Design Principles For Development Research Articles

How Modern Psychometrics Can Change Intelligence Testing of Children and Adolescents in Russia

The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. This paper presents the current situation of measuring intelligence in children and adolescents in the world and in Russia. It describes the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.

Lifelong learner needs for human-centered self-regulated learning analytics

PurposeSelf-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.Design/methodology/approachThis study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.FindingsLifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.Originality/valueThis paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

Consumer-centric electricity markets: Six design principles

Key to the necessary decarbonization of energy systems is the large-scale expansion of renewable energy sources and their integration into the electricity system. This integration is challenging because the feed-in from renewable energy sources is highly intermittent and largely dependent on uncontrollable factors such as weather patterns. To maintain grid stability, which refers to the required balance between demand and supply in the electricity system, flexibility is key. Large flexibility potentials can be found on the electricity demand side. However, current electricity market design in Europe, while providing major flexibility incentives, often neglects small-scale electricity consumers and distributed energy resources. We contribute to shape future electricity markets with consumers at the heart by developing six design principles for a consumer-centric electricity market design. We proceed by conducting a systematic literature review and evaluate the findings by expert interviews. Based on the developed design principles, we define a consumer-centric electricity market design as a set of market rules that align with the rules of other relevant energy markets and allow for the efficient matching of electricity demand and supply, with consumers having nondiscriminatory market access, being exposed to fine-grained price signals, being able to express their preferences, and having sufficient possibilities to protect themselves against unexpected price spikes. By actively incorporating consumers into electricity markets, we contribute to the overarching goal of integrating renewable energy sources while promoting energy justice, i.e., supporting a balanced mix of economic, political, environmental, and social interests.

Design principles for cognitively accessible cybersecurity training

Exploiting human behavior to gain unauthorized access to computer systems has become common practice for modern cybercriminals. Users are expected to adopt secure behavior to avoid those attackers. This secure behavior requires cognitive processing and is often seen as a nuisance which could explain why attacks exploiting user behavior continues to be a fruitful approach for attackers. While adopting secure behavior can be difficult for any user, it can be even more difficult for users with cognitive disabilities. This research focuses on users with cognitive disabilities with the intent of developing design principles for the development of cognitively accessible cybersecurity training. The target group is estimated to include almost 10 % of all users but is previously understudied. The results show that the target group experience cybersecurity as cognitively demanding, sometimes to a degree that becomes incapacitating. Participating in cybersecurity training requires cognitive energy which is a finite resource. Cognitively accessible cybersecurity training requires a minimalist design approach and inclusion of accessibility functions. A minimalist design approach, in this case, means that both informative and design elements should be kept to a minimum. The rationale is that all such elements require cognitive processing which should be kept to a minimum.

Modular 3D printed platform for fluidically connected human brain organoid culture

Brain organoid technology has transformed both basic and applied biomedical research and paved the way for novel insights into developmental processes and disease states of the human brain. While the use of brain organoids has been rapidly growing in the past decade, the accompanying bioengineering and biofabrication solutions have remained scarce. As a result, most brain organoid protocols still rely on commercially available tools and culturing platforms that had previously been established for different purposes, thus entailing suboptimal culturing conditions and excessive use of plasticware. To address these issues, we developed a 3D printing pipeline for the fabrication of tailor-made culturing platforms for fluidically connected but spatially separated brain organoid array culture. This all-in-one platform allows all culturing steps—from cellular aggregation, spheroid growth, hydrogel embedding, and organoid maturation—to be performed in a single well plate without the need for organoid manipulation or transfer. Importantly, the approach relies on accessible materials and widely available 3D printing equipment. Furthermore, the developed design principles are modular and highly customizable. As such, we believe that the presented technology can be easily adapted by other research groups and fuel further development of culturing tools and platforms for brain organoids and other 3D cellular systems.

