Instructional Design Strategies Research Articles

멀티미디어 학습에서 동기부여를 위한 사전훈련이 성인학습자의 주의집중 및 학습동기에 미치는 영향

Objectives The purpose of this study is to analyze how presenting motivational pre-training in multimedia learning affects learners' attention, cognitive load, and motivation to learn.
 Methods For this purpose, the 20 adult learners in the study were divided into two groups based on whether they were given pre-training or not. Attention was analyzed through eye-tracking data collected by eye-trackers, and post-experiment interviews were conducted to gather in-depth opinions on cognitive load and learning motivation.
 Results First, we found that the motivational pre-training improved attention. Second, there was no significant difference in cognitive load between the two groups. Third, in terms of motivation to learn, the experimental group was more motivated than the control group.
 Conclusions We can see that it is necessary to support not only cognitive but also motivational aspects through pre-training. In the future, instructional design strategies that provide motivational pre-training should be considered in e-learning situations where learner motivation is difficult to manage.

Simulation as an educational tool to teach emergency medicine residents about unconscious bias.

Medical training embraces simulation-based education. One important topic that has recently been added to the simulation curriculum at the University of Toronto is unconscious bias. This educational innovation project evaluates a simulation that could be used as a novel instructional design strategy to teach unconscious bias. The simulation involved two resuscitation scenarios with a similar clinical trajectory. Each resuscitation was led by standardized physicians of different binary genders, followed by a debrief with highly trained facilitators. Tangible educational takeaways on team dynamic variation between different gendered team leaders were discussed following the simulation, highlighting its benefit to resident education on bias awareness and response. Limitations include inevitable unconscious bias in facilitators and unequal gender representation in the learner participants, which may impact simulation effectiveness. The findings support translating this simulation to other forms of bias education in future simulation development.

Interactive learning in economic education: integrating LearningApps.org tasks into Moodle

This paper explores the use of interactive learning tools in economic education. Specifically, it examines how the LearningApps.org platform can be integrated into the Moodle learning management system to create engaging and effective learning activities for economic courses. The paper outlines the benefits of interactive learning, reviews relevant literature on using technology in economic education, and provides examples of interactive LearningApps.org exercises for topics in economics. The results indicate increased student motivation and improved learning outcomes when using LearningApps.org in Moodle. The paper concludes that combining interactive tools like LearningApps.org with a system like Moodle can enhance economic instruction and recommends further research into instructional design strategies for integrating educational technologies.

Analysis of the Creation Strategy of Online Humanities Learning Environment from the Perspective of Interactive Psychology

Analysis of the Creation Strategy of Online Humanities Learning Environment from the Perspective of Interactive Psychology

Research on the Application of Computer Music Technology in Solfeggio Teaching in Universities

This paper investigates the potential impact and benefits of integrating computer music technology into solfeggio teaching within university music programs. Solfeggio, as a foundational skill in music education, encompasses sight-singing and ear training, yet traditional teaching methods often encounter challenges in engaging students and providing personalized instruction. The paper explores the theoretical foundations of solfeggio teaching and the role of technology in music education, highlighting the potential advantages of incorporating computer music technology. Specific examples of technology applications, such as interactive software for ear training, digital music notation tools, and virtual reality applications, are examined for their potential to enhance student engagement and provide personalized feedback. Furthermore, the paper reviews case studies of successful technology integration in solfeggio instruction and presents empirical research findings on the impact of technology on learning outcomes. Pedagogical considerations for technology integration, including instructional design, assessment methods, and student engagement strategies, are discussed, along with recommendations for educators and institutions interested in adopting technology-enhanced solfeggio instruction. The paper emphasizes the broader significance of technology-enhanced music education and its potential to enhance students' aural skills and overall musical proficiency.

