ADDIE Instructional Design Model Research Articles

DEVELOPING HIGHER-ORDER THINKING SKILLS READING COMPREHENSION QUESTIONS FOR SENIOR HIGH SCHOOL STUDENTS

This developmental research aims at developing Higher-Order Thinking Skills (HOTS) reading comprehension questions for senior high school students. This is in line with the national educational goal which is to increase the national competitiveness in the global era while manipulating Higher-Oder Thinking Skills (HOTS) in the global communication. This research is supported by the theory that HOTS questions enable students to think critically. The ADDIE model of instructional design is applied in the process of creating the HOTS reading comprehension questions. Two authentic analytical exposition texts and two authentic explanation texts are used as the reading materials. Twenty five multiple-choice questions of the Analyzing, Evaluating, and Creating levels of the cognitive domain of the Revised Bloom’s Taxonomy (RBT) are developed. A blue print is used as the basis for the questions development to ensure the content validity of the questions. Fifteen students did the test and their answers were scored by the writers. K-R21 was applied to examine the reliability coefficient resulted in r=0.68. This is considered as a high reliability. It is expected that this paper would give beneficial insights for teachers and reading material developers that providing HOTS questions are important for students as reading exercises or tests and that a multiple-choice type of questions can be used. Hence, it is also recommended that other studies be conducted in the use of other types of questions at the level of HOTS to provide more variations of reading programs for students

Development of an Interactive Mobile Application for Learning Undergraduate Educational Technology Concepts

Today’s schooling which is characterized by over-population, insufficient learning resources and incessant closure due to civic crises and pandemic demands more efficient learning models that allow the deployment of technology for students’ active participation in their education. Hence, this study was conducted to develop an interactive mobile application for learning undergraduate educational technology concepts in Nigeria. The ADDIE instructional design model was adopted, and 15 well-structured topics with interactive learning contents and elements were embedded in the developed application built using JavaScript, Html, CSS, Cordova, Articulate 360, Moodle platform, and PHP programming language. The validation of the application was done in three stages and experts involved in the development and validation included educational technology specialists and computer programmers. The mobile application was tested on 30-randomly selected year three undergraduate educational technology students. Findings revealed that exposure to the application improved students’ academic achievement (mean gain=27.87), and there was significant difference (df=28, t=19.97, p<0.05) between the academic achievement score of students at pre- and post-test in favor of the later. The application is therefore considered suitable for teaching and learning of undergraduate educational technology concepts.

Educational Videos for Learning Digital Illustration Concept for University Student

To assist learning, preparation of suitable learning material is recommended along with a blended learning approach. Educational videos could be considered as a tool that can be adapted. This study aimed to develop educational videos for three (3) selected topics in Digital Illustration course offered to FirstYear Multimedia undergraduate students. ADDIE instructional design model was used to develop those educational videos. This study started with choosing a topic, designing storyboards, developing videos, uploading prototype videos to Google Drive for evaluation purposes, and conducting a usability evaluation on selected respondents. Finding from the user testing showed it was ascertained that the students agreed to use videos to enhance their understanding in selected topics in the Digital Illustration course. There should be continuous improvement in the educational videos specifically in including additional content to further enhance the videos.

Online 3D gamification for teaching a human resource development course

AbstractBackgroundMost students have exhibited low motivation to engage in traditional learning methods. Additionally, students have difficulty concentrating on the course content, being easily distracted by their smartphones.ObjectivesTherefore, we adopted an online 3D gamification problem‐based learning (PBL) model to motivate students and improve their learning satisfaction and achievement on a human resource development course.MethodsWe followed the ADDIE instructional design model and used four essential topics to formulate our teaching activities in the three‐dimensional sandbox game, Creativerse. Moreover, this paper conducted an explorative study by using ANCOVA and partial least squares structural equation modelling to test student learning achievement and analyse the relationships between components such as performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC).Results and conclusionsOur online 3D gamification PBL model enhanced learning achievement on the courses; moreover, FC is the most critical factor influencing learning satisfaction. This study provided suggestions for operating an online 3D gamification PBL teaching approach.ImplicationsThe current paper also explained how students' learning satisfaction relates to these significant factors. Moreover, this study's findings will help instructional designers and instructors to develop online 3D gamification learning environments.