Design principles for integrating language and communication skills into engineering education

Developing competencies in language and communication is becoming increasingly important for the contemporary engineering student if career success and community engagement are to be enhanced. The integration of language, and other ‘soft-skills’, into broader engineering education could assist in preparing students to become more employable and improve their overall engineering ability. This study adopted a design-based research strategy to develop design principles regarding the integration of language and communication skills into engineering education. Eleven participants were purposefully sampled to form part of a design team that became responsible for this development. The principles that emerged emphasised the role culture plays in the process of learning, highlighting the importance of embracing cultural diversity in ways that frame it as a strength to be exploited. Differing abilities and levels of English language proficiency need to be accommodated, requiring lecturers to build in a feedback process to manage progress and effective student engagement. It is advisable to adopt a holistic approach to teaching and learning, and to pay careful attention to appropriate learning strategies. An integrated learning environment necessitates the dismantling of the traditional silos that have characterised engineering education and greater cooperation among various disciplines needs to be encouraged.Transdisciplinary contribution: The integration of language and communication into engineering education goes beyond the boundaries of individual disciplines and involves collaboration between the faculties of engineering and humanities as well as industry partners, and accreditation bodies. The diverse range of expertise required, range from linguistics and pedagogy to engineering and instructional design.

Fostering AI Literacy in Elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) Education in the Age of Generative AI

The advancement of generative AI technologies underscores the need for AI literacy, particularly in Southeast Asia’s elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) education. This study explores the development of AI literacy principles for elementary students. Utilizing existing AI literacy models, a three-session classroom intervention was implemented in an Indonesian school, grounded in constructivist, constructionist, and transformative learning theories. Through design-based research (DBR) and network analysis of reflection papers (n = 77), the intervention was evaluated and redesigned. Findings revealed clusters of interdependent elements of learner experiences, categorized into successes, struggles, and alignments with learning theories. These were translated into design moves for future intervention iterations, forming design principles for AI literacy development. The study contributes insights into optimizing the positive effects and minimizing the negative impacts of AI in education.

I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years

ABSTRACT “I think I can, I think I can’ puffed “The Little Engine That Could.” The American folktale taught the value of optimism and hard work reflecting a growth mindset belief about abilities. A growth mindset positively impacts academic achievement, motivation, and children’s agency for learning. Few studies have explored how early childhood teachers can develop children’s growth mindsets. We report on a study that developed design principles to assist early childhood teachers to foster a growth mindset in children in early childhood classrooms at one school in Western Australia using design-based research. Two iterations of the principles were designed and examined with teachers of children aged 3.5 years to 6.5 years of age. During three focus groups conducted at the beginning, middle and end of two iterations, the researcher and teachers collaboratively developed, reflected, and refined the principles. Weekly video diaries recorded the participant’s reflections on the principles. The nine principles were found to improve early childhood teacher knowledge and practice to foster a growth mindset in children. The results from this study contribute theoretical and practical knowledge to support the inclusion of mindset theory in early childhood contexts to foster children’s growth mindset for positive learning outcomes.

Investigation into Anion Effects on the Bulk and Interfacial Solvation Structure for Multivalent Ion Batteries

Zinc ion batteries (ZIB) are attractive because of the relative abundance of Zn as a core earth element, a higher volumetric energy density compared to lithium metal and it is cost effective. Despite this promise, a general lack of fundamental understanding of the electrode-electrolyte interface in ZIB, and multivalent (MV) ion technologies more broadly, hinders their wide scale deployment. In particular, the solvation structure of aqueous and non-aqueous electrolytes plays a critical role in promoting the necessary intermolecular charge transfer interactions to drive reversible plating/stripping at the metal anode. Here we examine the dynamics of the bulk and interfacial solvation structure to uncover differences in the bulk vs. the interfacial speciation as a function of anion chemistry in hopes to develop new design principles for new electrolyte development in ZIB and MV technologies. Utilizing Raman spectroscopy to probe the bulk solvation structures of Zn-based electrolytes containing one anion such as SO4 2-, bis-trifluoromethane sulfonimide (TFSI-) and trifluoromethanesulfonate (triflate, OTf-), we find three solvation environments present; a main feature corresponding to the “free” anion breathing mode and, in some cases, small amounts of mono- or bidentate contact ion pairs (CIPs). In some cases, introduction of co-anions (i.e., halides, X = Cl-, Br-, I-) results in significant extra intensity on the low frequency side of the overall Raman peak envelope that does not correspond with solvation structures observed in the single anion electrolytes. First principles density functional theory (DFT) calculations indicate the additional vibrational mode corresponds to a mixed anion CIP, suggesting anion-anion interactions can induce nominally dissociated anions to coordinate the cation in ways they otherwise would not. Raman and DFT analysis of Mg-based electrolytes indicate similar mixed anion CIP structures are formed, indicating similar solvation effects are active in other MV systems. Preliminary measurements utilizing shell-isolated nanoparticle-enhanced Raman spectroscopy (SHINERs) will also be discussed as a means of developing in situ understanding of the evolution of interfacial solvation and surface chemistry during the stripping/plating process. Overall, these results point to new possibilities in controlling the multivalent cation solvation structures present in the bulk and at the interface. This will aid in the development of highly reversible electrolytes that are stable against both divalent metal anodes and high voltage cathodes.

