Instructional Design Principles Research Articles

Facilitating active learning of sectional anatomy with technology-enhanced small-group tasks: Assessment of knowledge gains, technology usability, and students' perceptions.

Learning 2D sectional anatomy facilitates the comprehension of 3D anatomical structures, anatomical relationships, and radiological anatomy. However, the efficacy of technology-enhanced collaborative instructional activities in sectional anatomy remains unclear, especially if theoretical frameworks, namely the Cognitive Theory of Multimedia Learning (CTML), are applied in instructional design. Thus, this study compared the educational impact of distinct 45-min-long technology-enhanced collaborative learning tasks in sectional anatomy. A sample of 115 first-year medical students was randomly divided into three experimental groups that used different supporting technologies to learn the sectional anatomy of the chest: IMAIOS e-learning platform and Microsoft Surface Hub (n = 37); anatomage table (n = 38); anatomage table with CTML-based presets (n = 40). Prelearning and postlearning tests revealed that significant knowledge gains in sectional anatomy were obtained by all groups even though no inter-group differences were found. Moreover, a five-point Likert scale questionnaire showed that the learning session was highly valued by all participants and that users of the anatomage with CTML-based presets reported higher enjoyment than users of the IMAIOS system (mean difference = 0.400; p = 0.037). In addition, students using the IMAIOS system and the anatomage with CTML-based presets provided System Usability Scale (SUS) scores of 67.64 and 67.69, respectively, reaching the benchmark of usability. By contrast, students using the anatomage table without presets awarded a SUS score of 64.14. These results suggest that the integration of multimedia technologies in anatomy teaching and learning should be grounded on CTML principles of instructional design. Otherwise, students' perceptions of ed-tech usability are potentially hindered.

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh

The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing the design and development research method, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.

Achieving an adaptive learner

This essay was invited upon the receipt of the American Psychological Association Division 15’s Career Achievement Award for Distinguished Psychological Contributions to Education in 2021. I propose that modern education should prepare students to continue learning so they can adapt to changing times, circumstances, and knowledge bases. A key step in adaptation is recognizing that there is something new. I review evidence from three sets of previous studies that show traditional instruction succeeds in helping students complete routine tasks but falls well short of preparing students to learn from new information and adapt it to novel situations. I try to understand these results from three levels of analysis: The overarching goals of instruction; the psychological assumptions underlying the instruction; and the in situ demands and natural responses of classroom learners. Given these analyses, I motivate four instructional design principles that emphasize helping students innovate new ideas and solutions, which in turn, leads them to focus on new information and prepares them to adapt and learn from future situations.

Examining the interplay of design principles in an instructional intervention for multilingual learners: the discursive mathematics protocol

We have two goals in this paper: (1) To present an iteration of an instructional protocol in mathematics designed to simultaneously promote the mathematical reasoning and learning of the mathematics register by multilingual learners (MLs) and (2) to analyse empirical data to provide evidence of the viability of the instructional protocol for MLs. Using social-constructivism as our theoretical framework, we demonstrate how the ‘Discursive Mathematics Protocol’ (DMP) builds on Pólya’s problem-solving heuristic by integrating research-based ‘language practices’ and ‘essential teaching practices’. To address the paper’s second aim, we analyse videotapes and student work from two problem-solving lessons to examine the interplay of the language practices and essential teaching practices found in the DMP and how this interplay supports students to develop their mathematical reasoning, while learning the mathematics register. This study contributes to an emerging research field that considers the interplay among instructional design principles, language and students’ mathematical learning. This research is also an important contribution to the literature for practical reasons; it demonstrates that instruction promoting language acquisition and mathematical reasoning can be integrated during problem-solving lessons and benefits MLs.

Principles of instructional design in adult education: Vectors of change and modelling opportunities based on educational technologies

Introduction. The issue of instructional design development is examined, with a particular focus on the potential for developing variable models based on technological solutions which facilitate the synchronisation of adult learning with the demands of the labour market. The aim of this article is to determine the principles of the instructional design for adults, and to identify the key vectors of change influenced by educational technology (EdTech). Materials and Methods. The methodology was based on ecosystem and socio- environmental approaches, as well as the methods of content analysis, expert interviews and modelling. The method of a qualitative content analysis was used to examine scientific sources with a search depth of 10 years. The selection of experts for interviews was carried out on a criterion sample: work experience in adult education, continuing professional development, consulting, and EdTech. The data were analysed on 15 expert interviews. The authors employed the modelling method to construct a conceptual model of instructional design. Results. The authors have identified and revealed the differences between instructional design and classical didactics, presented in the educational paradigm shift towards a greater learner agency, an open multidimensional learning environment, and ecosystem connections. As a result, the authors have pointed out three stages of instructional design development, revealed its peculiarities, and identi-fied potential avenues for change. The authors have summarised and formulated the principles of a modern data-driven instructional design, based on the examples of EdTech companies Skillbox, Skyeng, Stepik, Synergy, SkillFactory, Universalium, Synchronisation. The principles are as follows: personali-sation, customisation, variability, reduction of a feedback loop, analysis of group and individual educational experiences, immersion in practice and social context. Furthermore, the authors have con-structed and described a conceptual model of the instructional design for adults. Conclusions. In conclusion, the authors present a summary of the principles identified in the field of the modern data-driven instructional design for adult education. Instructional design is regard-ed as a scientific discipline and practice. The model of instructional design developed by the authors provides adaptability and the capacity for redesigning educational programmes for adults in continuing professional development and EdTech, thereby contributing to the creation of a lifelong learning eco-system.

