Design Of Digital Learning Environments Research Articles

A framework for the theory-driven design of digital learning environments (FDDLEs) using the example of problem-solving in chemistry education

ABSTRACT This paper proposes a framework for designing digital environments and illustrates this framework using the example of a video game (Alchemist). The increasing importance of digital environments for educational systems (e.g. for teaching and assessing twenty-first century skills) makes it necessary to have standards for their quality. These environments should enable an individual discussion of the learning content, give individual feedback for learners and consist of motivational elements. The framework consists of the steps “Analysis”, “Design”, “Development”, “Quality Assurance” and “Evaluation & Implementation”. Each of these steps is characterized by a defined milestone, which, together with a cycle between crucial and non-arbitrary steps, indicates a product and goal orientation for development that distinguishes the model from conventional approaches. This should significantly promote the actual completion of a first product and thus the implementation of a project idea, since otherwise development processes, in particular, are quickly stuck in several, sometimes small-step loops until the initial impulse is lost.

Prior knowledge, confidence and understanding in interactive tutorials and simulations

The balance between confidence and understanding can be difficult for students to manage, particularly in digital learning environments where they start with different levels of prior knowledge. The level of prior knowledge and perception of how well understood this prior knowledge is will drive the level of engagement and integration of new knowledge as students are exposed to it. Exploring the relationship between these factors is therefore important for the design of digital learning environments. In this paper we describe two studies examining the levels of confidence and understanding reported by students completing interactive and non-interactive exercises in a digital learning environment. The reported levels of confidence and understanding are then contrasted against pre- and post-test performance and self-reports of the experience completed at the conclusion of the session. The results suggest that students’ prior knowledge influences their confidence and perceived difficulty of the material but does not necessarily influence performance.