Design-based Research Approach Research Articles

Theoretical and practical exploration of work-based learning curriculum with a case study

This contribution reviews the development of vocational education and training (VET) curriculum development in the last two decades in China, which is categorised into three models: curriculum with theory and practice in parallel (TPP), curriculum with theory in the service of practice (TSP), and integrated curriculum between theory and practice (ITP). It describes briefly also a VET curriculum reform project that adopts a design-based research approach. The main objective of this project is to explore curriculum models that can more effectively promote the development of learners’ holistic professional competences. Result shows that the new work-based curriculum, especially ITP, plays a positive role in promoting the professional action competence of students. The new curriculum also has been welcomed by employers. Difficulties in implementation of new curriculum are teaching capability and work experience defect of teachers, and the lack of self-directed learning competence of some students. The key problem to be solved in the future is how to effectively identify the courses and learning contents through effective qualification research.

Designing Environmentally Sustainable Furniture Products: Furniture-Specific Life Cycle Design Guidelines and a Toolkit to Promote Environmental Performance

As awareness of the serious environmental impact of the furniture sector increases, design is increasingly recognized as a crucial lever for innovating towards sustainable furniture products. This acknowledgment was emphasized by the European Union in the Circular Economy Action Plan in 2020 and is further emphasized in the forthcoming Ecodesign for Sustainable Products Regulation in 2024. To address the environmental issues stemming from the life cycle of furniture products, which constitute the fundamental part of the furniture system, specific design knowledge and know-how are developed within this study. Although Life Cycle Design (LCD) is a systematic approach to reducing environmental impacts, its application within the furniture system remains limited. This paper adopts a design-based research approach with three research stages and employs various methods including a literature review, case study, workshops, interviews, questionnaires, and a focus group to develop furniture-specific LCD guidelines and a toolkit. As a result, this paper presents furniture-specific LCD guidelines (comprising 7 strategies, 21 sub-strategies, and 154 guidelines), 41 environmentally sustainable furniture case cards, and a toolkit (comprising 4 tools). These guidelines provide comprehensive principles for designers to address environmental impact throughout the furniture’s life cycle. The toolkit guides sustainable furniture LCD, promoting low environmental impact and high design efficiency. These outcomes address the existing gaps in knowledge and tools in this field.

Using the Design-Based Research Approach to Develop and Evaluate a New Study Module about Knowledge Acquisition in Science

The research approach design-based research has become more popular in recent years, also in the field of science didactics. Representatives of this field usually explicitly distinguish themselves from evaluation. In contrast, we have formed a synthesis of both research approaches for our development and evaluation project. By conducting the development and evaluation according to a design-based research process, we are able to take advantage of the added value of the design-based research approach. This article describes the philosophy of our research with the image of the didactic engineer and gives an insight into the implementation through the concrete description of our project, the development and evaluation of a new study module on knowledge acquisition in science for pre-service teachers. Finally, we discuss the added value of the elements of design-based Research compared to a pure evaluation and where the limits lie regarding the claims of design-based research.

Blended learning at scale: co-designing a large postgraduate finance course

PurposeThis paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.Design/methodology/approachA design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.FindingsThe results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.Practical implicationsThis paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.Originality/valueThe use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

Developing a Longitudinal Program to Improve Medical Students' Wellbeing: A Design-based Educational Research Approach

Developing a Longitudinal Program to Improve Medical Students' Wellbeing: A Design-based Educational Research Approach

A design-based research approach to improving pedagogy in the teaching laboratory

The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration, design/construction and evaluation/reflection over multiple cycles which are the hallmarks of design-based research. In a complex setting, managing change and redressing teaching approaches can be difficult to navigate. Design-based research incorporates iterative phases in which theory informs decision making. This paper uses the context of a laboratory exercise of emission spectra to illustrate how the cognitive load theory can be used in tandem with design-based research to support student learning in the exercise. Using this approach, it was possible to show how barriers to student understanding, including task demands and conceptual demands were supported through proposed approaches focusing on extraneous, intrinsic and ultimately germane cognitive load.

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course.