The Perception of Instructional Design Principles for Metaverse in Education Among Pre-service Early Childhood Special Education Teacher

The Perception of Instructional Design Principles for Metaverse in Education Among Pre-service Early Childhood Special Education Teacher

Addressing AAC Knowledge and Skill Barriers in Rural Communities: Strategies for Success

Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may be limited. This practitioner-focused article provides evidence-based strategies for addressing the knowledge and skill needs experienced by professionals and communication partners in rural communities, including strategies for (a) identifying AAC knowledge and skill needs, (b) accessing AAC resources, (c) using principles of instructional design and instructional coaching to address identified areas of need, (d) considering contexts for instruction, and (e) examining contextual fit.

Redesigning the survey course: A focus on music, historically excluded identities, and the canon

AbstractSo‐called survey courses have been a persistent but contested genre in world languages, especially in regard to “the canon,” an unstable concept that has historically determined the textual choices of such surveys. This article presents a case study for redesigning the survey course genre in line with theory to diversify, decolonize, and decanonize the curriculum. It discusses a number of steps concerning the theoretical background, textual improvements, approaches to assignments, classroom atmosphere, and general pedagogy. It reflects on questions of positionality, institutional support, and workload. Focusing on music and short texts, the survey course described here questions the common practices and core values of German studies, music history, and musicology, and takes a critical stance toward privilege and power. In this context, the course counters tokenization, juxtaposes non‐canonical and canonical works, and focuses on inclusion, diversity, equity, and accessibility work, as well as universal instructional design principles and social justice education. Thus, the survey becomes a new genre—one that still offers students the breadth of cultural production but relies on a particular set of prerequisites determined by factors such as the space, time, and accessibility of a course, as well as the identity markers of instructor and students.

Changing the delivery of continuing professional education: An action research approach

AimA participatory action research project was used to change the design and delivery of continuing professional education in a large Irish academic teaching hospital. BackgroundParticipation in continuing professional education, designed as a short course, is often a method to maintain competence for many nurses. Structured short education courses are often used to orientate and upskill new staff to specialist clinical areas. Traditionally many courses relied on face-to-face delivery over a period of weeks which is challenging for one clinical area to release staff to attend theoretical days in person. DesignA six-stage participatory action research cycle over a 3-year period in a large Irish academic teaching hospital. MethodsMultiple methods were used in the cyclical process of participatory action research. Constructive alignment theory and instructional design principles were used to redesign the educational framework. Data collection included audits of courses, questionnaires and focus groups with key participants. ResultsAnalysis of the focus group themes included 1) underestimated time 2) the process of change 3) teaching and learning styles and 4) acceptance and integration. 20 learners completed the evaluation and reported a positive synergy between e-learning and clinical workshops. E-learning was reported as time-consuming. 75 % of learners reported they were motivated to learn. 90 % of the learners reported they gained new knowledge and skills, 84 % reported the clinical area benefited from the education and 80 % identified a direct improvement in their clinical skills in the specialist area. ConclusionsParticipatory action research supports organisational change in continuing professional education. Constructive alignment theory supports the value of outcomes-based learning. In this context it resulted in successfully blending theory and clinical skills for nurses working in specialist areas. The redesigned continuing professional education framework was positively evaluated across nurses in the organisation.

에듀테크 기반의 융합 수업설계 원리 개발

Objectives This study aimed to develop the instructional design principles for designing systematic convergence education using EduTech.
 Methods Through the application of a design and development research methodology, design principles were developed by conducting a literature review, three times expert valiation, and field application.
 Results We derived seven design elements, including 1) curriculum analysis, 2) problem setting, 3) edutech selection, 4) learner participation, 5) scaffolding provision, 6) reflection guidance and support, and 7) evaluation implementation, along with 17 design principles and 57 guidelines. We applied the insturctional design principles to a “VR virtual exhibition hall creation” class. fourty two 5th grade students of I Elementary School in Incheon participated. The satisfaction survey results showed 4.53, indicating high satisfaction.
 Conclusions The significance of this study lies in providing concrete guidelines on how to use appropriate Edutech to design the convergence education in accordance with the context of the class.