Cognitive load scale in learning formal definition of limit: A rasch model approach

Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

A Case Study of Millennial English Teachers’ Awareness of Digital Media in EFL Classrooms

Digital literacy embodies the competence in effectively employing technology for information retrieval, appraisal, creation, and transmission. This case study not only explores the digital literacy of millennial English teachers but uniquely unveils the seamless integration of a diverse array of digital media into their EFL classrooms. The questionnaire served as a means to gauge the extent of the millennial English teachers understood the notion of digital literacy. Meanwhile, to understand how they use digital technology resources in their instructional design and pedagogical strategies, this study deployed observation, interview, and document analysis. Ten English teachers from Cianjur who belong to the millennial generation enlisted in the study. The findings underscored that the participants adeptly utilized an array of digital technology tools in their day-to-day professional undertakings. They have demonstrated proficiency with digital teaching tools and have seamlessly integrated them into their EFL classroom. Nonetheless, there is a discernible need for further support in advancing their digital literacy skills, and further, collaborative environment to explore innovative pedagogical approaches. Also, a sufficient amount of time for professional development is necessary, as are policies that promote the effective use of mobile devices in the classroom. Furthermore, it is imperative to stimulate the teachers’ experimentation with emerging technologies and elevate their digital literacy levels. Therefore, it is advised that government and policymakers proffer substantial, reliable, and easily accessible technical support tailored to the needs of millennial English teachers to continue their digital literacy growth.

가상현실을 활용한 교육의 해외 연구동향 분석

Objectives This study collected researches on the educational use of virtual reality published in international journals, investigated recent research trends using text mining technique, and sought to explore future research directions.
 Methods For this purpose, abstracts of 1986 documents included in the Web of Science database from 2013 to 2022 were extracted and performed topic modeling using Latent Dirichlet Allocation. Also the changing trends of each topic by year were analyzed.
 Results As a result of the study, first, it is confirmed that words related to the positive effects and application areas of virtual reality in education, such as ‘present’, ‘immers’, ‘activ’, ‘practic’, ‘univers’, ‘school’, ‘project’, ‘content’, ‘object’, ‘engag’, ‘social’, ‘scienc’, ‘languag’, and ‘motiv’, were included in the top rankings. Second, the main topics are ‘use of virtual reality in language and science learning in school and university’, ‘potential of virtual reality as a learning tool in response to social changes’, ‘development and design of virtual reality simulators for engineering and technical training’, ‘research on the learning effects and user experience of virtual reality in pre-medical education’, and ‘research on spatial and motor skills enhancement in 3D learning environments’. Lastly, recent research topics show great interest in pre-medical education and training in spatial and motor skills, while research on the use of virtual reality in language and science education and its potential as a learning tool show a decreasing trend.
 Conclusions Based on these results, there is a need for more in-depth research focused on learning outcomes, such as learners' psychological learning aspects and instructional design strategies, considering the quantitative increase in researches related to the educational use of virtual reality. Furthermore, it seems necessary to explore new insights into the use of virtual reality by referring to previous studies overseas, especially the rapidly increasing results in the fields of medicine and spatial and motor skills training.

디자인 교수설계에 관한 연구

This research suggests education theories and application methods on instructional-design of design education in universities through applying instructional design theories and methods from the field of education research. Focused on the instructional-design theories of Reigeluth, his models of relationships among instructional variables and instructional strategies on the types of learning were applied to instructional-design of design education in university. As a starting example of instructional-design, the lesson blueprint of the design class, ‘user-centered design’ of university A in Korea was developed based on his instructional strategies leading concept learning. It illustrates instructional-design methods and procedures making concept learning of the ‘conceptual model’ more effective, efficient and appealing to learners according to Reigeluth’s instructional-design strategies.

초등학생의 창의·융합적 진로역량 향상을 위한 문제중심형 직업체험프로그램의 개발 및 적용

This study developed a program to improve creative and convergent career capabilities using job experience facility, which is an active career education method, and investigated whether the program affects learners' satisfaction and creative·convergent career competency(creative and convergent thinking skills about the profession and career perception). For the vocational experience program, the ADDIE instructional design model and problem-oriented learning instructional design strategy were applied to develop vocational experience pre and post professional programs for elementary school students. After that, the program was conducted to 3rd and 4th graders, satisfaction was investigated, and creative·convergent career competency evaluation sheets were reorganized and evaluated according to the target. As a result, there was no statistically significant difference in program satisfaction, but there was a significant difference in creative and convergent thinking skills and career perception for jobs, which had a positive effect on satisfaction and creative and convergent career competency.