This study presents a design-based research approach involving five iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across five semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration five) compared to earlier ones (iterations one through four). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the five-iteration study include: (1) allocating most time to hands-on lab work vs. lecture, (2) designating a coordinator faculty, (3) scaffolding for instructors unfamiliar with DTEL, (4) emphasizing consistency in processes over grades, and (5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

Exploring the Design and Application of an Intelligent French Dictation Platform

Dictation is considered an efficient exercise for testing French as a foreign language (FFL) learners’ language proficiency. However, the traditional class-based approach to dictation is constrained by the inherent complexity of the exercise’s design, materialisation, and delivery. In this research, we adopted a design-based research approach to design, develop, and apply an intelligent French dictation platform, which we tested on 50 undergraduate FFL learners. By examining their feedback, we identified certain advantages of the platform, such as time–space flexibility, instant correction, and the opportunity to repeat exercises, but also some disadvantages, such as inconvenient text entry, the inability to question a teacher, and the absence of collective learning and supervision. Crucially, this study constitutes an encouraging step forward in classifying frequent errors made by Chinese learners. The results provide a starting point for developing more advanced dictation platforms that will be capable of automatised error classification in the future.

How a Digital Educational Game can Promote Learning about Sustainability

Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2–3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.

Student Teachers as Co-Creators when Elaborating on a Model for Multimodal Text Analysis

In this paper we present our work process, methods and concerns in developing and implementing a model for analysis of multimodal texts. Using a design-based research approach and a multimodal social semiotic framework on communication, we investigated three different groups of students using video recordings and participatory observations. The results revealed the development of the model through three different design cycles into the current version and how students contributed to this process. In addition, we examined how the design process can be understood from the concept of student agency and how it contributes to the understanding of theory. The findings show that by applying a design process, students are offered student agency while creating an opportunity for a joint exploration between students and teachers, which is a rewarding experience that contributes to the development of all participants.

Active and online

Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or tutorial. However, researchers have highlighted the rich opportunities for embedding interactivity in the online space and demonstrated positive impacts on the student experience. In this paper we discuss how interactivity was embedded in self-paced online modules as part of the redesign of three large courses at The University of Sydney Business School. In these courses, lectures were replaced with weekly, self-paced, media-rich online modules involving opportunities for active learning and immediate feedback. Course developments and impacts on student experience are presented through three mini case studies underpinned by evaluation embedded in a design-based research approach. The developments were conducted as part of a major strategic educational project in the Business School called Connected Learning at Scale (CLaS).

Design principles to develop digital innovation skills: a design-based research approach

The digitisation of the world has led to a multitude of far-reaching implications that require students to be prepared for the dynamic era of rapid change, complexity, fluidity, and ubiquity in which they will work at the forefront of technology. To succeed in this environment, students must be able to design and implement digital innovations within the broader spectrum of digital transformation. Despite the importance of this area, the literature shows a lack of research on how digital business innovation skills can be effectively taught to students. To address this gap, a design-based research (DBR) study was conducted using a mixed-methods design through three iterations at a South African university. The study aimed to answer the research question of how digital business innovation skills should be taught to South African Information Systems students. The study commenced with an analysis of practical problems experienced by practitioners, industry, students, and researchers and an initial review of pertinent literature. The literature review focused on the impact of digitisation on future skills requirements to inform the pedagogy, content, and technology applicable to the teaching and learning environment. The findings yielded design principles for the design of the learning environment that were tested and refined via three iterations, resulting in nine design principles. The aim was to ensure a future-oriented, industry-informed curriculum design that is relevant to the digital economy.

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

Learners’ self-assessment as a measure to evaluate the effectiveness of research ethics and integrity training: can we rely on self-reports?

ABSTRACT While the most prevalent means to measure the effectiveness of research ethics and integrity training formats is using learners’ self-assessment, there is a need for reliable and feasible self-assessment tools to evaluate the level of understanding. The aim of the study was to design a reliable tool and test its accuracy in various training contexts. The current study utilized a design-based research (DBR) approach. Data were collected from 401 participants in training sessions and ten experts were involved in tool evaluation. The results indicate that in the context of research ethics and integrity learners can quite accurately (more than 80%) evaluate their level of understanding with the designed self-reflection form. The research revealed that participants who assessed themselves to have higher levels of understanding or who used the tool several times were more likely to provide well-elaborated descriptions of their learning that matched their indicated level of understanding.