인공지능 리터러시를 위한 AI 융합 영어 쓰기 수업 모형 개발

Objectives This study aimed to develop a model for an English writing class integrating Generative AI for artificial intelligence literacy.
 Methods Literature and prior research on artificial intelligence literacy, prompt engineering, Generative AI, and the development of English writing class models were analyzed. The model prototype's purpose and theoretical foundation were established, validated for internal consistency by five experts in educational technology and English education. The prototype was tested with one English teacher and approximately 48 students over a two-week period in December 2023, refining its content for the final model.
 Results To achieve this, 31 first-year middle school students in Seoul were assessed through pre- and post-tests to measure their attitudes toward artificial intelligence literacy and English writing. The final class model consisted of seven stages, distinguishing between learner, instructor, and Generative AI roles. Nine teaching strategies were applied to 39 detailed stages of the class model, aligning with instructional design principles.
 Conclusions The developed model holds significance in encouraging students' divergent questioning and proactive learning attitudes through strategic and systematic integration of Generative AI interaction within the English writing class. Moreover, through the development of this class model and teaching strategies, it is anticipated to serve as an effective guideline for educators to design and implement prompt engineering-based Generative AI integrated English writing classes.

Students Response to Hybrid Learning in Higher Education

Hybrid learning has emerged as a significant strategy in higher education, combining face-to-face learning with technology. Theoretical discussions on hybrid learning involve an understanding of contemporary learning concepts, such as constructivism, active learning, and humanistic approaches. The integration of technology in the learning process is seen as a key element for creating a holistic and student-centered learning experience. Instructional design principles, motivation theories, and understanding online learning concepts are also important in understanding the dynamics of hybrid learning. This research was conducted using a qualitative descriptive approach which purpose is to analyze students’ response to hybrid learning in higher education. The students in this research are the first semester students at Widya Karya Catholic University who are taking an English subject. Hopefully that this research gives a significant contribution to the development of pedagogical thinking and the practical application of hybrid learning in higher education institutions.

Exploring Faculty Development Frameworks in Medical Education: Challenges and Opportunities

This review examines the intersection of faculty development frameworks in medical education and instructional system design (ISD) principles. A systematic review of existing literature follows the PRISMA guidelines, and data analysis combined inductive and deductive approaches to examine key framework components, strategies in faculty development frameworks, and alignment with instructional system design principles. The findings show a tapestry of shared components and diverse approaches, each offering unique value. Incorporating ISD principles can amplify the impact of medical faculty development programs. The study can deepen our understanding of medical faculty development frameworks and provide valuable insights for creating reliable solutions.

Programmed Instruction is a System for Sustainable Development of Language Skills

Programmed Instruction (PI) stands as a promising system for fostering sustainable development of language skills in learners. With its roots in behavioral psychology and cognitive learning theories, PI integrates principles of instructional design and technology to create a structured and personalized learning experience. This abstract explores how Programmed Instruction contributes to the sustainable development of language skills, emphasizing its effectiveness, adaptability, and potential for widespread implementation. PI capitalizes on its systematic approach, breaking down complex language concepts into smaller, manageable units. Learners progress through these units sequentially, building a solid foundation before moving to more advanced topics. This systematic structure ensures a sustainable learning curve, preventing cognitive overload and fostering long-term retention. Moreover, the adaptability of PI enables learners to proceed at their own pace, accommodating various learning styles and abilities. This personalized approach promotes engagement and minimizes frustration, ultimately leading to enhanced language skill acquisition.The incorporation of technology in PI further amplifies its impact on sustainable language development. Interactive multimedia elements, such as audio, video, and gamified exercises, enhance learner engagement and comprehension. Real-time feedback mechanisms allow learners to track their progress and address areas needing improvement, reinforcing their commitment to continuous learning. Additionally, PI's digital nature transcends geographical boundaries, making quality language education accessible to a diverse global audience, thereby contributing to equitable sustainable development. The sustainable impact of PI extends beyond individual learners. Its structured methodology empowers educators to monitor and adapt instructional content based on learners' performance data, optimizing the teaching process. Furthermore, the scalability of PI makes it a viable solution for resource-constrained environments, reducing the dependency on physical learning materials. In conclusion, Programmed Instruction emerges as a robust system for nurturing sustainable language skill development. By blending effective instructional design, technology integration, and personalized learning, PI provides learners with a comprehensive, adaptable, and accessible pathway to acquiring and enhancing language skills. As education plays a pivotal role in sustainable development, PI's potential to contribute to linguistic competence aligns with global goals for inclusive and equitable quality education.