Mobile Apps Based on Keller Personalized System of Instruction to Promote English Vocabulary Acquisition

Mobile learning (or m-learning) is the ability to learn anywhere and at any time using a portable electronic device. Mobile technologies gradually integrate into learnedness. Mobile devices and apps are changing the way learners acquires English. This study aims to develop a mobile Apps based on the Keller Plan Personalized system of instruction (PSI) theory called JuJu English Vocabulary to improve learners’ vocabulary acquisition. The mobile Apps was developed using ADDIE instructional design model. The developed Apps was investigated using a quasi-experimental research design among 60 students separated into two(2) groups: control and experimental groups. Data were analysed using SPSS software. The outcome shows a significant difference between Post-test experimental (using the mobile app) and the control group (traditional learning). This Mobile Apps design allows personalised growth among the experimental group of students in terms of their vocabulary acquisition. The design mimicking a game strategy did help increase their interest to enjoy the learning process.

Development and Evaluation of Learning Modules in Rabbit Production

ABSTRACT A newly-offered subject in agriculture, rabbit production, necessitated the development of instructional materials. This mixed-method study was conceptualized to develop and evaluate learning modules for the subject, utilizing the ADDIE model of instructional design. Development of ten modules took almost two years, and the first semester of usage was done with flexible learning methods. Student and faculty users assessed the acceptability in terms of objectives, content, organization and usability, and language, while pre-test and post-test scores determined the effectiveness of the modules. Based on the results, the students rated the modules with moderate acceptability, while instructors and professors rated them with high acceptability. The modules were effective in increasing the knowledge of students in both the midterm and final periods. The learning modules may help provide locally-suited learning materials in rabbit production for Philippine tertiary schools, and in disseminating information and awareness on rabbit as a high-potential livestock in the Philippines.

Exploring the Use of Story bird Application for Rural ESL Teachers’ Professional Development

While there has been a growing interest in the use of Storybird application, most of them focused on students’ writing in the native speaker context and very few examined speaking and listening skills for rural ESL learners. Besides, these earlier studies rarely focused on the teachers. The present study examined the use of Storybird application for rural ESL teachers. It highlights the effectiveness of Storybird application based on the teachers’ and experts’ perspectives. A survey was conducted to 89 primary ESL teachers from rural areas in the Northern state of Malaysia, and 8 teachers were later trained to use Storybird application and developed their own teaching materials to suit their learners’ needs. Multiple methods consisted of survey, interview, observation, and reflections were employed, while the ADDIE instructional design model was used to guide the research procedures. The findings revealed that the integration of Storybirdapplication has improved teachers’ digital skills, teaching methods and materials, and enhanced their creativity and motivation. This study provides crucial information regarding the effectiveness of Storybird application which can inform teachers, policy makers, and researchers on digital technology integration for rural ESL context.

PENGEMBANGAN HYBRID LEARNING BERBASIS APLIKASI COMPUTER ASSITED TEST (CAT) PADA PROGRAM ARABIC PROFICIENCY TEST

This study aims to develop Hybrid Learning based on the Computer Assisted Test (CAT) application in the Arabic Proficiency Test (APT) program.The method used was Research and Development with the ADDIE instructional design model (Analyze, Design, Develop, Implement and Evaluate), with development stages (concept, design, material collecting, assembly, testing and distribution). The results showed that the development of Hybrid Learning based on CAT application can be used in the Arabic Proficiency Test (APT) program which contains three language competency tests, (istima, tarakib and Qira’ah) and fulfills several aspects; 1) Self Instructional, 2) Self Instructional, 3) Self Contained, 4) Standalone, 5) User Friendly, and 6) Adaptive to technological developments. The results of the CAT-APT application trial in a limited group obtained a score of 80 (good) to 88 (very good), in the media validation test the score was 80 (good) to 86 (very good), the programming validation test and a score of 80 (good) to 88 (very good), while in the testing on the tester, the pretest score had not yet reached the advanced level, while in the posttest there were 9 testers who reached the advanced score.

