience program, the ADDIE instructional design model and problem-oriented learning instructional design strategy were applied to develop vocational experience pre and post professional programs for elementary school students. After that, the program was conducted to 3rd and 4th graders, satisfaction was investigated, and creative·convergent career competency evaluation sheets were reorganized and evaluated according to the target. As a result, there was no statistically significant difference in program satisfaction, but there was a significant difference in creative and convergent thinking skills and career perception for jobs, which had a positive effect on satisfaction and creative and convergent career competency.

Development of Game Integrated Learning Module for Animal Breeding Subtopic for Year Two Science

Game is one of the elements that can be applied in teaching and learning sessions to enhance students’ motivation in learning the topics being taught. Therefore, this study was conducted to develop a game-integrated learning module for the subtopic of Animal Breeding for Science Year Two. The module was developed based on the five phases in the ADDIE instructional design model. However, this study only focuses on the development and validity analysis of the module. The module applies a cross-curricular element as students are asked to construct masks of animals which lay eggs and give birth. The module also integrates the game element that requires students to wear the constructed animal masks and gather around according to the selected animal categories. The developed learning module was evaluated from face and content validity aspects by three experts. The validity analysis indicated that the module has high expert agreement percentages in terms of face validity (93%) and content validity (92%). The developed game-integrated learning module is expected to attract students' interest in learning Science and increase their understanding on the animal breeding method.

FLT in a non-linguistics university with the ADDIE model of instructional design

The article considers the issues of teaching FL communication to nonlinguistics students in terms of latest developments of instructional design determined by the research in personality psychology, cognitivism, structural linguistics. The authors suggest using the ADDIE model to design the teaching process in the context of the insufficiency of classroom hours for the discipline “Foreign language”. The authors have designed a course programme “Young professio-nal” embracing terminological thesaurus, speech patterns, specialized texts, tests, exercises to develop FL communication skills, with 3/4 of the study time focusing on students’ autonomous work with teaching materials in “Electronic educational environment”. The ADDIE model-based learning technology was tested with 4th year – physics and mathematics students of State University of Education and positively assessed.

Literacy Class: Instructional Design at High School

Background of the study: Literacy is an activity that can improve one's abilities and skills in terms of thinking capability and understanding information more skillfully. Literacy can increase reading interest. Something that can develop this is the existence of a school literacy movement that is aimed especially at students to be able to expand a school literacy culture. Purpose: This research aims to find out how to implement and evaluate student literacy activities at Alfa Centauri High School. Method: The methods used are descriptive qualitative methods with the ADDIE instructional design model. The technique of data collection used was an interview. The informant in this study was the leader of the Alfa Centauri High School literacy team. Findings: The results obtained are SMA Alfa Centauri implements literacy activities through three stages reading activities and creative writing activities. Conclusion: SMA Alfa Centauri is considered to have been able to implement literacy activities well and effectively in increasing students' reading interests. That can be visible from the program development, product results, and achievement in the implemented programs.

The use of image resources in the improvement of university teaching based on the ADDIE model

Abstract With the progress of society and the development of information technology, there are more and more resources that can be used for teaching in colleges and universities. Among them, image resources as a kind of high-quality teaching resource, and how to use it to help improve teaching in colleges and universities has become a problem that more and more teachers study. Based on the ADDIE instructional design model, this paper proposes an improved method of college teaching based on the ADDIE model using image resources by studying the problems in college teaching and the use of teaching images. Through the practice of the experimental class, it was found that the average satisfaction of students reached 61.46% compared to the control class, which increased by about 5 percentage points compared to 55.11% in the control class. The average teacher satisfaction also increased from 67.39% to 70.14%, a relative increase of 4.08%. This indicates that both students and teachers perceive the ADDIE model-based imaging instruction to be better than the original classroom. The comparison of student assignment ratings between the experimental and control classes shows that the percentage of students who received an excellent grade increased by 2.6%, those who received a good grade increased by 4.5% from the original, those who rated the assignment as fair decreased by 4.1%, and those who failed decreased by 3%, a decrease of 28.57% from the previous year. This indicates that the improved teaching classroom based on the ADDIE model can improve students’ attention to the classroom, enhance students’ willingness to learn actively and improve the teaching effectiveness of the college classroom. In conclusion, the improved teaching method based on the ADDIE model using video resources proposed in this paper is feasible and can help promote the innovation and optimization of teaching modes in colleges and universities.

Development and evaluation of an extra-curricular programme focussing on high impact career opportunities for medical professionals.