Listen Before You Auscultate: An Active-Learning Approach to Bedside Cardiac Assessment.

Bedside cardiac assessment (BCA) is deficient across a spectrum of noncardiology trainees. Learners not taught BCA well may become instructors who do not teach well, creating a self-perpetuating problem. To improve BCA teaching and learning, we developed a high-quality, patient-centered curriculum for medicine clerkship students that could be flexibly implemented and accessible to other health professions learners. With a constructivist perspective, we aligned learning goals, activities, and assessments. The curriculum used a "listen before you auscultate" framework, capturing patient history as context for a six-step, systematic approach. In the flipped classroom, short videos and practice questions preceded two 1-hour class activities that integrated diagnostic reasoning, pathophysiology, physical diagnosis, and reflection. Activities included case discussions, jugular venous pressure evaluation, heart sound competitions, and simulated conversations with patients. Two hundred sixty-eight students at four US and international medical schools participated. We incorporated feedback, performed thematic analysis, and assessed learners' confidence and knowledge. Low posttest data capture limited quantitative results. Students reported increased confidence in BCA ability. Knowledge increased in both BCA and control groups. Thematic analysis suggested instructional design strategies were effective and peer encounters, skills practice, and encounters with educators were meaningful. The curriculum supported active learning of day-to-day clinical competencies and promoted professional identity formation alongside BCA ability. Feedback and increased confidence on the late-clerkship posttest suggested durable learning. We recommend approaches to confirm this and other elements of knowledge, skill acquisition, or behaviors and are surveying impacts on professional identity formation-related constructs.

Media Usage Patterns of African Higher Education Students: A Ghanaian Perspective

The study examined the media usage patterns of 598 university students in Ghana to understand their demands for digital teaching and learning, as well as their patterns of media use for learning, with the goal of informing the media selection process. Overall, the study found that the universities fell short of meeting students' expressed need for digital learning formats. The gap represents both a challenge and an opportunity for the expansion of digital teaching and learning formats in Ghanaian universities. Furthermore, the media usage patterns reveal significant leisure-seeking and recreational uses of media by students, emphasizing the pervasiveness and embeddedness of smartphones in academic contexts. The emphasis on entertainment usage and the prevalent use of media for hedonistic purposes may suggest a deficit in digital skills regarding the use of media for learning. The study found no significant differences in user profiles between traditional and non-traditional students. The implications for instructional design activities and strategies for a mobile-saturated context are discussed.

Does multisensory stimulation with virtual reality (VR) and smell improve learning? An educational experience in recall and creativity.

The purpose of this paper is to derive into practical recommendations from multisensory stimulation with virtual reality (VR) and scent to help educators develop effective teaching strategies geared toward aspects of the learning experience, recall, and creativity in a stereotypical learning context. The paper is based on a randomized experiment in which student participants were subdivided into three treatment groups and one control group. Each group was stimulated by a different combination of visual, auditory, and olfactory stimuli (2D SMELL, VR, and VR SMELL) and the outcomes were compared against those of the control group (2D). Consistent with the Cognitive Theory of Multimedia Learning, hypotheses were constructed to study the effect of different combinations of stimuli on the learning experience and learning outcomes related to recall and creativity in a stereotypical learning context. Traditional video content alone and bundled with a coherent olfactory stimulus prompted higher self-reported ratings of perceived quality of the sensory experience. Olfactory stimulus in combination with either VR or a traditional video prompted higher self-reported ratings on perceived immersion. In a stereotypical learning context, the highest recall scores were achieved with traditional video alone. Both VR alone and bundled with an olfactory stimulus resulted in enhanced creativity. The findings of this study should be interpreted in the context of adopting multisensory stimulations combined with VR technology as part of stereotypical learning contexts. Most professional educators do not have robust knowledge or experience in using build-on-purpose multisensory stimuli but are increasingly engaged in using multisensory tools such as VR, as part of their teaching practice. In relation to recall, the results are consistent with the hypothesis that in a stereotypical learning context, a multisensory experience involving VR and olfactory stimuli can be related to an undesired cognitive load for learners. There exists a possibility that the low-technical version of the VR goggles used, as well as the contents of the instructional video may have influenced the learning outcomes in terms of recall. Hence, future research should consider such aspects and focus on richer learning contexts. This work offers practical recommendations for instructional design strategies aiming to create multisensory stimulations with VR and olfactory components to foster a richer learning experience and enhanced learning outcomes, under the assumptions of a stereotypical learning context.