Diseño y desarrollo de una aplicación como herramienta innovadora para el aprendizaje de la ley de los gases ideales

El objetivo de este trabajo es reportar el diseño y desarrollo de una aplicación en el sistema iOS para el estudio de la ley de gases ideales con estudiantes de undécimo grado de una escuela privada en Bogotá, Colombia, debido a que, en los últimos años, dicha temática ha generado niveles bajos de aprendizaje en la población estudiantil. Por lo tanto, se diseñó una aplicación como herramienta didáctica, que pueda fortalecer el aprendizaje. Diferentes fuentes de trabajo señalan que el uso de las tecnologías de la información y la comunicación, como las aplicaciones, potencialmente puede favorecer el aprendizaje. La metodología seguida para el diseño y desarrollo es ISD-MeLO, que se enfoca en el esquema y progreso de contenidos educativos y se basa en el modelo de diseño instruccional ADDIE; las fases son: 1. Análisis; 2. Diseño; 3. Desarrollo; 4. Implementación; y 5. Evaluación. La aplicación fue desarrollada con el programa Xcode® y lenguaje de programación SwiftUI®. Los resultados indican que apoyarse en la metodología ISD-MeLO resulta pertinente; sin embargo, elegir un modelo pedagógico que soporte el diseño y desarrollo de la aplicación da mayor coherencia. A manera de conclusión, una forma innovadora de construir recursos educativos digitales como herramienta para el aprendizaje está en articular adecuadamente las posibilidades de la ingeniería de software con la propuesta educativa que subyace, en este caso, la aplicación Physics Pocket.

E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.

Plant Bot: Intelligent Plant Application based on ADDIE Model of Instructional Design

Plant Bot is a mobile application is used as an aid for beginners and professionals to undertake farming activities. Users can use this app as a reminder of the time watering plants, and can add information to know the characteristics and handling of various plants. The purpose of this study is to improve the quality of public health by encouraging people to carry out physical activities in the midst of a pandemic and consume nutritious foods such as vegetables without preservatives from planting. There are 3 target users of the application, including students for educational materials, the general public to fulfill their food needs by farming and Advanced/Professional users such as farmers who want to make farming easier. The application development refers to the stages of the development life cycle in the ADDI model. The application that has been built has been running well, as evidenced by the results of testing based on functional requirements that can function as a whole.

The effectiveness of an instructional design training program to enhance teachers perceived skills in solving educational problems

This study aims to identify the effectiveness of a training program on the ADDIE instructional design model to enhance teachers’ perceived skills in solving educational problems. The ADDIE training program is proposed to help teachers identify their educational problems and find systematic solutions to them. To evaluate the effectiveness of the proposed training program, action research with the quasi-experimental design was employed. Four groups, in total 77 in-service teachers, undertook a short-term training program on the ADDIE model. Data were collected through a pre and post self-assessment questionnaire that consisted of five sections regarding the primary ADDIE skills (analysis, design, development, implementation, and evaluation), and open-ended questionnaires to understand teachers’ expectations and attitudes toward this training program. The findings indicate that the post-self-assessment questionnaire scores were significantly higher than the pre self-assessment questionnaire scores. This study revealed that the ADDIE training program was highly effective in terms of improving teachers’ ability to solve educational problems from teachers’ perspectives. However, teachers indicated that they need more and longer-term training programs on these skills as well as longitudinal studies measuring these skills. Teachers suggested that this program be made a compulsory program for every pre and in-service teacher. Key words: Instructional design, ADDIE model, problem-solving skills, teacher professional development.