Many medical professionals seek to do good through their careers, which may involve pursuing non-clinical options such as research, policy, or education in addition to clinical work. Working out which paths will lead to the largest social impact is a challenging question and of interest to many doctors. However, there are few, if any, services that use an impact-oriented framework to support doctors who want to make career decisions based on impact. To describe the development of an 8-week fellowship programme to introduce medical professionals to careers paths and focus areas which could lead to a particularly large social impact. And to evaluate the programme in terms of engagement, utility, changes in knowledge and career attitudes of participants. The ADDIE instructional design model was used to design and evaluate this fellowship programme. An 8-week curriculum was designed by medical professionals and delivered to medical students and doctors around the world utilising a flipped learning style. Quantitative and qualitative data on the programme were collected and analysed. There was more demand for the programme than anticipated. We found that the fellowship was engaging and useful to medical students and doctors. It resulted in an increase in knowledge and skills on how to consider impact in one's own career and a change in participants' attitudes and behaviours, with some participants making changes to their career and charitable giving following the programme. We believe an impact-orientated, practical co-curricular programme is valuable to medical professionals exploring impactful career options and there is demand for further programmes in this space.

Design a module integrating problem based learning with fluid intelligence and evaluating its impact on the understanding of mechanical energy and machines

A module was designed and developed that integrates the steps of Problem-based learning ( PBL) and fluid intelligence skills (PBL-FI Module), then evaluated its impact on the conceptual understanding (CU) of mechanical energy and machines (MEM) for 6th graders in Jordan. The module was developed using the ADDIE instructional design model, which included five stages: analysis, design, development, implementation, and evaluation. Ten experts verified reliability, content validity, and educational usability.To evaluate the effect of the PBL-FI Module on conceptual understanding, as defined by Wiggins & Mctighe (2002), an inequivalent group quasi-experiment was designed and used, in which the sample was divided into two groups: experimental, which consisted of 47 students that were taught using the PBL-FI module; and the control group, which consists of 48 students that were taught using the traditional method. A pre-and post-test was applied to measure the understanding of MEM in each of the two study groups.One-way ANCOVA analysis was performed to compare the two groups, and the results showed the superiority of the PBL-FI module compared to the traditional method in enhancing CU of MEM.

A protocol to evaluate the effectiveness of competency-based simulation training modules on the educational outcomes among MBBS students - A mixed method study.

The growing recognition of the importance of simulation-based training has been a present focus of medical education curriculum planners. This study aims to design, develop, implement, and evaluate the educational outcomes of training modules for a list of essential skills that MBBS students in a tertiary care teaching hospital in South India need to learn as part of their competency-based MBBS curriculum. This sequential transformative mixed method study will be implemented in three phases: i) identification of essential skills for simulation-based training following the modified Delphi method, ii) development of skill training modules using ADDIE model of instructional design, implementation of the modules and collection of data on the educational outcomes and iii) a qualitative study involving in-depth interview and focus group discussion on understanding the potential for incorporating the modules into the present MBBS curriculum. Data on educational outcomes relevant to the study objectives will be collected using appropriate tools and analyzed using descriptive statistics and qualitative analytic methods. Phase one will tabulate the list of five essential skills and phase two educational outcomes will contain descriptive statistics on knowledge and skill acquisition, perception of simulation-based teaching and learning, and higher-order thinking skills. Phase three qualitative analysis will highlight the enabling and barrier aspects for incorporating this approach of simulation-based skill training within the current MBBS curriculum. The study outcomes will provide curriculum planners and educators insights into designing and implementing simulation-based skill training for undergraduate medical students. It will also help policymakers develop policies in medical education technologies to provide quality medical education and fulfill the objective of quality healthcare for all.

A Cost-Effective Work-Based Interprofessional Collaboration Program for Healthcare Professionals

Despite the availability of online interprofessional collaboration (IPC) programs, few cater for low- and middle-income communities and healthcare workers with limited Internet resources. This article describes how an interdisciplinary team developed an IPC blended learning program for healthcare workers in a low- and middle-income maternity setting. The purpose of the article is to discuss and outline how the authors developed an IPC program that is easily accessible and cost-effective to implement in low- and middle-income communities. To scaffold the program content and structure, the authors integrated IPC principles and the ADDIE instructional design model. By discussing the design process and methodology, the article aims to demonstrate how an accessible learning program can be developed using a work-based pedagogy and blended learning approach. In doing so, the authors trust the design process and approach can guide other healthcare professionals and educators in similar contexts, as well as encourage educational professionals to utilize resources optimally.