Preferences for printed books versus E−books among university students in a Middle Eastern country

BackgroundLearning styles vary among the students at the university level which has changed from traditional to more technology pervaded strategies involving digital gadgets. The Academic libraries are being challenged to upgrade from old fashioned hard copy resources to digital libraries including electronic books. PurposeThe main purpose of the study is to assess the preferences of using printed books versus e-books. MethodsA descriptive cross sectional survey design was used to collect the data. A total of 607 students were included in the study. Data collected was analyzed using descriptive and inferential statistics. ResultsResults showed that 86.8% of the students were in undergraduate program with 48.9% students in the second year of the program, 95.6% in the age group of 17–26 years and 59.5% of them being females. The study concluded that 74.6% of students prefer e-books in terms of easy to carry and 80.6% of them spent more than 1 h reading from e-books, while 66.7% of the students preferred printed books due to the ease in studying and 67.9% favored as it is easy to make notes. However, 54% of them felt studying from the digital copies difficult. ConclusionThe study concludes that the students prefer e-books as they spent more time reading from e-books and are easy to carry; while traditional printed copy is comfortable to use and easy to take notes and study for exams. Implications for practiceAs many changes are happening in the instructional design strategies with the introduction of hybrid methods of teaching and learning, the findings of the study will guide the stake holders and educational policy makers to design novel and modernized educational design that has a psychological, and social impact among the students.

Explore the Role of Different Cognitive Functions in Education

Purpose: The purpose of this review was toe the role of different cognitive functions in education.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: Cognitive functions can play a significant role in improving education systems by informing instructional design, assessment methods, and student support strategies. It was concluded that application of cognitive functions in education involves utilising the understanding of how the brain processes information to inform instructional design, assessment methods, and student support strategies.
 Unique Contribution to Theory, Policy and Practice: Interventions targeting specific cognitive functions, such as memory-enhancing strategies or attention-focusing techniques, can be used to support students with learning difficulties. Overall, the application of cognitive functions in education can lead to more effective and engaging instruction, personalised learning experiences, and improved academic performance for students.

Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education

The integration of technology and new tools in engineering education has created opportunities for the advancement of geotechnical engineering education (GEE). Technology-enhanced learning (TEL) has been implemented in GEE by many educators, and its impacts have been studied by different researchers. This review paper presents a comprehensive analysis of the state-of-the-art implementation of TEL in GEE based on published journal articles. This study adopts a systematic approach in examining the literature on TEL in GEE, identifies emerging trends and challenges, presents potential solutions, and outlines research gaps and recommendations. The literature indicates that, over the past couple of decades, the major trends of TEL in GEE have included computer-based simulations and computations, physical and centrifuge modeling, virtual laboratory and field experimentation, internet-based online resources, and virtual and augmented reality. The implementation of TEL in GEE can support students in effectively comprehending complex engineering concepts and augment their preparedness for the demands of professional practice. Furthermore, the integration of TEL with instructional design strategies involving problem-based learning, experiential learning, collaborative learning, and critical thinking cultivation is recognized as a favorable strategy. However, challenges such as a lack of resources and experience, optimization of pedagogies, alignment with course content, and quantification of TEL’s impact on GEE and student learning experiences remain to be addressed by continuing research and development in this field. In addition, an outcome-based education (OBE) theory-inspired quadruple framework is proposed in this study for the efficient implementation of TEL in GEE.