Impact of a web-based module on trainees\u2019 ability to interpret neonatal cranial ultrasound

BackgroundAccurate interpretations of neonatal cranial ultrasound (CUS) studies are essential skills for physicians in neonatal intensive care units (NICUs) in order to properly diagnose and manage brain injury. However, these skills are not formally taught to pediatric and neonatal-perinatal medicine (NPM) trainees in Canada. Therefore, our study describes the design, implementation, and evaluation of a new web-based learning (WBL) module that focuses on teaching these skills.MethodsTrainees’ needs assessment survey, sent to all NPM and pediatrics trainees (n = 62), concluded that most of them feel uncomfortable with their ability to interpret CUS, highlighting the need for a new educational intervention. The needs assessment informed the development of the WBL module, which we evaluated using questionnaires and pre-and post-testing methods to measure participants’ satisfaction, knowledge gain, skills development, and behaviour changes. Only trainees rotating through the NICU over 6 months (n = 23) were invited to participate in all the evaluation steps. We used the ADDIE instructional design model as a framework for this project.ResultsRespondents were very satisfied with the module, and their baseline knowledge increased significantly after studying and engaging with the module. The post-test score was 76% (p < 0.001) compared to the pre-test mean score of 42%. Tests for CUS interpretation skills assessment showed that 49% of pre-test answers were incorrect compared to 8% in the post-test (p < 0.001). Seventy-eight percent of trainees (n = 18) responded to a survey conducted a year after implementation, and 78% of the respondents (n = 14) reported that they still used these skills and shared this knowledge with junior trainees.ConclusionA WBL module for teaching neonatal CUS interpretation considerably improved trainees’ knowledge and enhanced their skills in interpreting neonatal CUS.

Standardization of Forms, Templates, and Processes for Implementing an E-Learning Program with a Decentralized Instructional Design Team

The purpose of this project was to implement an e-learning program for a decentralized instructional design team. The team is decentralized by department, location, and reporting structure. Therefore, successful collaboration among the team members requires the implementation of standards and processes to ensure a consistent level of quality in the e-learning instructional content. This consistency was introduced and maintained through the ADDIE instructional design model; and development and implementation of consistent software templates, writing standards, forms, and processes.

Reinforcing Public University Student’s Worship Education by Developing and Implementing Mobile-Learning Management System in the ADDIE Instructional Design Model

&lt;span&gt;This study aimed to develop and investigate the impact of the implementation of the Mobile-Learning Management System, which we call elektronik Bimbingan Baca al-Qur’an (e-BBQ, a word in the Indonesian Language), in fostering student’s worship. This research was conducted at Universitas Negeri Malang in the odd semester of the 2018-2019 academic year with ADDIE research design. The implementation stage was carried out with a one-group pretest-posttest design. As a result, the e-BBQ developed was in the form of applications and websites with some menus including Al-Qur'an learning, worship, training, and log in instructor. The evaluation by experts, as well as students and instructors showed that the products developed were suitable for use. e-BBQ has a positive effect; the quality of student’s worship increased significantly after participating in learning by utilizing e-BBQ. e-BBQ is considered to be an interesting medium for learning Islamic religion, able to make learning more enjoyable, and raise the student’s learning motivation&lt;/span&gt;

Integrating augmented reality for learning: working with pre-service teachers

The purpose of this manuscript is to describe a scaffolded learning project for Pre-Service Teachers (PSTs) to develop and integrate Augmented Reality (AR) technology into their classroom instruction. The project was an assignment in a course, Applications of Educational Technologies, primarily for junior and senior undergraduate students in a state university in the Midwest. The ADDIE instructional design model - Analyse, Design, Develop, Implement and Evaluate - was used as a theoretical framework to guide the project. The paper takes a reflective approach to share instructor experience of working with PSTs through the project to develop an AR-integrated lesson. The paper introduces AR as a classroom learning tool and provides detailed descriptions regarding how the instructor worked with PSTs through this project. Finally, the paper concludes with instructor's reflections including lessons learned, suggestions for integrating AR assignments into PST training, and recommended strategies to enhance similar projects working with PSTs.

