Instructional Design Model Research Articles

Development and Validity Analysis of the ITS Learning Module for the Shadow Clarity Subtopic for Second Year Science Subjects

Critical and creative thinking skills (CCTS) are essential to produce an individual that can help Malaysia to achieve the developed nation status. Thus, this study was conducted to develop the Into The Shadows (ITS) learning module for the Shadow Clarity subtopic of Science Year Two subject. The module was developed based on five phases of the ADDIE instructional design model. However, this study only focuses on the development phase of the ITS learning module. The developed module contains scientific investigation activity based on the structured inquiry learning strategy about the resulting shadow clarity as the light passes through three different types of materials to promote the CCTS practice among Year Two students. The module also applies the cross-curriculum element when students are asked to apply the parallel line technique in recording the resulting shadows. The validity of the module was evaluated by three experts. The validity analysis indicated that the module had high face validity and content validity values, which were 95% and 100%, respectively. The developed ITS learning module is expected to be able to promote the CCTS practice among Year Two students.

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

The study aimed to determine the effectiveness of the Linear Motion Graph learning module (PGeL) among Form Four students. The design of this study is the developmental research which involves the development of the PGeL learning module based on the ASSURE instructional design model. The module was developed by applying chunking elements, mnemonic, interactive simulations, POE approach (predict, observe and explain) and graphics techniques. The effectiveness of the PGeL module was investigated using the quasi-experimental design. A total of 94 secondary school students in Kuala Lumpur zone were selected as respondents using the cluster random sampling technique and consist of two groups; the treatment group and the control group. The effectiveness of the PGeL learning module was determined using pre-test and post-test question sets. Data analysis was carried out using the Statistical Package for the Social Science (SPSS) software. The findings showed that the developed PGeL learning module had high face validity and content validity of 97.1% and 95.3%, respectively. The pre-test and post-test questions were used to collect information on student achievement in the Linear Motion Graph topic. Analysis of student responses in context found that the treatment group showed a better improvement in achievement compared to the control group, with the best improvement being in problem-solving contexts. Independent samples t-test analysis showed that there was no significant difference in the pre-test score between the treatment group and the control group [t (92, p = 0.824) = -0.223, p>0.05]. Independent samples t-test analysis also showed that there was a significant difference in the post-test score between the treatment group and the control group [t (92, p = 0.000) = 10.919, p<0.05]. Furthermore, independent samples t-test analysis showed that there was a significant difference in achievement between the treatment group and the control group [t (92, p = 0.000) = 12.622, p<0.05]. In conclusion, the developed PGeL learning module is effective in improving the achievement of form four students in the Linear Motion Graph topic. The implication of this study is that the PGeL learning module is suitable for use as a learning aid for the Linear Motion Graph topic.

Development of a Project-Based Learning Module for the Subtopic of Natural Water Resources for Year TwoScience Subject

Project-based learning (PjBL) is one of the learning strategies which can be used to develop the critical and creative thinking skills (CCTS) among students to ensure that they can compete despite facing various challenges in this globalisation era. Hence, this study was performed to develop a project-based learning module for the Natural Water Resources subtopic of Year Two Science subject. This study was a developmental study that involved the development of module according to five phases of ADDIE instructional design model, namely analysis, design, development, implementation and evaluation. However, this article only focuses on the development and validity analysis of the learning module which is in the development phase. The module was developed by applying PjBL strategy and consisted of the activity of designing and constructing Earth’s landform model that has natural water resources. The face validity and content validity of the Love Our Water Resources learning module were evaluated by three experts and analysed using descriptive statistical analysis to determine the value of expert agreement (EA) percentage. The finding analysis proved that the module had high EA percentages of 95% for face validity and 98% for content validity. In conclusion, the developed project-based learning module for the Natural Water Resources subtopic of Year Two Science subject has good face validity and content validity. The implication of this study is the developed learning module can be employed as a learning aid to develop the CCTS among Year Two students.

