Instructional Design Research Articles

Environmental Design Teaching with the Integration of Traditional and Modern Techniques

Background: Environmental management considers the architecture in design, planning, programming, or manufacturing. It intends to create places that recover the cultural, social, ecological, and physical architecture of certain locations. However, traditional teaching methods are indeed employed. Modern technologies serve as supplemental tools. The current method of instruction is a step toward contemporary technology.Objective: Examining environmental design training using conventional and contemporary techniques was the aim of the study. Method:We collected survey data for this investigation. 400 students completed and submitted the questionnaire. Statistical Package for Social Sciences (SPSS) software was used to present the data. The research examines well-known visualization tools and traditional contemporary presentation techniques.Result: According to the study, architecture students rated modern technologies more satisfactory than traditional methods, indicating higher quality facilities and services. Modern technology in Environmental Design Teaching enhances learning experiences by reducing time consumption (65%), increasing efficiency (85%), offering flexibility (65%) and improved visualization (90%), and facilitating better documentation (80%), leading to higher student satisfaction (87%).Conclusion: Integrating traditional and modern architectural design techniques enhances learning experiences and efficiency, resulting in more effective and innovative design solutions through advanced tools and methods.

Collaging together-apart: building trust and hope in social innovation and design pedagogies

ABSTRACT This article explores how relationships of care, trust and hope might be fostered in a social innovation design course at a South African university of technology. Rather than shy away from the challenges of our uncertain world, the paper proposes feminist pedagogical strategies that seek to nurture students’ capacity for trust and hope, rather than overwhelm and despair, through carefully curated collaborative-collage-making processes. By interweaving Bracha Ettinger’s theory of matrixial trans-subjectivity and Karen Barad’s agential realism, the generative role that arts-based practices offer social innovation design pedagogies is made explicit. The paper will show how collaborative artworking activated a co-affective encounter in which students and myself, rather than drowning in overwhelm, discovered new educational imaginaries and Hope-full renewals.

Unlocking the power of immersive learning: The FAIRI instructional design proposition for adaptive immersive virtual reality

Immersive Virtual Reality (IVR) is a promising tool for providing immersive and adaptive learning experiences by simulating realistic work environments and gathering data on learner's interactions to offer personalized instructional content. However, IVR-supported instruction presents unique challenges due to its heightened immersion, including managing the learner's cognitive load and self-regulation. Incorporating adaptivity into IVR can mitigate these challenges by regulating the complexity of the virtual environment, reducing cognitive strain, and maintaining learner focus through real-time feedback for both learners and instructors. However, recent reviews highlight the underutilization of adaptivity within IVR research, making it difficult to inform the design of adaptive IVR instruction.This paper proposes FAIRI, an instructional design for adaptive IVR in domain-specific training. FAIRI synthesizes recent IVR research relevant to the design of adaptivity for IVR through a purposive literature review, guided by the instructional design elements of the Four-Component Instructional Design-model (4C/ID) and Intelligent Tutoring Systems (ITS). The instructional design elements of the 4C/ID-model and ITS are evaluated for their potential viability and further refined for adaptive IVR-supported instruction based on recent IVR studies. Two key design principles are identified for adaptive IVR: limiting IVR to tasks that benefit from its heightened realism and leveraging its adaptive features to manage the intensity of the experience. Additionally, the application of FAIRI's design principles and elements are demonstrated through a forklift operator training case in IVR. FAIRI aims to catalyse further research into adaptivity for IVR by proposing and aligning promising instructional design elements for adaptive IVR instruction.

Research on the classroom teaching design model of enterprise mentors from the perspective of modern apprenticeship

With the advancement of modern apprenticeship, corporate mentors play an increasingly important role in vocational education. However, in the face of new talent training models, corporate mentors face many problems and challenges in classroom teaching design work. This study aims to investigate the problems encountered in the classroom teaching design process for corporate mentors from the perspective of modern apprenticeship. It proposes a classroom teaching design model based on the BOPPPS model that integrates digital technology to solve these problems. This model aims to enhance corporate mentors' teaching design capabilities and classroom instruction quality through digital technology empowerment and optimization of the BOPPPS model. The research results of the paper provide a theoretical, systematic, and scientific classroom teaching design model for enterprise instructors. It provides new perspectives and practical solutions to the classroom instructional design of enterprise instructors under the modern apprenticeship system.