Integrating augmented reality for learning: working with pre-service teachers

The purpose of this manuscript is to describe a scaffolded learning project for Pre-Service Teachers (PSTs) to develop and integrate Augmented Reality (AR) technology into their classroom instruction. The project was an assignment in a course, Applications of Educational Technologies, primarily for junior and senior undergraduate students in a state university in the Midwest. The ADDIE instructional design model - Analyse, Design, Develop, Implement and Evaluate - was used as a theoretical framework to guide the project. The paper takes a reflective approach to share instructor experience of working with PSTs through the project to develop an AR-integrated lesson. The paper introduces AR as a classroom learning tool and provides detailed descriptions regarding how the instructor worked with PSTs through this project. Finally, the paper concludes with instructor's reflections including lessons learned, suggestions for integrating AR assignments into PST training, and recommended strategies to enhance similar projects working with PSTs.

Leveraging Social Media in Accommodating Collaborative Learning in Indonesian Islamic Higher Education

The aim of this study is to develop a Social Media-based Online Collaborative Learning (SMOCL) instructional model for higher education that can systematically guide lecturers or teachers to create a suitable blend of individual online lectures and face-to-face collaborative learning activities. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation), a theoretically constructed beginning model was repeatedly upgraded and undertaken internal validation through expert reviews, while External validation was performed with one-to-one with students, small group, and field trials. The implementation of SMOCL at the Islamic University of Indonesia designed by the final model resulted in notable amounts in student performance, attention, relevance, trust, and satisfaction. The results seem to suggest that the SMOCL model can be served to promote students' achievement in cross-cultural understanding

Developing Vocabulary Material using Longtion Autorun Application for Hearing Impaired-Eleventh Grade Learners at SLB Negeri Cerme

In the special education, especially hearing impaired learner, the students also learn English, but the learners have the difficulty in learning English vocabulary. There are several reasons for the learners who have the difficulties in learning English vocabulary. One of the reason is because they have physical and mental weakness. Learners of SLB Negeri Cerme also have the difficulties of learning English vocabulary. To help the learners in learning better vocabulary, the researcher will use longtion autorun application to show the picture, text and translation. Longtion autorun application as the base material of learning vocabulary will help learners achieve better vocabularies, which will make the learners more interested and understand the material easily by using some pictures and exercises. The research and development design uses ADDIE instructional design model, to develop vocabulary material using Longtion autorun application for hearing impaired-eleventh grade learners at SLB Negeri Cerme. The research was conducted in SLB Negeri Cerme, involving three hearing impaired learners of eleventh grade. In this research and development, the steps are: need analysis, design, development, implementation, evaluation. The need analysis gave some explanations; First, analysis of interviews with English teacher about the learning need, second, analysis of interviews with learners about their target need and learning need, third, curriculum document analysis. Researcher created a design instruction called material prototype as a framework that was used in developing syllabus and application. Researcher developed a material according to the result of need analysis and design. The activities of the learning are in three phases (pre, whilst, and post) Strategy. From the result of English teacher assessment, the score was 87,5. While the result of learner’s questionnaire about the product, the total score was 88,3. It belongs to the good category based on scoring. This second draft of material was considered as the final draft. The overall conclusion appears that the learners interested when they learnt English using Longtion autorun application because the materials were easy to understand, interesting, and suitable for eleventh grade hearing impaired learners. The researcher gives some recommendation, the next researcher could conduct the similar project to do the same research with different level and focus in order to enrich the variety of the research. For the teacher, this product could be used as a combination when they teach English to introduce the simple English vocabulary to the learners.

LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices

LibGuides are an essential resource in academic libraries. Although librarians use LibGuides primarily as instructional tools there is little discussion about the application of pedagogical and learner-centered design principles to the design of LibGuides. Current research focuses almost exclusively on issues of usability, resulting in best practices that are user-centered but not necessarily learner-centered. This paper fills the gap in the literature by integrating the findings from user studies with instructional design principles to propose best practices for LibGuides that are both user- and learner-centered. The ADDIE model of instructional design is used as a procedural framework for implementing these best practices.