User-Centered Design Principles for Effective Information System Development

This study examines the integration of user-centered design principles in information system development, drawing insights from a survey of 50 participants with diverse roles. Results indicate a substantial awareness (85%) of user-centered design's importance, despite challenges in balancing preferences with constraints and acquiring comprehensive user feedback. Participants reported benefits such as enhanced usability (92%) and reduced post-implementation issues (79%). A positive correlation (88%) between user-centered design and system adoption underscores its role in user acceptance. Recommendations (76%) suggest workshops and resource allocation, emphasizing the ongoing significance of these principles in effective development practices. Overall, the study underscores the value of user-centered design principles in creating successful, user-oriented information systems

How to cross the line: design principles for interdisciplinary education

Background: Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication. Methods: We used a design-based educational research approach in four phases to construct the program. In phase 1, we conducted a narrative review of the literature and distilled several prerequisites for interdisciplinary learning. In phase 2, we implemented two pilot courses with a focus on the content and the interdisciplinary context of the course. In research phase 3, we implemented the course during three consecutive years, with yearly evaluations of the course. In phase 4, we distilled design principles based on evaluation and reflection of the previous research phases. Results: We elaborate on the various components of the design itself. Furthermore, using data from surveys, panel discussions and interviews, we reflect on the content and outcomes of the interdisciplinary course. We propose seven evidence-informed ‘crossing the line’ design principles for future interdisciplinary education. Conclusions: The developed design principles pertain to interdisciplinary education in general and transcend subject-specific boundaries. The design principles are applicable in a wide range of higher education disciplines.

Design and evaluation of a sustainable blended study programme in higher education

IntroductionBlended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon emissions of students commuting to campus. In this study, pedagogical design principles for sustainable blended learning and teaching are developed and evaluated taking into account these opportunities.MethodsA prototype for a sustainable blended study program at a University of Applied Sciences was developed and evaluated using a form of Educational Design Research.ResultsThe design stage, carried out by a team of eight lecturers, resulted in a design based on six pedagogical design principles. This design also included an effort to reduce student travel by limiting on-campus education to two days a week. The results show the effects of students’ increased online learning skills and diminished travel movements on their satisfaction with the blended learning design, and their travel behaviour, which can lead towards an attitude change regarding commute and online learning. The lecturers’ observations and experiences, depending on their personal preferences, contradicted (self-regulation skills) as well as confirmed (online learning experiences) the students’ evaluations.DiscussionThe developed design principles are important to support a new balance between virtual and physical spaces, learning activities, moments in time and sustainability.

Dynamic sustainable polyamide elastomer toward ultratough and fully recyclable self-healing ionic conductors

The development of flexible ionic conductors with extreme elasticity, high ionic conductivity, desirable self-healing capacity and recyclability is a pressing need while challenging because the regulating of these performances is generally mutually exclusive. Herein, we report a dynamic double-crosslinking bio-based ionic conductive elastomer (DBICE), designed via the introduction of reversible covalent Diels-Alder motifs into a furan-functionalized biobased polyamide matrix, which realizes an ultratough, outstanding mechanical versatility (170.1 MJ m−3 toughness and 1342% elongation), unique self-healability (∼100% within 6 h), and capability to completely recycle and facilely reprocess. The specifically tailored ether-rich segments in the polyamide backbones with long-range ordering and selectively entrapped lithium-ion (Li+) provided high-efficient ion transport pathways, gaining remarkable room-temperature ionic conductivity of 1.66 × 10–3 S m−1. The resultant DBICE is assembled into a proof-of-concept flexible ionotronic sensor, exhibiting reliable resistivity sensing quality with high sensitivity and robust mechanosensation capability, and excellent recovery for the polymeric matrices and electronic components. This work provides a new molecular design principle for the sustainable development of advanced ionic conductors holding a great promise in wearable electronics or all-solid-state batteries.

The implementation and evaluation of a program for Dutch language proficiency for teacher education in Curaçao

This contribution deals with the implementation and evaluation of a program for Dutch language proficiency that was developed in a long-term educational design study in Teacher Education at the University of Curaçao. It first gives an overview of the study and describes the multilingual context of the Dutch Caribbean in which it was conducted. It then briefly goes into the large study dropout rates and low Dutch language proficiency of student teachers that led to developing design principles and a new language proficiency program. The program’s implementation was investigated in a mixed methods case study with classroom observations, interviews, and language tests, to describe and evaluate its use and effect. The case study included a formative part, investigating how the program and its implementation were perceived and evaluated by the teacher educators and student teachers and a summative part, investigating the effects of the program for the student teachers’ Dutch language proficiency and study success. The results of the case study showed that the program and its underlying design principles were positively evaluated by the student teachers and teacher educators and that it contributed to higher Dutch language proficiency scores and lower dropout rates in teacher education.

Developing design principles to enhance pre-service teachers’ understanding of number structure and mathematical equivalence in early grade mathematics

Research on mathematical equivalence, and to some extent, on number structure in early grade mathematics, has shown that most students at primary and secondary levels understand these concepts instrumentally rather than relationally. The study reported in this paper uses a design research approach to explore both mathematical equivalence and number structure in a primary pre-service teacher education programme at a university in South Africa and reports on an intervention strategy intended to culminate in developing design principles comprising guidelines for the effective teaching of number structure and mathematics equivalence in primary pre-service teacher education programmes. The mixed method study comprises 70 first-year primary pre-service teachers (PSTs) and a teacher educator. The PSTs wrote pre- and post-tests, and were interviewed following the pre-test. Skemp’s notion of relational and instrumental understanding guided the design of the intervention and the analysis of the data. The results from the study indicates that PSTs’ understanding of the notion of equivalence is similar to what has been reported for students in schools, and that there were some learning gains in the post-test results. Based on the findings from the study in general, some emergent design principles are proposed.

Deciphering the Interactions in the Root–Soil Nexus Caused by Urease and Nitrification Inhibitors: A Review

Optimizing nitrogen (N) availability to plants is crucial for achieving maximum crop yield and quality. However, ensuring the appropriate supply of N to crops is challenging due to the various pathways through which N can be lost, such as ammonia (NH3) volatilization, nitrous oxide emissions, denitrification, nitrate (NO3−) leaching, and runoff. Additionally, N can become immobilized by soil minerals when ammonium (NH4+) gets trapped in the interlayers of clay minerals. Although synchronizing N availability with plant uptake could potentially reduce N loss, this approach is hindered by the fact that N loss from crop fields is typically influenced by a combination of management practices (which can be controlled) and weather dynamics, particularly precipitation, temperature fluctuations, and wind (which are beyond our control). In recent years, the use of urease and nitrification inhibitors has emerged as a strategy to temporarily delay the microbiological transformations of N-based fertilizers, thereby synchronizing N availability with plant uptake and mitigating N loss. Urease inhibitors slow down the hydrolysis of urea to NH4+ and reduce nitrogen loss through NH3 volatilization. Nitrification inhibitors temporarily inhibit soil bacteria (Nitrosomonas spp.) that convert NH4+ to nitrite (NO2−), thereby slowing down the first and rate-determining step of the nitrification process and reducing nitrogen loss as NO3− or through denitrification. This review aims to provide a comprehensive understanding of urease and nitrification inhibitor technologies and their profound implications for plants and root nitrogen uptake. It underscores the critical need to develop design principles for inhibitors with enhanced efficiency, highlighting their potential to revolutionize agricultural practices. Furthermore, this review offers valuable insights into future directions for inhibitor usage and emphasizes the essential traits that superior inhibitors should possess, thereby paving the way for innovative advancements in optimizing nitrogen management and ensuring sustainable crop production.