Design and Build of Operational Activities Application of PKP-PK Hang Nadim (KapakNadim) Hang Nadim International Airport Batam

Kapak Nadim application is designed and built to support daily operational activities in the ARFF unit of Hang Nadim International Airport Batam. This application allows users to access information related to the world of Airport Rescue and Fire Fighting (ARFF), regulations, materials to increase personnel knowledge, standard operating procedures at work, and operational activity schedules. This application also provides a real-time vehicle maintenance checklist feature that can assist in checking the feasibility and completeness of vehicles with effective and efficient features in 1 (one) platform. In its development, the Research and Development (R&D) method is used with the ADDIE (AnalysisDesign-Develop-Implement Evaluate) instructional design model created by Dick and Carry (1996) with procedures that allow creators to speed up the design process and minimize errors. The problem in this topic is how ARFF personnel can easily access various knowledge in 1 (one) platform, therefore the author makes the KapakNadim application that can be installed on an android smartphone. The final result of this product development is the KapakNadim application which is equipped with 9 (nine) main features.

Application to prevent pressure injury in elderly caregivers

Objective To develop and validate the content of a mobile application prototype on Pressure Injury (PI) Prevention for elderly caregivers. Methods Methodological study of prototype-type technological production in mobile application. The application development was guided by the Contextualized Instructional Design (CID) model. The content validation stage was carried out by seven teaching nurses of a technical course for elderly caregivers in a federal educational institution with the application of the Suitability Assessment of Materials (SAM) instrument. Data were analyzed using descriptive statistics. Results The prototype, which was named LPPrev, contains information about the concept, staging, causes of LP, and main affecting sites, in addition to reminders to reposition the elderly in bed; registration of nutritional information, oral hydration, body and intimate hygiene, and guidance on preventive care is also possible. The content evaluation obtained 96.6% of agreement between professors, being considered a material of superior quality. Conclusion LPPrev is an application prototype properly structured according to the categories evaluated by the SAM, with relevant information for caregivers of bedridden and dependent elderly, contributing to theoretical knowledge and fundamental care in the prevention of injury by pressure, being prepared to move on to the other stages of the DIC model.

Teaching Real Analysis in Teacher Preparation Program through Content Bridging Strategy

This study aims to investigate the impact of content bridging, based on the ARCS Model of Instructional Design, on student motivation in learning Real analysis within a teacher preparation program at the bachelor's level. The strategy aims to establish connections between Real analysis and secondary-level mathematics, emphasizing the relevance and applicability of the subject. The study employed a participatory action research approach, employing content bridging and observing the students' behaviour during the instruction to study the change. The results indicate remarkable improvements in student behaviour, engagement, and active participation. Students exhibited increased motivation, completed assigned work, posed thoughtful questions, and demonstrated enthusiasm during class. These findings highlight the effectiveness of the content bridging in enhancing student motivation and understanding of Real analysis within the context of teacher preparation programs.

PENGEMBANGAN APLIKASI SOFTWARE MULTIMEDIA DALAM PEMBELAJARAN BAHASA INGGRIS TEKNIK PADA PRODI PENDIDIKAN TEKNIK BANGUNAN

This research was developed using a research and development (R&D) model that refers to the Lee & Owens Instructional design model so that it can develop learning media in Engineering English courses in the form of Android-based multimedia software applications, thus facilitating access and student learning activities in the class as well as outside of the class. Lee and Owens' model consists of five stages, namely assessment/analysis, design, development, implementation, and evaluation. The data analysis technique in this study used a questionnaire to collect data from needs analysis, linguist validation, and product evaluation. The results of the media development research are 13 meetings of Android-based multimedia software application products that have been validated by linguists who obtained 85.75% results and fall into the very feasible category. The conclusion that can be drawn is that the Android-based multimedia software application is grammatically feasible, but it should be validated by a material expert before the developed media can be used in Technical English for Engineering courses.

Imagineering MOOC Instructional Design Model to Enhance Creative Thinking and Creative Health Media Innovation

The research aims to redesign and develop the Imagineering MOOC Instructional Design model (I-MOOC ID model) to enhance creative thinking and creative health media innovation. The exploratory sequential design mixed-method research method was used, and it was divided into three phases: (1) investigation and synthesis of the composition of the I-MOOC ID model based on qualitative research methods by using scoping reviews; (2) redesign and validation of the I-MOOC ID model based on quantitative research methods through measurement of items with the Content Validity Index (CVI); and (3) assessment of the suitability of the I-MOOC ID model based on quantitative research methods. The findings indicate that: (1) The I-MOOC ID model is composed of five compositions: 1) educational stakeholders; 2) the Imagineering learning experience cycle, which consists of nine steps: inspire, imagine, design, develop, present, publish, improve, evaluate, and reflect; 3) the MOOC learning platform; 4) the course syllabus; and 5) authentic assessment; (2) The I-MOOC ID model has five main processes and 16 sub-processes; and (3) The experts agreed with the overall model in terms of the instructional design based on integrating technological pedagogical content knowledge (TPACK) in the digital age to develop learners’ learning outcomes and rated the suitability of the model as most suitable, with a combined mean of 4.72. The standard deviation was 0.47.