Evaluation Method of Teaching Effect of Environmental Art and Design in Universities Based on Multi-Source Data Fusion Technology

The evaluation of teaching reform satisfaction is crucial for improving teaching quality. In the evaluation of satisfaction with teaching reforms in environmental art and design, issues such as the low reliability of evaluation indicator data can lead to unsatisfactory results. To address this, this paper proposes a new method for evaluating satisfaction with teaching reforms in environmental art and design based on multi-source data integration. By establishing principles for constructing a multi-source indicator system for evaluating satisfaction with teaching reforms in environmental art and design, a four-level multi-source indicator system was determined. This system mainly includes one first-level indicator, four second-level satisfaction evaluation indicators, and several third- and fourth-level evaluation indicators. The construction of the multi-source indicator system for evaluating satisfaction with teaching reforms in environmental art and design was completed. Using a four-part graph model and entropy weight calculation, the importance of the evaluation indicators for satisfaction with teaching reforms in environmental art and design was classified. The expert scoring method was introduced to correct the multi-source indicator data for evaluating satisfaction with teaching reforms in environmental art and design. Based on standardized indicator data, a penalty rule was added to the loss function of the multiple linear regression model to remove data noise, achieving pre-processing of the multi-source indicators for evaluating satisfaction with teaching reforms in environmental art and design. After completing the above process, first collect multi-source data from questionnaire surveys, student feedback, etc., and preprocess and map it to a unified ontology class. Subsequently, data features are extracted through non-negative matrix factorization, and the similarity between object types is calculated. Finally, based on the importance, redundancy, and interaction of data sources, an integrated quality model is designed to effectively integrate multiple sources of data, construct a satisfaction evaluation model, and output the score of satisfaction evaluation. The experimental results show that the proposed method has the highest satisfaction index, reaching about 0.99, indicating a high degree of recognition for the reform; when the amount of integrated data changes, the proposed method maintains the best integratison reliability. Even with an increase in data volume, its reliability only slightly decreases and stabilizes at a high level; meanwhile, the average absolute error of the proposed method is the lowest, consistently below 2.5%, indicating a high level of stability and accuracy in its evaluation results. The above results confirm that the proposed method can effectively evaluate the satisfaction of environmental art design teaching reform and improve teaching quality.

A Novel Instructional Design Model for Developmental Researchers and Instructional Design Practitioners in Pattern Construction Open Education

Advances in fashion pattern construction technologies continually introduce novel approaches that address the limitations of existing practices. To keep pace, these emerging technologies must be widely disseminated to update practitioners’ skills and advance current practices. The literature identifies two primary dissemination methods: the traditional instructor-led method and the learning management systems-based open educational resources (LMS-based OER) method. The former, heavily reliant on apprenticeships for technical skill development, is inefficient, ineffective, and unsustainable. In contrast, the OER-based approach offers a more efficient, effective, and sustainable alternative, positioning it as the superior method for disseminating emerging technologies in this field. However, the effective establishment and implementation of effective OERs require an OER-oriented instructional design model (IDM) tailored to the specific learning needs and large-scale adoption theories pertinent to pattern construction. Currently, such a model is absent, hindering the field’s transition to a theory-based dissemination approach customised to its unique practices and impeding the efficient, widespread adoption of novel pattern construction technologies. Using a developmental approach, this study addresses this gap by introducing a novel OER-oriented IDM termed OER-PattEdu. This study contributes to both theoretical and methodological literature and holds practical implications for transforming lifelong learning and professional development in the field into a more efficient and sustainable paradigm.

Pengembangan Buku Panduan Guru Dalam Mengoptimalkan Artificial Intelligence (AI) Untuk Menunjang Pembelajaran

Education is a major milestone in building the foundation of a nation's excellence. In the digital era and the industrial revolution 4.0, the application of artificial intelligence (AI) technology is becoming increasingly important in improving the effectiveness of learning. This study aims to develop an instructional guide for teachers in utilizing AI optimally in the context of learning. The method used in this study is based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The analysis stage will consider the needs of teachers and the potential use of AI in the context of learning. Furthermore, the design stage will lead to the creation of an instructional guide based on pedagogical principles and AI technological capabilities. Furthermore, the design stage will lead to the creation of an instructional guide based on pedagogical principles and AI technological capabilities. This study aims to develop a teacher's guidebook in optimizing the use of Artificial Intelligence (AI) to support the learning process. The methodology used is ADDIE, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The results of the analysis show that the majority of teachers feel they lack knowledge about AI and its applications in education. This guidebook is designed to provide theoretical understanding and practical applications of AI in various subjects.