Revealing the relationship of NO2 sensing with energy level in 2D van der Waals SnS1−xSex alloys

Understanding the relationship between sensing behavior and energy level is an important prerequisite for providing rational guidance to predict advanced gas-sensing materials and develop design principles. A tunably compositional van der Waals (vdW) alloy SnS1−xSex (x = 0.2, 0.4, 0.6, 0.8) that reveals the trend of response value with Fermi level is first reported here, which is prepared by the isoelectronic Se atoms substituting the S atoms of SnS via an ion exchange method. The cause-and-effect of the energy level with response value is disclosed by Kelvin probe force microscopy, which reveals that increasing the gap between the Fermi level of alloys and the molecular orbital of NO2 by tuning Se content can enhance the response value for NO2. Compared to a no response to NO2 for pristine SnS crystals at room temperature, the as-prepared SnS1−xSex vdW alloys show a sensitive p-type response, in which the response value reaches 400.3% for SnS0.6Se0.4 alloys toward 20 ppm NO2 with a short response/recovery time (80 s/140 s). The SnS0.6Se0.4 alloys also have excellent selectivity and good stability. As a basic and crucial step, this work could pave the way to develop the gas sensors of vdW layered crystals with a p-type high-sensitive response, and also could be extended to electronics, sensing, and catalysis fields.

Fluorine‐Rich Covalent Organic Framework to Boost Electrochemical Kinetics and Storages of K+ Ions for Potassium‐Ion Battery

AbstractCovalent organic frameworks (COFs), featuring ordered nanopores with numerous accessible redox sites, have drawn much attention as promising electrode materials for rechargeable batteries. Thus far, however, COF‐based battery electrodes have exhibited limited capacity and unsatisfactory cycling stability due to the unwanted side reactions over their large surface area. Herein, a fluorine‐rich covalent organic framework (F‐COF) as an electrode material with improved stability and performance for potassium‐ion batteries is developed. The fluorinated COF not only stabilizes intercalation kinetics of K+ ions but also reinforces its electron affinity and conductivity, improving the reversibility of bond transitions during discharge–charge cycles. As a result, F‐COF affords a high specific capacity (95 mAh g−1 at fast rates up to 5 C) and excellent cycling stability (5000 cycles with ≈99.7% capacity retention), outperforming the pristine COF‐based electrodes devoid of F atoms. Notably, the experimental capacity of F‐COF approaches its theoretical value, confirming that a large proportion of electroactive sites are being actively utilized. Altogether, this work addresses the significant role of F atoms in improving the K+‐ion storage capability of COFs and provides the rational design principles for the continued development of stable and high‐performance organic electrode materials for energy storage devices.

Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.

Developing design principles for the implementation of AI in PSM: An investigation with expert interviews

The use of artificial intelligence (AI) in purchasing and supply management (PSM) has great potential, e.g. for automating processes and supporting PSM employees. Nevertheless, the number of realized AI use cases in PSM is still limited, and mostly in large companies. This paper examines first requirements for the implementation of AI in PSM. Second, design principles are developed on the basis of the identified requirements. Third, exemplary AI use cases in PSM are presented. For this purpose, a literature analysis is first conducted and followed by interviews with 17 PSM and technology experts. Finally, 40 requirements for the implementation of AI in PSM are developed from the conducted expert interviews. Based on these 40 requirements, ten design principles are developed in the sense of the design science research (DSR) approach to describe the relevant activities for the implementation of AI in PSM. The artifacts developed in this paper will contribute to the implementation of AI in PSM. The applicable research results should facilitate the transfer of knowledge into practice and contribute to the establishment of the DSR method in PSM research.