Development and implementation of the MobILcaps application for the teaching and development of information literacy in Higher Education

This paper aims at develop, implement and evaluate the effectiveness of the MobIlCaps mobile application. On the basis of cognitive, constructivist and connectivist theories, it has been developed on an instructional design model, based on the user experience. In the context of mobile teaching in higher education, an innovative application is proposed for the self-learning of information literacy by students of Social Sciences. With the collaboration of both teachers and students, the application was developed, following the ADDIE model, through the phases of analysis, design, development, implementation and evaluation. The last phase provided the improvement proposals for the optimization of the final version of the tool, a progressive open access website. The application is organized into six capsules that follow the framework of ACRL (2015): learn, search, evaluate, create, research and disseminate. It includes multimedia resources in the form of microcontents that highlight readability, organization and visualization as characteristics. The app focuses on the user and is a relevant instrument to facilitate teaching The different analyses, followed by proposals for improvement and revisions, led to the achievement of a very useful application for students, teachers and library

FLT in a non-linguistics university with the ADDIE model of instructional design

The article considers the issues of teaching FL communication to nonlinguistics students in terms of latest developments of instructional design determined by the research in personality psychology, cognitivism, structural linguistics. The authors suggest using the ADDIE model to design the teaching process in the context of the insufficiency of classroom hours for the discipline “Foreign language”. The authors have designed a course programme “Young professio-nal” embracing terminological thesaurus, speech patterns, specialized texts, tests, exercises to develop FL communication skills, with 3/4 of the study time focusing on students’ autonomous work with teaching materials in “Electronic educational environment”. The ADDIE model-based learning technology was tested with 4th year – physics and mathematics students of State University of Education and positively assessed.

Research on the Construction of Technology-rich Classroom Learning Environment to Develop English Language Learning and Higher-order Thinking

Background and Aim: Applying emerging technologies to explore new learning ecology has become the focus of current education reform. Foreign language majors in China were once criticized for their lack of critical thinking abilities. This paper aims to construct a technology-rich classroom learning environment and explore its impact on participants’ English learning and higher-order thinking. Materials and Methods: This research is a quasi-experimental research design using a quantitative research approach. English language teaching experiment was conducted on 60 samples selected by using the purposive sampling method. Participants were university second-year business English majors, and their English listening, speaking and higher-order thinking skills were pre- and post-tested. Data were collected through tests and quantitative questionnaires. Descriptive statistics and paired-sample T-tests on the hypothesis were conducted by using the statistical software Jamovi. Results: Participants showed a high evaluation of the constructed technology-rich classroom learning environment. Their English listening skills and speaking competency have been efficiently improved, especially listening comprehension, speaking content, and language use. Their higher-order thinking was also improved, especially their analytical ability and cognitive maturity. Meanwhile, participants demonstrated a high level of cognitive engagement and learning satisfaction. Conclusion: This study proposed a model for technology-rich learning environment design, as well as a constructivist instructional design model, revealing the mechanism of technology promoting learning and providing relevant methods. The study also demonstrated that the simultaneous development of foreign language learning and higher-order thinking could be achieved in a technology-rich environment. This paper also puts forward suggestions for further enriching instructional design and technology-rich learning environment design.

Methodological guide for the creation of educational materials based on patterns of needs and design

Teachers face different roles according to the educational needs a student population may require. One of these roles has to do with the teachers´ relationship with the design of educational materials. This paper aims to provide an introductory methodological guide for the creation of educational materials, based on specific patterns of needs and design. It is expected that teachers can also perceive their teaching role as an effective teacher-designer considering four components: needs analysis (NA), instructional design (ID), universal design for learning (UDL), and graphic design (GD). NA is fundamental in the process of creating educational materials to developing actions such as needs inquiry and analysis, allowing the teacher-designer to reflect on the educational material. The use of an ID model provides strong support in the construction of educational materials and allows teacher-designers to generate coherent products that meet the real needs of the student population. The principles of UDL help to make the design of educational resources accessible to the target population. GD goes from being an aesthetic component to making pedagogical contributions, by enhancing the final quality of the material in terms of imagery, color palette, and selected typography. Lastly, educational materials should not lose their main purpose. In this sense, a teacher-designer has to follow patterns of needs and design that can address how particular individuals learn and what they specifically require so a material becomes a functional and successful contribution for the learning process.

