Design-based Research Research Articles

Towards Improving Welding Skills: Creating Innovative Modules For Teaching SMAW Integrated 3D Animation

This research aims to develop teaching modules on welding techniques in vocational schools using the problem-based learning (PBL) model, a scientific learning approach, and an authentic assessment of welding competency using the manual arc welding or SMAW welding process. The development of teaching modules at vocational schools will improve the quality of the process and the quality of learning outcomes for SMAW welding engineering subjects at vocational schools. This research uses a development research method with a research design using design-based research (DBR), which refers to the instructional design model (IDM) development model design. The participants involved in this research were class XI vocational school students in East Java. The module validity test assessment results have an average score of 3.8 in the very valid category. The SMAW welding technique module that has been prepared can be used to implement SMAW welding technique learning at vocational schools. The teaching module evaluation stage results show an outstanding category, which means that the teaching module developed meets practical requirements. All students' average normalized gain score (<g>) was 0.72, included in the high improvement category. The results of observations of the implementation of the PBL model facilitated by teaching modules from two observers were analyzed using percentages of agreement (PA). The conclusion of the research shows that the teaching module developed is valid, practical, and effective.

The Role of Integrated Mixed Methods Autoethnography in Design-Based Research

The Role of Integrated Mixed Methods Autoethnography in Design-Based Research

M-Thyroid Care Mobile App: Virtual Video Consultation Application for Thyroid Clinic

The present study aims to enhance thyroid clinics by proposing solutions through collaboration between medical experts and researchers, thereby enhancing the quality of healthcare services. To minimize unnecessary in-person consultations, a doctor requested the development of an app to address non-critical physical consultation appointments. Design-based research is a robust methodology that combines theory-driven inquiry with real-world problem-solving to develop interventions or serve as the basis for the research being discussed. M-Thyroid Care is designed to provide a practical and cost-effective platform for online consultations, facilitating video calls between patients and doctors. By leveraging this technology, the app aims to enhance patient monitoring and optimize the efficiency of thyroid clinic consultations. Moreover, the integrated chat feature allows for real-time communication, fostering effective doctor-patient interaction even outside of scheduled appointments. Additionally, the app enables the sharing of files, videos, and images, empowering doctors to review diagnostic reports and relevant visual data remotely. This further streamlines the consultation process. By reducing the reliance on physical visits for non-critical cases, the app has the potential to enhance access to specialized care, decrease wait times, and optimize resource utilization in the clinic setting. The prototype has the potential to enhance patient care, as demonstrated by this proactive engagement with stakeholders.

Internalization of Indonesian Economic Ideology on Formal Education for Elementary School Level

This research aims to internalize and indoctrinate Indonesian economic ideology through economic learning for elementary school students and also test the effectiveness of economic learning tools based on the Articles of the 1945 Constitution. This research applied a Design Based Research (DBR) development research approach. The results of this research are economic learning development products based on articles of the 1945’s Constitution which are based on joint efforts based on the principle of kinship, which can effectively indoctrinate and internalize elementary school students in the economic ideology of the Indonesian nation. This process is carried out by instilling Indonesian economic ideology from an early age, students can know, recognize and have the character of the values of Indonesian economic ideology in their lives.

Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning

We combine design-based implementation research with a pre-registered RCT to address a long-standing challenge in psychological science: How to use psychological principles to address real-world problems while designing and implementing interventions in the field. We posit this as a design methodology for optimizing the translation between psychological science and real-world applications. We tested the efficacy of an extensively co-designed version of a game-based rational number intervention, Fraction Ball, versus “business-as-usual” math instruction and physical education in a sample of 4th/5th grade Latine students (N = 360). Insights from nine co-design sessions with 20 teachers informed revisions and additions to a previous version of Fraction Ball, strengthening impacts across 10 of 12 rational number subtests. This methodology provides insights for translating psychological science research and scaling it to address real-world educational needs, such as play-based interventions that improve rational number understanding in authentic contexts.

Maker music education: Towards a post-digital, participatory and empowering music education

This theoretical paper aims to delineate a music-specific interpretation of a concept known as maker education by addressing substantial challenges within educational technologies, particularly in music education. Challenges include the potential constraints on musical agency, limitations to specific music genres and sounds and the environmental impact of increased music technology use in classrooms. In response, the maker education concept is introduced, adapted and refined as a pathway towards a post-digital, participatory and empowering music education. Employing a Design-Based Research approach, design principles for ‘maker music education’ are delineated, and the subsequent steps in the research process are outlined.

Every Lesson Needs a Gandalf: How Interactive Storytelling can Enhance the Collaborative Learning Experience!