Enhancing academic performance: a shadow curriculum approach for medical and dental student preparation in basic sciences and pre-internship comprehensive exams

BackgroundThe shadow curriculum is an emerging concept in curriculum studies that has not yet garnered significant attention in medical education. It includes programs and activities outside formal education to improve students’ academic performance in the formal educational system.ObjectiveIn this study, we designed and developed an online course based on the shadow curriculum and evaluated its effect on students’ learning and academic performance.MethodsThis study represents a form of developmental research, with the study population comprising medical and dental students from universities of medical sciences in Iran. The course was conducted at the Smart University of Medical Sciences, following the ADDIE instructional design approach in three phases. The initial two phases involved designing and implementing the program according to the students’ needs and requirements. In the third phase, we evaluated the program using the Kirkpatrick model. In the first level evaluation, the reaction of 70 students in the course was investigated. To assess the impact of the course, pre and post-tests were administered to 30 students. Finally, the effect of the course on students’ success in the comprehensive exams for basic medical sciences, dentistry, and pre-internship was analyzed by examining the passing and failing statuses of 83 and 57 students who participated in the September 2023 and February 2024 exams.ResultsThe results indicated that the students responded positively to the program. The analysis of pre-test and post-test scores showed a significant improvement in the students’ academic performance across all the subjects presented in the course, including basic medical sciences, dentistry, and pre-internship (p < 0.01, p < 0.05). Overall, the descriptive analysis of the program’s influence on the students’ success in comprehensive exams in basic medical sciences, dentistry, and pre-internship showed that 70 out of 83 participating students passed the September 2023 comprehensive exams. Additionally, 51 out of 57 participants completed the comprehensive exams in February 2024.ConclusionsIn an era where the shadow curriculum is reshaping learning and the educational landscape, the findings presented in this study indicate that this type of curriculum should be given special attention in the theoretical, research, and practical dimensions of the field of medical education.

Improving Student Accessibility and Engagement with Applications as Learning Media in the Digital Era

This research aims to improve student accessibility and engagement in Islamic religious education through the development of a mobile application named AGAMIS (Aplikasi Gawai Mahir Agama Islam). The study was conducted at the Department of Business Administration, Politeknik Negeri Samarinda, focusing on Generation Z students who are highly accustomed to digital technologies. Using the ADDIE model for instructional design, the research adopted a Research and Development (R&amp;D) approach to create an interactive platform offering features such as learning materials, quizzes, and discussion forums. After implementation and testing, the results showed a significant increase in student participation, motivation, and understanding, with 70% of the students demonstrating improved comprehension of the course content. This suggests that AGAMIS is an effective tool for enhancing student engagement in religious education. The findings contribute to the ongoing efforts in integrating technology in education, especially in the context of Islamic studies, and provide a foundation for future research in developing digital learning media.

Development of ethical codes for instructors engaged in distance education: a Delphi study

ABSTRACT Ethical codes are written documents that delineate a set of rules and principles that guide the duties and responsibilities of professionals within a professional organization from an ethical perspective. The research aims to develop an ethical code framework for instructors engaged in distance education. The Delphi, a qualitative research method, was employed to achieve this aim. The study included 22 distance education experts, selected via purposive sampling. The Delphi technique, conducted in three rounds, commenced with an evaluation of the ethical dimensions of distance education. In the study’s second phase, we invited participants to suggest additional ethical codes for the agreed-upon dimensions. We collected the suggestions and agreed on specific ethical code items in the third round. The researchers thus established the final form of the ethical code list. This process resulted in developing an ethical code framework for instructors engaged in distance education. The framework comprises sixdimensions: Instructional Design (ID), Social Interaction (SI), Content Provision (CP), Technology Usage (TU), Management (M), and Assessment and Evaluation (AE). It includes 62 ethical code items. The study demonstrates that the ethical code dimensions align with the roles of online instructors, as described in the relevant literature. This alignment substantiates the ethical code framework's validity and reliability.

“A rollercoaster of drawing and using digital tools!”:

Responding to the Covid pandemic, educators worldwide were forced to reconsider ways of delivering content and engaging students. Graphic Facilitation offers opportunities for educators to rethink ways of delivering text heavy content. This paper charts the journey of developing a Graphic Facilitation Digital Badge for staff in a Higher Education institution. The paper describes the process from the perspective of three educators (two instructional designers and a lecturer) exploring the use of Graphic Facilitation as a tool for teaching and learning across a range of subjects and discipline areas to enhance communication and sustain participation across a diverse cohort of students. The paper focuses on how we applied Graphic Facilitation through planning, teaching, assessing, providing feedback and reflection on learning. Following the module participants were required to complete an evaluation form. Feedback from participants is presented. The findings highlight the value of graphic facilitation in supporting learners to develop graphic skillsets, engage with new technologies, enhance communication, and, develop a sense of community amongst staff at a Higher Education institution through engagement in an online classroom.

Games Design Frameworks: A Novel Approach for Games Design Pedagogy

The discipline of Games Design has surged in popularity in higher education as a route to industry for aspiring game developers. Notably, at the time of writing 138 UK Universities are now offering game design degrees, and many further education institutions. This growth is not only in volume but also in the diversity of students who enrol in these courses. Young learners, coming from various backgrounds and with differing levels of professional and academic experience, are drawn to games as a field of study. Games disciplines (such as Games Art, Design, and Programming) are often seen as more accessible than their comparative parent disciplines (such as Computer Science). This diversity presents both an opportunity and a challenge for educators: to develop teaching methodologies that not only cater to a wide range of experiences but also effectively prepare students for the creative and technical demands of the games industry. This paper introduces a pioneering design concept utilized in the pedagogy of game design, namely the use of game frameworks. A framework is a structure built in a video games engine, containing a pre-made, playable game experience, which students are taught to build upon and modify. Frameworks abstract and modularise fundamental, complex elements of the game creation process, allowing new learners to quickly become engaged with the iterative process of designing gameplay. It also allows educators to focus on a specific area of interest. For example, a student can focus just on the UI elements of the game for a whole module of study, without needing to have built the entire game first. This allows students to focus on the elements being taught, without introducing a significant amount of non-assessed content just to enable to learning. This position paper discusses our application of this approach, including the process of framework design, supportive assessment, successes and challenges.

Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

The growing awareness that games can be a very valuable training support, both as a resource to engage and motivate and to promote acquisition of disciplinary knowledge and skills, has not been accompanied by an effective diffusion of games in Italian schools. From primary school to university, an ambivalent behaviour is manifested: a widespread appreciation of games as a learning environment is contrasted with a limited application, often reduced to the use of games or online software of a behavioural matrix. An analysis of research on the use and diffusion of games in Italian schools and universities highlights the lack of recent studies on the basic didactic-pedagogical knowledge, level of acceptance and confidence of teachers regarding the introduction of games in the classroom. The goal of this contribution is to provide an updated understanding of Italian teachers' competencies related to the formative use of games. To this aim, we developed a survey adapting to the Italian context one of the most established competence frameworks for game-based learning (GBL): the Technological Pedagogical Content Knowledge-Games (TPACK-G), a variant of TPACK specifically modified for the analysis of games. This new tool extends to non-digital games and integrates the sections on aspects related to game-based instructional design, game scenarios, and the role of the teacher in the instructional activity. This research will not only provide an updated look at how the prevalence of play in the classroom is changing, beyond simple manifestations of interest and trends, but also reveal how the approach to games is changing in the design of educational activities and what is the degree of awareness of the game pedagogical-educational skills necessary for the introduction of games in education. This, in turn, is instrumental for the development of new and more focused teacher training programs to promote the use of games in classrooms.

Assessing Student Preferences for Quantitative Methods Courses Using Discrete Choice Experiments

Understanding how students choose quantitative methods courses is important for both instructors and departments: Meeting student preferences increases motivation and engagement, enhances learning, can contribute to reducing statistics anxiety, and ensures enrollment. This article uses a discrete choice experiment to causally assess sociology students’ course preferences. In contrast to existing experimental interventions, choice experiments allow for an estimation of treatment effects prior to implementing an instructional design. Using data collected at a German university as a case study, this contribution provides insights and discusses practical implications of student preferences for quantitative methods courses. In the study, students prefer courses that use hands-on forms of assessment, follow a regular schedule, offer more credit points, and mix undergraduate and graduate students. The accompanying online material provides a step-by-step introduction to the design of discrete choice experiments, allowing a replication of the study and an implementation of the methodology in other contexts.