The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education

AbstractMaintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well‐being, especially in online settings. We outline an existing ethical decision‐making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity. Practitioner notesWhat is already known about this topic Existing codes of ethical standards from well‐known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so. Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply. Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs. Practical means for engaging in ethical design practice are scarce in the field. What this paper adds A call for learning designers in higher education to maintain and protect students' privacy and well‐being, strengthening their ethical design capacity. A demonstration of how to use a practical ethical decision‐making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well‐being. Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy. Methods—using a practical ethical decision‐making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk. A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders. Implications for practice and/or policy Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies. Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well‐being, as an important aspect of their ethical design responsibilities. Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

Development of High School Home Economics Financial Consumer Education Program based on Backward Design

The purpose of this study was to develop a high school home economics financial consumer education program based on backward design and validation by experts. The program was designed and developed by first selecting learning content elements through a review of existing research and an analysis of relevant literature. The next step was to categorize these elements into seven themes and apply the backward design instructional design model 2.0. The program was prepared in the form of a 21st teaching-learning course plan and workbook and was verified by nine home economics teachers with working experience in high school. The evaluation revealed that the average value for all questions was 3.81 (out of 4 points) and the CVR was .99, indicating that the program was valid. In addition, positive evaluations were received in terms of learning goals, content level, and learner participation by class. This study has significance in that a systematic financial consumer education program was developed by Education of Home Economics to improve the financial literacy of high school students. It can therefore be used as an elective course (mini-course) in Home Economics in the high school credit system. A follow-up study will be required to assess the improvement in financial literacy after implementing this program.

Developing media literacy as complex learning in secondary schools: the effect of 4C/ID learning environments

ABSTRACT Background: Today, the importance of teaching media literacy in education has been highlighted, and the need for effective instructional design in this field has received more attention. This research attempts to investigate the effect of the Four-Component Instructional Design (4C/ID) model on developing media literacy. Method: This study employs a quasi-experimental pre-test-post-test design. The research subjects were recruited from tenth-grade students at secondary schools in Mashhad, Iran. A total of 30 students were selected as the sample using the convenience sampling method. Fifteen students were placed in the experimental group, and the rest were placed in the control group. Result: Statistical analysis (ANCOVA, MANCOVA & MANOVA) showed that designing instruction based on the complex-learning model (4C/ID) improved learning outcomes, critical thinking, and conscious interaction with the media. Conclusion: Acquiring media literacy competence is a complex learning process. Based on the results of this study, the four-component instructional design model (4C/ID) can promote the development of media literacy skills in students.

An Analysis of Instructional Design Model and Students’ English Achievement

Teaching English in Indonesia should get attention to face the era of globalization. The initial survey shows that students still face problems or difficulties in learning English, especially productive skills. So, the study aimed to investigate the kinds of instructional design models (IDM) conducted by lecturers, to expose the stages of IDM, and to describe the learning achievement of the students’ English productive skills. The subjects of this study were lecturers who taught English productive skills, namely speaking and writing skills, and the fourth semester students who had programed these courses. The procedures were (1) a preliminary survey of learning problems, (2) designing research instruments, (3) validating instruments, (4) collecting data through instruments, and (5) analyzing and interpreting the results of data analysis. The instrument was a questionnaire that aimed to obtain information from lecturers, while the test aimed to measure the achievement of students’ English productive skills. The results showed that the lecturers used several kinds of IDM with various stages, and the students’ English achievement was in good classification for speaking skills and fair for writing skills. Therefore, the lecturers were considerably required to choose the kinds and various stages of IDM in their teaching and learning processes.

Training 1st-Year Medical Undergraduates in Doctor–Patient Relationships Using Gagne’s Model of Instructional Design

The doctor–patient relationship is an extremely important and indispensable aspect of health-care delivery. Instructional design refers to a structured strategy that a teacher adopts to develop and deliver any educational program or a specific topic in a streamlined manner. Gagne’s model of instructional design has been employed to deliver a wide range of skills in different settings. The topic of the doctor–patient relationship can be explained to the 1st-year undergraduate medical students as a part of the attitude, ethics, and communication module training. The proposed time for the session is 1 h, and we intend to employ a wide range of teaching–learning methods (namely flipped classroom; interactive discussion using case vignettes; employment of movies depicting a doctor–patient relationship; and role play, use of pear deck) to promote interaction and active engagement, and reflective writing. To summarize, the doctor–patient relationship is an integral part of health-care delivery and we must train students in this regard. Gagne’s model of instructional design provides both teachers and students an opportunity to learn the knowledge in a comprehensive and student-centered manner.