Every teacher aspires to create the ideal lesson! You want to convey the knowledge and skills in the best possible way while also keeping learners motivated. In our design case, we focus on the complex skill of collaborative problem-solving (CPS). In today’s complex world, the acquisition of CPS competencies is considered an important learning goal in education. However, there is limited knowledge on how to teach and assess CPS competencies. In addition to tackling these challenges, we search for new ways of interactive storytelling to implement in the learning materials. Our main design challenge was how to design a learning experience that encourages CPS. To address these challenges, we started in 2020 the project titled Supporting TEamwork in AMbient learning Spaces (STEAMS). In this project, we designed the EDUbox Teamwork, a four-hour learning activity for children between the ages of 10 to 14. In this paper, we describe the iterative process of designing the materials to learn about CPS (i.e., CPS as a learning goal) by doing CPS (i.e., CPS as a method), enhanced by interactive storytelling, for which the design-based research approach was used. The design team consisted of a diverse group of educational researchers, computer scientists, instructional graphical designers, digital storytellers, and teachers. Given the strong collaboration between a research group specialized in computer-supported collaborative learning and specialists in digital storytelling, our design case incorporated insights from both parties. The learning activity was piloted both in in-vivo and in-vitro contexts in collaboration with at least 400 students.

The ‘Progressive Design Method’ Development to promote Students’ Participation in Blended University Courses: Design-Based Research

The ‘Progressive Design Method’ Development to promote Students’ Participation in Blended University Courses: Design-Based Research

Application of Class-Based Characteristic Economic Teaching Materials for High School Students in Singkawang City

This research uses a Design Based Research (DBR) approach to develop and test Economics teaching materials with the dimension of strengthening character education for high school students in Singkawang City. The aim of this research is to produce teaching materials that not only increase understanding of economic material, but also help students internalize character values that are relevant to social, cultural and economic change. The problem faced is how to create effective and relevant teaching materials in the context of ongoing changes. The method used includes field trials with an experimental design, where the teacher applies the developed teaching materials in the learning process. The test subjects were high school students in Singkawang City, with data collected through observation and tests. Data analysis uses qualitative analysis for the field test implementation process and the Wilcoxon Test to determine the effectiveness of teaching material products. Specific results showed significant improvements in student learning outcomes, with an average pre-test score of 43.63 increasing to 55.35 in the post-test. In general, the results of this research show that teaching materials with character are effective in improving economic learning outcomes and shaping the character of students. In conclusion, the application of economic teaching materials based on strengthening character education can prepare students to become the golden generation of 2045 who excel in skills, competence and character.

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. We studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on the development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. In terms of effectiveness, this learning design was able to improve significantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers’ multiple representation Skills.

Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

COVID-19 was a “black swan” event that forever altered higher education’s adult teaching and learning landscape by requiring a pathway shift in institutional resources to meet student and faculty support needs for academic success and institutional sustainability. Over the last two years, thousands of scholarly articles have been published about the challenges that higher education institutions (HEIs) faced during COVID-19 and their lasting impact on student learning, faculty engagement, and institutional operations in the post-COVID environment. Many researchers offer strategies and guidance to help address the challenges; however, research is limited to testing these strategies and proposed models designed to mitigate the challenges and manage such a crisis in the future. The proposed study will help close this gap by assessing the efficacy of the Comprehensive Institutional Model (CIM), developed based on the findings of Perceptions of Online Strategies and Digital Readiness in the COVID-19 Environment: An Instrumental Case Study by McCray et al. [19]. The CIM aims to provide HEIs with a model to support Hy-flex learning environments to ensure readiness for new emergencies and the aftermath of a “new normal” in higher education. The model organizes how aligning administrators, faculty, and graduate students impacts effective Hy-flex teaching and learning environments. Design-Based Research (DBR) will be used to systematically collect and analyze evidence-based testing results of the CIM across three iterations.

Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena

ABSTRACT To support students’ agency in the process of constructing knowledge in a science classroom, it is important to design learning environments that allow students to shape knowledge building practices. In this paper, we present an Emergent Systems Microworld (ESM)-based learning environment called GenEvo, which is designed to ‘restructurate’ learning of fundamental ideas in modern biology, such as gene regulation. We study how cognitive, social, and affective properties of agent-based restructurations supported student learning. We report findings from a qualitative analysis of video data of student participation and interviews in the fourth iteration of a design-based research project about an ESM-based curricular unit. We discuss how specific design features of the ESM supported students’ epistemically agentive learning. Students of the GenEvo course shaped practices to investigate and construct knowledge about emergent biological phenomena and learned about emergent phenomena related to gene regulation and evolution. This work demonstrates how the properties of a restructuration make ESM-based learning environments effective for students to collectively shape knowledge building practices and learn about emergent phenomena.

Enhancing AI Education at an MSI: A Design-Based Research Approach

While students are often passionate about their chosen fields, they often have limited awareness of the profound impact of AI technologies on their professions. In order to advance efforts in building subject-relevant AI literacy among undergraduate students studying Computer Science and non-Computer Science (Criminal Justice and Forensic Science) it is imperative to engage in rigorous efforts to develop and study curricular infusion of Artificial Intelligence topics. Using a Design-Based Research model, the project team and the external evaluators studied the first iteration of the module development and implementation. Using data collected through surveys, focus groups, critical review, and reflection exercises the external evaluation team produced findings that informed the project team in revising and improving their materials and approach for the second iteration. These efforts can help educators and the AI module developers tailor their AI curriculum to address these specific areas, ensuring that students develop a more accurate understanding of applications of AI in their future career field.