Virtual reality environment in pharmacy education: A cyclical study on instructional design principles

AbstractBackgroundIt is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature.AimIn this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy.MethodThe study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data.ResultsThe prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning.

Al-Chemy: e-learning platform for foundation students

The unexpected closure of educational institutions as a result of the emergence of COVID-19 prompted the authorities to suggest adopting alternatives to traditional learning methods. E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the implementation and prototyping of an innovative web-based e-learning platform for chemistry course known as Al-Chemy. Al-Chemy was developed for foundation students at Tahmidi Centre, Universiti Sains Islam Malaysia. The rapid application development (RAD) methods have been used in developing Al-Chemy through website wix.com. Al-Chemy was structured with interactive notes, animation, virtual experiment, quizzes, and games. The combination of these activities helps students in learning basic and advanced concepts of chemistry.

Mapping Design Principles to Instructional Realities in Early Grade Mathematics in South Africa: A Framework for Designing and Evaluating Learning and Teaching Support Materials

The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of quality instructional materials is a well-recognised component of effective strategies to improve early grade mathematics in low- and middle-income contexts. However, there has been little explication of what constitutes quality instructional materials, nor long-term design work to contribute theory to this instructional design challenge. Across 15 years, the author has been working in an education design hub with teacher educators and teachers in the rural Eastern Cape, with the goal of improving early grade mathematics. The gains in mathematics performance have been among the most significant reported in research literature. This paper presents the design principles emerging from the work. Engaging the theoretical layers discussed by diSessa and Cobb, the paper contributes to design theory by emphasising the relationship between explicit instructional assumptions and design principles, integrating four ontological categories (motive, pedagogy, language use and mathematical meaning-making). Since 2011, the Department of Basic Education has provided learner workbooks to support teaching and learning in foundation phase mathematics at system scale. It is hoped that this paper will contribute to the ongoing development of this vital national resource. The paper makes explicit instructional assumptions and design principles (available for critique, adaptation, and refinement), and provides a more nuanced framework through which to assess and improve materials across time.

Redesigning Educational Countermeasures to Increase Virginia Drivers’ Road-Sharing Safety Knowledge

The lack of alignment between drivers’ and cyclists’ road-sharing knowledge results in unsafe interactions. To address this issue, educational countermeasures must clearly present and apply evidence-based practices to increase the likelihood that drivers will learn how to share the road safely with cyclists. In this study, we redesigned an existing Virginia road-sharing safety educational handbook to support a series of experiments. The redesign was based on established principles of instructional, organizational, and visual design. Virginia drivers completed a comprehension test after reviewing road-sharing educational material online. Results showed that reviewing the redesigned brochure did not improve global comprehension, law-based knowledge, and procedural knowledge about sharing the road with cyclists. However, the improved design of the educational material enhanced drivers’ declarative knowledge of road-sharing laws and safety. Further research is needed to determine the effectiveness of transferring these design choices to other transportation domains, so policymakers and instructors can effectively prioritize approaches for improving road safety.

Development of E-Modules Based on 5E Instructional Models in Chemistry

Information technology in education opens up new opportunities to enhance learning in schools. The learning media that can be used is e-module, which is an interactive and flexible digital learning resource. This study aimed to develop an e-module based on the 5E instructional model in class XI chemistry at SMA. The development method used is 4D. Identify the needs and objectives of class XI chemistry learning. Furthermore, the structure and content of the e-module is prepared based on the 5E instructional model, namely: engage, explore, explain, elaborate, and evaluate. At the development stage, the e-module is designed and developed by taking into account the principles of instructional design that are in accordance with the characteristics of learning chemistry. E-modules are also equipped with multimedia, interactive simulations, practice questions, and automatic assessments to facilitate interactive learning. After the e-module has been developed, the implementation phase is carried out by testing the e-module in a sample group of class XI students in a high school. Furthermore, an evaluation of the effectiveness of the e-module was carried out through collecting data from students and teachers regarding the use, use, and satisfaction of the e-module. The results of this study are expected to improve the quality of high school chemistry learning, helping students be more active, creative, and independent in understanding complex chemical concepts. With the use of this e-module, learning is expected to be more interesting, interactive, and effective in achieving learning objectives

A MODEL FOR THE CREATION OF SCRIPTED SEQUENCES FOR SERIOUS GAME APPLICATIONS

This article presents a method for presenting information in an interactive application, using a method that video games use to create narrative – scripted sequences – while following the principles of instructional design. A model for creating such sequences is also presented, inspired by a similar model for adventure video games. Five adventure video games were analysed to create this model. The created application has several advantages over real-life presentations: 1) the user does not physically have to appear at the location of the presentation, 2) the user can stop and start the presentation at a convenient time, and 3) the application may be more engaging than a recording of a real-life presentation.