대학교육에서 PDCA를 활용한 역량기반 교육과정 개발 모형

Objectives The purpose of this study was to explore a competency-based curriculum model and an instructional design plan using PDCA model in university education. Methods To achive this purpose the components and design principles of the draft competency-based curriculum development model using PDCA were derived through a review of prior literature. This study conducted a total of three Delphi surveys on expert panels in the field. Results The components of the finalized competency-based curriculum development model are as follows. A total of 62 components in 21 categories with 11 sub-stages under four stages (Plan, Do, Check, and Act) were developed for the competency-based curriculum using the PDCA cycle. Components of the “Plan” Stage include educational environment analysis, core competency development, and educational goal establishment. The “Do” Stage comprises of needs analysis, university infrastructure analysis, curriculum design, and evaluation method development. The “Check” Stage has components such as competency-based curriculum evaluation, and the assessment of learners’ competency improvement. The components of the “Act” Stage consist of leap-off toward reinforcement and new plan establishment. Conclusions This study is meaningful in that it established a systematic, cyclical competency-based curriculum development model in terms of the quality management of university education curriculum using the PDCA cycle. In addition, for professors to provide competency-based classes, it developed an instructional design model for competency-based curriculum of university education so that it can be used as a basic material for developing instructional strategy.

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study.

Restorative dentistry plays a crucial role in dental practice, necessitating professionals to stay abreast with the latest advancements in the field. The advancement of technology has made web-based learning a widely used method of education delivery in dentistry, providing learners with extensive information and flexibility. This study aims to evaluate how effective an online educational course in restorative dentistry is for dental graduates in Syria. This study used a pre-experimental study design, with pretest and posttest assessments to measure changes in participants' knowledge and skills. A total of 21 dental graduates completed the online course in restorative dentistry, which was hosted on Moodle, using the learning management system of the Syrian Virtual University. Participants were provided with a suggested learning sequence and had the flexibility to navigate the course on their own and at their own pace. The course was developed based on the principles of web course design and web-based course development using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) general instructional design model. The pretest and posttest assessments consisted of 50 multiple-choice questions with a single correct answer, aligning with the course content. Furthermore, participants were asked to complete a course acceptance survey upon finishing the course. The results showed a significant improvement in the participants' knowledge of restorative dentistry, supported by a statistically significant P value of less than .05. The effect size of the difference between the pre and posttest indicated that the effect size, as indicated by ω2, demonstrated a significant 62.1% difference between the pre and posttest, indicating a high and statistically significant effect. Furthermore, the value derived from the Haridy obtained work ratio formula indicated that the educational program was effective, with an effectiveness amount of 3.36%. Additionally, 93% (n=19) of respondents expressed confidence in having gained the expected benefits from the educational course upon its completion. The findings indicated a notable enhancement in the participants' understanding of restorative dentistry. The participants' high satisfaction rate and positive feedback from the course acceptance survey further emphasize the favorable reception of the web-based learning approach. This study highlights the potential of web-based learning in dental education, opening the door for future research in this area. The findings of this study carry important implications for the design and implementation of web-based educational programs in dentistry, suggesting that such programs can serve as an effective tool for continuous professional development in the field.

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Building and construction technology education is a crucial component of architecture education, providing knowledge on tools and methods for designing and realizing building designs. While it provides knowledge as an input to other disciplines, it is also supported by the knowledge the other courses offer. On the other hand, these multilayered and interacting relations within the fields of architecture education may not be well-reflected in education curriculums, or implementation problems may occur. However, designing the architecture education curriculum based on these interacting relationships directly affects the education quality and educational outcomes. Within this respect, the AGU Department of Architecture provides a flexible curriculum design, which aims to provide experience in research and design during undergraduate architecture education and raise responsible team leaders or members. Therefore, building and construction technology courses of the curriculum are designed following the paths of the department’s and the university’s educational principles to engage all architecture disciplines with a multilayered and interacting approach. This paper explains the course design approach developed for and experienced with building and construction technology courses by aiming to contribute to the architectural design education literature from the technology education perspective. It sets forth the instructional design models and teaching methods used for designing the building and construction technology courses and also explains the course interactions within the curriculum.