Personalizing Students’ Digital Action Plans through Critical-Heutagogy Model for the Development of Critical Conscientization in Critical Reading

The advent of the digital age is unpredictably changing education and educational practices. With the wider availability of print and online materials, the language educator of the twenty-first century must expect her/his pupils to be more critical readers if they are to develop their critical consciousness in language acquisition. Consequently, the purpose of the study was to analyse the elements that impede students' capacity to increase their critical consciousness through critical reading, as well as the ways in which digital technology may alleviate the situation. In order to comprehend the reading practices of students, critical pedagogy and self-determined theory were applied. Utilizing a design-based research, design principles emerged that increased student engagement with texts, peers, and technology. As a result, a framework for enhancing students' proficiency and critical awareness in language teaching was developed.

Examining higher education through HyFlex

ABSTRACT This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education.

On resolving the tension between visiting mathematical works and questioning the quantum world

For the past 40 years, researchers in didactics of mathematics have developed and utilised didactic engineering as a methodology for design-based research. In this article we discuss its second step, the so-called a priori analysis. In the framework of the Anthropological Theory of the Didactic, engineering is in the form of the implementation of a study and research path (SRP), an inquiry-based course. SRPs may be either finalised, that is aimed at the teaching of a particular piece of knowledge, or rather open, that is solely aimed at answering a given question. This tension between sometimes competing goals especially shows in the a priori analysis of SRPs, a phenomenon we address in this paper. Our study is based on pieces of evidence collected by setting up an SRP two years in a row at the interface between mathematics and quantum mechanics, in third year of bachelor's degree. We take a particular care in explicating the rationale behind the a priori analysis and its connection with the preliminary analysis. We bring out the significance of spelling out one's epistemological stance, as didactic engineer, emphasising the value of the notion of reference epistemological models to do so.

“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion

ABSTRACT In the wake of the overturning of Roe v. Wade, social studies education has remained startlingly silent on the topic of abortion. In this design-based research study, we present a qualitative analysis of how preservice secondary social studies teachers made sense of evidence and how they learned about abortion in a mixed-reality teaching simulation built around pedagogies of practice on facilitating controversial issue discussions. Drawing on political psychology and motivated reasoning, we analyzed participants’ engagement with amicus briefs in Dobbs v. Jackson and their thinking about evidence and the issue itself. We found participants generally made sense of the documents in ways consistent with principles of motivated reasoning and the primacy of emotions in evidence evaluation. We analyze shifts in participants’ thinking and conceptual understanding about abortion as a result of their participation, including distinctions and connections drawn between thinking, believing, and learning. Our analysis suggests that even those with intransigent opinions can learn about abortion, that evidence and evidence evaluation are more complicated and nuanced than the literature often suggests, and that emotion plays an integral role in evaluation and argumentation. We conclude by arguing that abortion cannot remain in the proverbial shadows in social studies.

The Diagnostics of the Design Thinker Personality Profile with the Big Five Assessment for Educational Work

Design Thinking as an innovation approach has gained relevance in the professional context and is increasingly used to solve interdisciplinary problems. In the current research literature, there are some heuristic approaches of Design Thinking that experts have described as the personal abilities of a Design Thinker, which have proven to be beneficial in practice. However, there has been no measurement of the necessary personal skills for Design Thinking. The early diagnosis of process-inhibiting personalities would be profitable for a Design Thinking coach in that certain didactic interventions could be implemented proactively, so that foreseeable disturbances within the Design Thinking process can be counteracted. For this reason, a corresponding procedure for diagnosing the expected Design Thinker skills of the students at the Münster School of Vocational Education was developed. Using the Design-based Research approach, a Design Thinker Personality Profile was designed regarding the Big Five personality traits. The developed Design Thinker Personality Profile could be reviewed by the individual personality profiles of the students and the impressions of the lecturers regarding the personality attitudes of the students.

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

This paper proposes a cross-cultural dynamic lesson plan (DLP) tool that could be adopted by teachers across different cultures to implement STEAM (Science, Technology, Engineering, Arts & Mathematics) education practices. An abundance of well-developed lesson plans is available to teachers on numerous Internet sites, but the cultural diversity of such lesson plans – i.e., difficulty to customize for alignment with local curriculum and lesson plan requirements, make it difficult for teachers to utilize and share these resources – due to the lack of flexible customizations for orientation with local curriculum and lesson plan requirements. This study suggests an approach to overcome such challenges by presenting the DLP tool to assist teachers’ STEAM teaching practices using GeoGebra for learning content elaboration. Our proposed transdisciplinary STEAM practice uses architecture as a real-life example that connects mathematics learning to culture and history through mathematical modelling. This study follows a design-based research approach to develop and implement DLP tool and its related design heuristic. Moreover, the study is examining how the DLP tool can be utilized with teachers cross-culturally and how it could support teachers in professional development workshops to design transdisciplinary STEAM lesson plans. The qualitative analysis of teachers’ artefacts developed during these workshops demonstrated the versatility of DLP tool to address cultural diversity in lesson planning through these STEAM practices applications. The emerging themes from this study show that regardless of participants’ cultures, using the DLP tool to implement transdisciplinary STEAM practices could support teachers in developing operational and shareable lesson plans.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.