Towards interdisciplinarity with STEAM educational strategies: the Internet of Things as a catalyser to promote participatory citizenship

ABSTRACT This study focused on the design of interdisciplinary STEAM educational strategies supported by the Internet of Things. The second cycle of a Design-Based Research approach was implemented, refined prior citizen science strategies designed, implemented, and analysed in a co-creation process, in the first cycle. The iterative implementations/evaluations aimed at answer the secondary research questions: How to develop citizen science strategies that foster students’ participatory citizenship? Teachers designed citizen science learning materials, emphasizing the co-construction of knowledge and educational practices, under STEAM . Research instruments were used the participants – students and teachers. A closer look at the data reveals the existence of students’ voice amplification with evidence of ’ their perception of having an active voice regarding the resolution of community problems after the teachers implement the STEAM educational strategies. This reinforces the need to foster the implementation of relevant participatory citizenship strategies, customized STEAM learning solutions that addressess the issue of low participatory citizenship, to involve students in community issues. A shift in the educational environments is essential within a STEAM approach, engaging students in real-world citizen science projects that encourage cooperation between teachers, stakeholders, and students, thus allowing students’ personal and social development within the scope of educational intervention projects.

Enhancing Mathematical Reasoning in Primary School with the Strategic Board Game Othello

This study explores how the board game Othello can enhance primary school students' mathematical reasoning. Mathematical reasoning is increasingly emphasized in international mathematics curricula, yet both teachers and students face challenges in teaching and learning this important skill. Research shows that strategic games, like Othello, can develop thinking abilities related to mathematical reasoning by providing a context for students to engage in reflective thinking, anticipate future moves, and develop reasoning strategies. However, there is a need to understand how teachers can effectively utilize these games in the classroom to foster mathematical reasoning. We address this, through a design-based research approach consisting of a hermeneutic literature study and the development of design principles for a teaching intervention in a fifth-grade classroom. Data from the intervention is collected through participant observations and group interviews. The findings suggest that Othello can serve as a context for students to engage in mathematical reasoning by making and justifying claims and presenting logical arguments. The study proposes three design principles to scaffold mathematical reasoning during Othello gameplay. These principles focus on introducing and reinforcing the use of the "if...then" formulation, promoting exploratory talk, encouraging reflection on strategies, and fostering collaborative reasoning. The results indicate that the design principles positively impacted students' ability to reason mathematically. This paper contributes to the field of mathematics education and game-based learning by providing a practice-oriented perspective on designing mathematical instruction for reasoning using a specific board game in a primary school setting. The findings offer insights into the potential of strategic board games like Othello to enhance students' mathematical reasoning skills. The design principles proposed in this study can guide teachers in developing effective instructional approaches to support students' mathematical reasoning development.

AI Course Design Planning Framework: Developing Domain-Specific AI Education Courses

The use of artificial intelligence (AI) is becoming increasingly important in various domains, making education about AI a necessity. The interdisciplinary nature of AI and the relevance of AI in various fields require that university instructors and course developers integrate AI topics into the classroom and create so-called domain-specific AI courses. In this paper, we introduce the “AI Course Design Planning Framework” as a course planning framework to structure the development of domain-specific AI courses at the university level. The tool evolves non-specific course planning frameworks to address the context of domain-specific AI education. Following a design-based research approach, we evaluated a first prototype of the tool with instructors in the field of AI education who are developing domain-specific courses in this area. The results of our evaluation indicate that the tool allows instructors to create domain-specific AI courses in an efficient and comprehensible way. In general, instructors rated the tool as useful and user-friendly and made recommendations to improve its usability. Future research will focus on testing the application of the tool for domain-specific AI course developments in different domain contexts and examine the influence of using the tool on AI course quality and learning outcomes.

Reframing history and listening to students through Learning Labs professional development

PurposeThis practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.Design/methodology/approachAs the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.FindingsLLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.Originality/valueThis article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.

Human Rights Education and Religious Education: Design-based Research on Integrating HRE into RE Teacher Education

Abstract This paper explicates the conceptual background, design and first results of the empirical research project “The Rights of the Child and the School Subject of Religious Education” that aims to integrate children’s rights into RE as well as into RE teacher education with a design-based research (DBR) approach. It starts by claiming a central significance of human rights for humanity and social cohesion in society and the world and therefore also for school education. It continues to clarify the relationship between human rights values and religious values and argues for a special potential and obligation of RE for promoting human rights and children’s rights – which is to date only partly fulfilled in German RE. Building upon this, the sub-project “Human Rights Education for Religious Educators” (HRE4RE) is introduced. This research demonstrates that it is necessary to establish human rights and children’s rights education for student teachers of RE, in order for them to be able to adequately integrate children’s rights perspectives into school culture as well as into RE for generations to come.

Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness.