Instructional Design Research Articles

Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context

ABSTRACTThis study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development; (ii) Protocols: structured methods to address curricular problems related to integration; and (iii) Assessment “for” curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

Do concept maps prompt long-term memory in CLIL schoolchildren?

To address the learning disadvantages that students might face in a foreign language (L2) environment, this research explores the impact of concept mapping on enhancing long-term memory retention among Content and Language Integrated Learning (CLIL) pupils. The research design is quasi-experimental and involves sixty Spanish primary education students non-randomly assigned from a Spanish-English semi-public bilingual school. The main hypothesis investigated is that concept maps serve as effective teaching instruments for enhancing long-term memory. During training, new information was systematically integrated with students’ prior knowledge to aid long-lasting retention of instructional content. The study examines the use of concept maps in a CLIL classroom as a complement to traditional teaching strategies and instructional design, focusing on improving the recall of previously learned information. Findings show that concept maps are reliable tools for assisting CLIL students whose mother tongue (L1) is not English, significantly reducing forgetfulness because of the precision of the transmitted information. The study shows the potential of concept mapping to improve learning outcomes in L2 settings by providing visual, accurate, and structured learning aids.

DIGITAL LEARNING SUPPORT ELEMENTS IN THE ONLINE TEACHING OF GERMAN AS A FOREIGN LANGUAGE

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching.

Developing Positive Design with Innovative Thinking Framework: A design Pedagogical Approach to Enhance Subjective Well-being

Design thinking is the foundation of professional design education, and the shift from zero to professional design skill involves the completion of the transition from single-mindedness to independent and innovative thinking. In this exploratory study on design teaching, we build a novel teaching model by drawing on the connection between students' self-transcendent knowledge and formal knowledge in design thinking. Based on the Design for Happiness framework (DfH), this study uses Positive Emotional Granularity cards (PEG) to stimulate students to identify and categorize various positive emotions. We matched 15 furniture-related positive emotion keywords, summarized the corresponding design strategies, and subsequently generated Design for Happy Furniture cards (DfHF). We looked at new structural reorganizations of design teaching resources and effective teaching models and examples that might be used in course delivery. This study used the USE scale for quantitative analysis and triangulation for qualitative data analysis. The results indicate that this method is crucial for making it easier to convert design ideas into practice and for enhancing the efficiency of instructional techniques in a specific design procedure. The bottom-up approach is beneficial for creating sets of cards and design strategies, as well as for utilizing the cards in innovative ways to enhance students' creativity, engagement, and self-efficacy. DfHF cards are a valuable tool for promoting motivation and facilitating the constructive learning of creative skills. They not only improve students' creative thinking abilities but also expedite the design decision-making process and prioritize emotional integration and user well-being.

Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

Development of the Volcanic Disaster Risk Reduction Education Program Using the ICT Tool “YOU@RISK Volcanic Disaster Edition” —Practical Verification at a Junior High School in the Mt. Nasu Area—

This study developed a volcanic disaster risk reduction education program that aims to help junior high school students visually understand the risks of volcanic eruptions using map information and acquire independent assessments and actions to protect their own lives from eruption disasters. First, this program analyzed the present state, problems, and educational needs of volcanic disaster risk reduction education in Japan, and thereafter designed the learning content to fuse information and communication technology (ICT) education based on the Global and Innovation Gateway for All (GIGA) School Initiative promoted by Japan with disaster risk reduction education from a geographical viewpoint. We adopted the ADDIE model from instructional design theory to develop the program. An important feature of this program is the realization of geography learning using the “YOU@RISK Volcanic Disaster Edition,” a web-based GIS application developed by the National Research Institute for Earth Science and Disaster Resilience (NIED), as an ICT tool. Learners use YOU@RISK on their tablets and perform operations such as visualizing the risk range in the event of a volcanic eruption and searching for appropriate evacuation sites and routes, while acquiring the knowledge and skills necessary for geographical literacy and emergency response actions. The program is able to realize interactive learning, which is a step ahead of education that relies on conventional paper-based hazard maps. Among active volcanoes nationwide, Mt. Nasu was selected as target volcano for this study. In addition, a junior high school located in the area surrounding Mt. Nasu, Nasu Junior High School in Nasu Town, Tochigi Prefecture, was selected as the target school. The program was implemented by teachers using tablets provided for each student at the school. We evaluated the effectiveness of the program by measuring and analyzing the effects of learning through the practice. Consequently, the effectiveness of the volcanic disaster risk reduction education program using ICT was confirmed.

Development of Multiple Representation Models in Physics Mechanics Learning Using a Self-Regulated Learning Approach

Abstract The challenge of learning mechanical physics is to help students with different characteristics learn to solve problems. Backgrounds education, initial abilities, understanding concepts, and self-regulated learning which can have an impact on representational abilities in solving physics problems. Model development needs to be carried out in an effort to facilitate students in learning to solve physics problems through a multiple representation model approach. Development uses the Dick & Carey model with descriptive analysis with pre and post-test design. The research was conducted at the Mathematics Education Departement, Mathematics and Science Faculty of Universitas Indraprasta PGRI, with a sample of 27 students taking physics mechanics course. Development has produced the VIFOCA learning model which consists of Visualization, Formulation, and Calculation. Formative evaluation involving instructional design experts, material and language experts obtained an average score of 4.75, while the formative evaluation of students showed an average score of 4.35, with a mean combined score of 4.55. The result of the evaluation formative show that the VIFOCA model is feasible for use in physics learning mechanics. The ability of physics problem solving is known based on the pre-test results of 61.33, while the post-test average is 68.74, with an increase of 12.08%. The results of this research indicate that the VIFOCA learning model can help facilitate learning and improve physics mechanics problem solving abilities.

Web-based Inquiry Physics Problems (WIPPer) for Enhancing Physics Learning in Blended Environments

Abstract Incorporating digital technologies is essential in blended learning contexts to enhance conventional instructional approaches. This study aims to develop a Web-based Inquiry Physics Problem (WIPPer) as an interactive learning medium in a blended environment for the physics learning process. This study employs research and development approaches, applying the ADDIE approach to the development stage. The initial research step analyzes the physics learning demands of the web using literature and field investigations. The last phase of the development process involves producing a WIPPer product prepared for evaluation by materials, media, and instructional design experts, together with two high school physics teachers who will act as practitioners. Expert and practitioner assessments employ tools that evaluate material, media, and learning design. Expert and practitioner evaluation data were analyzed using the Aiken V algorithm. WIPPer had an Aiken V score of 0.867 from material and learning design experts and 0.805 from experts in media, indicating that experts deemed it highly valid. The results emphasize the potential of WIPPer as a beneficial tool for instructors who want to enhance physics training in blended learning contexts. It promotes more profound knowledge and active engagement among students.

Framework of Computer Science Learning Through Hybrid Service Learning Oriented Visual Toward the Continuum of Visualization Thinking and Generic Skills

Computer Science learning requires students to think logically and understand its practical implementation in real-life situation clearly. However, the lack of learning activities that bridge the gap between theory and practice hinders their ability to depict learned concepts in real-world scenarios and master generic skills. Therefore, Computer Science education necessitates visualising learning concepts in real-life contexts, such as implementing Service Learning activities. However, in the current post-COVID-19 endemic situation, it is not feasible to implement this approach fully face-to-face. Thus, integrating Service Learning activities through technology-mediated means is essential in Computer Science education. Hybrid Service Learning activities, using technology as a medium, are instructional designs that provide opportunities for students to apply theoretical knowledge practically in real-life situations. Therefore, in this study, Computer Science learning activities were designed with visual materials through a hybrid service learning website to support the continuum of students' visual thinking and their generic skills. Subsequently, the effects of Computer Science learning activities on the continuum of students' visual thinking, level of generic skills, and perception were analyzed. A quasi-experimental study design was used, which involved a total of 27 respondents and took 15 weeks to complete. The research data was analyzed using descriptive analysis and inferential statistics. The results of paired t-test for the continuum of students' visual thinking levels, including visual thinking, visual learning, and visual communication, indicated an improvement with a significant difference of [p<0.05] between the pre- and post-activities. In terms of students' generic skills levels, the paired t-test for the pre-Service Learning [PS], during-Service Learning [DS], and post-Service Learning [AS] phases showed a significant difference of [p<0.05], which indicated an increase in students' mastery of skills and changes between each phase. Furthermore, students' perceptions revealed positive feedback towards hybrid service learning. Overall, based on the findings of this study, a framework for visual-based hybrid service learning was developed as a guide for Computer Science education to support the continuum of students' visual thinking and their level of generic skills.

Implementing an Educational Design Based on Hypermedia to Enhance Creative Imagination Among Fifth-Grade Literary Students

The research delves into the intricate design and effectiveness of hypermedia-based educational systems, emphasizing their pivotal role in enhancing learning processes through spatially induced learning formats and creative tools. Hypermedia, a sophisticated form of computer-based media technology, facilitates non-linear, feature-rich media interfaces that significantly augment educational content delivery. This technology transcends traditional instructional tools by embedding navigational methods tailored to diverse learning tasks and environments, thereby fostering deeper understanding and engagement among learners. In this context, the ADDIE model a structured approach comprising Analysis, Design, Development, Implementation, and Evaluation—is crucial for the systematic development of educational programs. Each phase of ADDIE builds upon the insights gained from the previous, starting with a comprehensive analysis of training needs, followed by the design and development of instructional materials that incorporate effective strategies and media. The implementation phase involves deploying these materials through learning management systems, ensuring accessibility and alignment with educational goals. Finally, the evaluation phase seeks feedback to refine and enhance the learning modules, demonstrating ADDIE’s iterative nature and its focus on continuous improvement. Moreover, the study engages with a broader theoretical and methodological discourse, integrating perspectives from instructional design and creative imagination within the framework of hypermedia technology. This integration supports the construction of a learning environment that not only addresses theoretical knowledge but also stimulates creativity and innovation among students. The effectiveness of these instructional strategies is evidenced through rigorous assessments and evaluations, highlighting the significant impact of hypermedia on student creativity, problem-solving skills, and overall academic performance. This comprehensive approach not only validates the use of hypermedia in educational settings but also outlines potential improvements and future directions for integrating technology in learning processes, thereby contributing to the evolving landscape of educational technology and pedagogy.

토픽 모델링을 통한 대학 예비교수자가 인식하는 좋은 수업의 특성 탐색

The study aims to identify the core keywords of ‘good instruction’ as perceived by prospective professors and to explore the the characteristics of ‘good instruction’. A total of 142 teaching philosophy essays were collected from the prospective professors and analyzed using the Latent Dirichlet Allocation (LDA) topic modeling method, resulting in the identification of five main topics. First, the core keywords frequently appearing in good instruction included ‘people’, ‘questions’, and ‘preparation’. Second, the characteristics of good instruction were categorized into five topics: encouraging learner participation through diverse methods, promoting academic achievement through continuous monitoring of learning, supporting the development of expertise in the major field, providing a safe learning environment based on mutual trust, and fostering active communication and interaction. This study is significant as it provides a framework and direction for what constitutes good instruction in higher education based on the teaching philosophies of prospective professors. It also offers practical implications for design and implementation of good instruction.

Determinants of E-Learning Acceptance in Indonesia Post-COVID-19 and Its Impact on Students’ Technopreneurship

Objective: This research aims to address the gaps in country-specific e-learning studies by examining the key factors influencing e-learning adoption in Indonesia. Grounded in a comprehensive literature review on flow theory, service quality, and technology acceptance models, the study develops a research model that includes four independent variables (instructor characteristics, teaching materials, content design, and enjoyment), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Method: Data were collected from 404 respondents, comprising students and lecturers at state Islamic universities in Indonesia, using convenience sampling. The study employed SEM-PLS for data analysis, validating the research instrument's reliability and validity. Results: The results offer insights into the managerial implications and suggest directions for future research in e-learning adoption. Its results confirm six hypotheses. Novelty: This study fills a gap in e-learning adoption research by focusing on Indonesia and integrating flow theory, service quality, and technology acceptance models. It highlights the roles of perceived playfulness, ease of use, and instructional content design in influencing e-learning adoption while challenging the expected impact of instructor characteristics. This research provides fresh insights into technology-driven learning in the context of developing countries.

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

Interactive Online Modules for Dental Education: A Practical Example of Gagne’s Nine Events of Instruction

Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

Using Gagene's Model for Enhancing EFL Students Innovative Thinking

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Innovative thinking is the ability to create something new. This study aims at, assessing the average level of the (4th) year secondary school students' achievement in thinking skill; finding out if there is any significant difference between the achievement of the experimental and control group in the posttest; finding out if there is any significant difference between the experimental group's achievement at the recognition and the production levels in the posttest; finding out if there is any significant difference among the five variables, vocabulary, grammar, clarity, accuracy and precision. In order to fulfill the aims of the study, the following null hypotheses have been posted; there is a statistically significant difference between the average level of the students' achievement and theoretical level of achievement in the posttest; there is a statistically significant difference between the mean scores of the control group, who are taught according to the conventional method and the mean scores of the experimental group who are taught according to the conventional method and the mean scores of the experimental group who are taught by using of Gagne’s Model; there is a statistically significant difference between the mean scores of the experimental group's achievement at the recognition and the production levels in the posttest; there is a statistically significant difference between students' mean scores of the five variables, vocabulary, grammar, clarity, accuracy and precision in the posttest.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

BRIDGING BUSINESS-EDUCATION GAPS: INSTRUCTIONAL DESIGN OF ENTREPRENEUR COURSE AND ITS MICRO-CREDENTIAL CERTIFICATION FRAMEWORK FOR SELF-EMPLOYED JUNIOR BUSINESS FACILITATOR OUTCOME

Micro-Credential Certification Schemes are increasingly essential in business management education for several reasons, including flexibility, relevance to industry trends, recognition of skills, modular learning, and career development. The research aims to develop a comprehensive micro-credential certification framework that aligns with national standards, business technical standards, and regulations, addressing the need for industry-recognized certifications. Furthermore, the research focuses on developing a Semester Learning Plan (SLP) based on the Integrated Certification Scheme and the instructional design, ensuring a cohesive and comprehensive approach to learning and certification. The R&D method is selected to systematically develop and refine an instructional design that harmonizes with this certification system. The data analysis will involve qualitative analysis using thematic analysis to identify key themes and patterns from interviews, observations, and document reviews, which will help assess the strengths and weaknesses of the educational program and the certification scheme. The formative evaluation results of students participating in the entrepreneurship program totaling 74 students will be used to evaluate the perceived value of the certification framework. The integration of the micro credential certification with instructional design has also proven effective in enhancing graduates' competitiveness in the job market, supporting career development through modular learning that is aligned with industry trends.

What can we learn from one-to-one trials in Instructional design? A case from module development

The one-to-one trial phase within the instructional design development model has frequently been neglected in prior research. This stage should provide much in-depth insight considering its nature, which is in-depth face-to-face data collection between designers and participants. In this study, we aim to analyze a particular instance of module development during the one-to-one trial phase. This study is part of the media development stage with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) at the implementation stage. We used quantitative data collection through scoring and qualitative data through interviews with six participants involved in the one-to-one trial. The findings revealed that students provided critical feedback on two aspects of the module, particularly its design appeal and suitability for independent learning, aligning with an average participant score of 3 on a 1-5 scale. These results provide an overview that one-to-one as a foundation and initiation for a broader trial plays an essential role in providing a starting point for an implementation where quantitative and qualitative data provide holistic insight.