Integrating Agile Methodologies and Gamification for Student Engagement and Success

The article highlights a flexible and adaptable approach for the development of game like activities for higher education students from Politehnica University of Timisoara, Romania. The approach embraces agile methodologies to guide the iterative development process of educational games and consists of several key elements. First, it underlines the importance of defining clear learning objectives and aligning them with the game’s design. Second, it encourages multidisciplinary collaboration between teachers and instructional designers to deliver relevant information to students, but also appropriate to their learning styles and needs. Regarding engineering problems and methods, students frequently encounter several difficulties. For this reason, the article attempts to provide an organized and engaging learning environment that encourages active participation and information retention. In industrial engineering, most of the students’ exposure is to theoretical materials; nevertheless, there are several ways to give them practical experience with the topics they are studying. Using a comprehensive review of the literature, the article explores the pedagogical benefits, challenges, and practices associated with the use of agile methodologies in education. Agile methods are very based on collaboration, teamwork, flexibility, and participation, and help create a more relaxed learning environment to support students' increasing need for control over their learning path. Throughout regular communication and feedback cycles, students can iterate on content and pedagogical approaches, resulting in activities and games that are more engaging and effective for learning. In the end, the paper presents the conclusions of the authors on the current advantages and limitations of using this approach based on agility and game-based learning in higher education.

Construction Education through Virtual Reality: A Game-based Approach for Interior Architecture Students

This study investigates a novel method of instructing interior architecture students on building specifics pertaining to walls by utilizing the combination of virtual reality (VR) and game-based learning. The creation and application of a virtual reality game called "VR ConstructED," which aims to improve knowledge of wall construction methods, materials, and design consequences, is the study's focus. This project intends to improve students' understanding of wall-related construction elements and their applicability in real-world circumstances by utilizing the immersive and interactive properties of virtual reality technology in conjunction with gamification methods. Through a case study involving academic staff and students at Bahçeşehir University, the efficacy of this pedagogical strategy will be assessed. Using a mixed-methods approach, the study collects quantitative data from surveys and qualitative data from semi-structured interviews. These questionnaires will evaluate the academic performance, contentment, and VR game participation of the students. The main goal is to clarify the advantages and difficulties of using virtual VR to teach construction features, such walls, so that curriculum designers and teachers may make informed decisions. Additionally, by illustrating how gamification and the integration of VR technology may greatly improve student engagement and academic achievement, this study hopes to contribute to the larger area of design education. The results of this study are anticipated to add to the body of knowledge in architectural education and stimulate more research into specific VR applications for design pedagogy.

Digital Game Based Learning (A Literature Review)

Game Base Learning (GBL) has gained a lot of attention in the field of Instructional Design and Technology (IDT). The increased adoption levels in institutions and complex organizations have led to the growth of studies around the area with the goal of assessing their effectiveness in the learning process. This descriptive paper conducts an analysis of GBL as a learning process and the issues involving the IDT. The information is gathered from secondary sources where a systematic review of previous literature is conducted, was used to provide general knowledge about GBL. Particularly, the main issues addressed by this descriptive paper include overview of GBL, brief history of the concept, benefits, drawbacks, and successes addressed by current studies. Overall, GBL has become a significant area of interest in IDT in the world today. Most educational institutions and corporations are adopting this concept in their learning process due to its numerous benefits. Some of the benefits include development of cognitive skills, motivation during learning process and helping learners to gracefully accept failures. The findings indicate that most users and implementers of GBL decide to focus on the benefits in spite of various criticisms. Also, experts continue to support the concept as an alternative learning approach to the traditional methods of teaching.

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

Combining Reversibility With Program Visualization (PV) to Improve Introductory Programming Instructional Design

Combining Reversibility With Program Visualization (PV) to Improve Introductory Programming Instructional Design

Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood

ABSTRACT Purpose This study aims to contribute to the development of a theoretical model that is useful for enhancing well-being/positive mental health with pedagogical resources that enable the acquisition of skills and knowledge, particularly during Emerging Adulthood. Methods This paper enquires into the role of well-being promotion in higher education following the dual-factor model of mental health difficulties and wellbeing. The study narratively reviews the main well-being models and presents a compared theoretical synthesis examining the dimensions that promote or facilitate the presence of well-being using a promotion approach. Results The study identifies 14 dimensions involved in wellbeing—emotional, psychological and social factors—that can be potentially improved through learning processes. Drawing on empirical and theoretical studies on emerging adult population, a factorial model is proposed. Preliminary factor interactions are examined paying close attention to the cognitive processes that explain or affect their relationship with well-being, the possible correlations between them and particularities of emerging adults. Conclusion Wellbeing factors can be particularly targeted by educational promotion, as they can be developed through learning processes. An integrative model that provides a broad perspective can assist in pedagogical design and defining educational goals for these learning processes involved in wellbeing promotion.