Development and implementation of motivated strategies for a learning thinking maps tool among computing students

This study emphasized the challenges in teaching and learning fundamentals of programming as a consequence of the lack of metacognitive awareness, which is associated with problem-solving abilities. These abilities can be enhanced through the use of thinking maps, but they are typically used only in school and under the supervision of a teacher. Additionally, the practice is conducted in a typical manner, with no interesting features incorporated into the process, and it does not promote the development of metacognitive awareness. Therefore, the purpose of this study is to produce a learning tool to train computing students using thinking maps in the multimedia environment to enhance their metacognitive awareness. The developed tool called Motivated Strategies Thinking Maps Tool (MoSTMaT) embeds multimedia principles as well as motivated strategies for learning theory to keep students motivated and able to learn in the self-regulated learning environment. The tool was developed using ADDIE instructional design model and was evaluated by the end user namely computing students. A set of questionnaires containing three parts was applied to measure the acceptance of students; 1) multimedia principles, 2) post-study system usability, and 3) motivated strategies for learning was applied to measure the acceptance of students. The result of this study indicated that students agreed that the multimedia application in the tool is suited for students’ usage, has adequate information on thinking maps, a user-friendly interface, and is suitable to be used in the self-regulated mood. The implication of this study is the conceptual framework for developing MoSTMaT can be a guide for developing instructional tools in self-regulated learning. Furthermore, this study demonstrated that multimedia principles and elements had a beneficial impact on motivation and self-regulation among computing students.

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

The explores the impact of using both ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as an instructional design and UDL in planning for English Literature Online courses during COVID-19 in higher education from the perspective of the students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect of the use of ADDIE model and UDL in online English Literature courses for graduate students in universities or other forms of higher education from the perspective of the students. A quantitative approach was used for collecting the data, where a four-part questionnaire was distributed to 90 students, who were randomly chosen from the students of a group of English Literature professors from different public and private universities in Jordan, who were asked to plan for their online English Literature courses through integrating both the ADDIE model, with its principles of Analysis, Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL) with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study shows the positive impact of using both ADDIE Instructional Design Model and UDL in English Literature Online courses on the students’ performance from the perspective of the students.

Towards New Instructional Design Models in Online English Literature Courses During COVID-19 for Sustainability Assurance in Higher Education

The study explores the effect of using new instructional design models in online English literature courses in higher education and explores the effect of their use on students’ performance. This is to assure sustainability in higher education. The study shows the effect of using ADDIE instructional design model along with universal design for learning on students’ performance in online English literature courses in higher education. The study also highlights the major challenges that university professors face when applying the two designs together in online learning. A quantitative approach is applied by distributing a five-part questionnaire to 47 English literature professors from different universities in Jordan who are asked to use both models when planning their online courses. In the last part of the questionnaire, these professors are asked to state the main challenges that they face and are exposed to when applying the two designs together in online learning process. The results of the study reveal that students’ performance increased. There are a few studies that have been conducted to explore new instructional design models to be used in planning online English literature courses in higher education and their effect on students’ performance to assure education sustainability.

Development of Tsunami Disaster Risk Reduction Education Program for Children with No Experience of Earthquake Disaster – Practice and Verification at Shichigahama Town, Miyagi Prefecture

In this study, we developed a tsunami disaster risk reduction (DRR) education program for children with little or no memory/experience of the Great East Japan Earthquake. The objective was to strengthen their disaster response capacity and enable them to think and act to protect their lives from tsunami disasters. The development of this program employed the ADDIE model of Instructional Design in learning theory. Based on the GIGA school concept promoted by Japan, information and communications technology (ICT)-based education and DRR education were integrated into the program from a geographical perspective. Using the ICT-based teaching materials, YOU@RISK Tsunami Disaster Edition, empirical learning was introduced. The town of Shichigahama in Miyagi Prefecture, which was devastated by the tsunami during the Great East Japan Earthquake, was selected as the study target. The study implemented and verified the program with local elementary school students to assess its effectiveness.

Analysis of the college underachievers’ transformation via gamified learning experience

Underachievers - students have poor academic performance, are lazy in behaviour, and hold negative learning attitudes in class. Many studies have shown that the lack of interest in learning is a fundamental reason students become underachievers. With the rapid development of information technology, games have gradually integrated into our lives. Gamification has been applied to stimulate students learning interests and strengthen their motivation by incorporating game design elements in educational environments. This paper first elaborates on the current trends of gamified learning and the transformation of underachievers. Next, this research reviews the theoretical basis and defines the relevant concepts of gamified learning. Then, through questionnaires and interviews, the paper investigates the learning status of the underachievers with the gamified platform – GamiClass based on ADDIE instructional design model and Grasha Learning Styles. A total of 10 underachievers among 76 Raffles University Malaysia Innovation module students were selected for practical analysis. This experiment investigated gamification feasibility and effectiveness in the transformation of underachievers. This research found that gamification could effectively improve the underachievers' learning interest. Game elements such as meaning, onboard tutorial, social pressure and guild/teams are necessary for a gamified learning platform to motivate underachievers in online lesson participation.