Virtual Laboratory Design for Learning Electro-Pneumatic Practices in Vocational High Schools

<p style="text-align:justify">Teaching a subject in a vocational high school (VHS) requires specialized instructional design strategies. Recently, instructional VHS used a computer-based platform to teach theory and practice. The computer will assist teachers in creating instructional media. This study aims to design augmented reality-based virtual laboratory media for electro-pneumatic practicum learning in order to ease teachers and students to learn the pneumatic practice. It is specially designed for practical learning purposes. The method used in this research is research and development. The assessment results from Instructional design experts 4.5, material experts 4.5, media experts 4.4, and language experts 4.8. Based on the assessment of experts, this augmented reality-based virtual laboratory media is feasible to use. Next, the results of this study are a prototype of students' pneumatic practice tools installed on mobile phones consisting of eight worksheets. In the designed augmented reality media, 1) 3-dimensional pneumatics can be rotated in all directions so that students understand. 2) Pneumatic job sheet, where on the augmented reality media designed for the simulation circuit, there is an explanation of the components and how they work, and a simulation through markers.</p>

Challenges and suggestions regarding the aesthetic experience of mathematics when teaching and learning fully online

Growth in fully online mathematics education has been steady for decades. This is where essentially all interactions associated with the teaching and learning process are mediated via the online medium. Initially spurred on by technological innovation and a variety of socio-cultural forces, growth has more recently rapidly accelerated due to pandemic restrictions. Many suggest we are on the precipice of profound transformation in mathematics education, the outlines of which remain unknown. In leveraging online education possibilities and advancing online mathematics education, this paper considers aesthetic experiences associated with learning mathematics fully online. First, three assumptions are made to highlight the importance of these experiences. Second, three challenges are identified regarding the current state of fully online mathematics education. Finally, specific instructional design and online teaching strategies are outlined that potentiate experiences of wonder and beauty often associated with mathematical discovery. As its central theme, the paper seeks to answer how we may take advantage of this technology in delivering quality mathematics education without allowing it to diminish our human essence.

Adaptive Expertise in Undergraduate Pharmacy Education.

Pharmacy educators are grappling with concerns around curriculum overload and core pharmacist competencies in a rapidly changing and increasingly complex healthcare landscape. Adaptive expertise provides a conceptual framework to guide educators as they design instructional activities that can support students on their journey towards becoming pharmacists who can perform procedural tasks efficiently, as well as creatively handle new and difficult-to-anticipate problems that arise regularly in pharmacy practice. This article explores undergraduate pharmacy education through a cognitive psychology lens and foregrounds three instructional design strategies which support the development of adaptive expertise: (1) cognitive integration, (2) productive failure, and (3) inventing with contrasting cases. These three evidence-based strategies cultivate long-term learning and provide a practical mechanism to combat curriculum overload and backwards-facing assessments. Pharmacy education can encourage the development of procedural and conceptual knowledge and position pharmacy students to excel as they move into more complicated and ambiguous roles in our healthcare system.

목표 지향 디자인 방법론에 근거한 메타버스 수업설계 전략 개발 연구

본 연구는 메타버스에서 수업을 설계하기 위해 필요한 수업설계 전략을 개발하는 데 목적이 있다. 그동안 교육 분야에서의 메타버스와 관련한 다양한 연구들이 진행되었지만 주로 플랫폼의 기능과 활용, 기존 수업 콘텐츠의 대체 적용에 집중되었다. 본 연구는 교육 공간으로서 메타버스에 주목하고, 인터랙션 디자인 방법을 수업설계에 접목하고자 시도했다. 이를 위해 메타버스의 세부 기능에 초점을 두는 것이 아닌 디지털 제품, 환경, 시스템, 서비스 전반을 디자인하는 인지과학 기반의 목표 지향 디자인 방법론을 적용하였다. 우선, 체계적 문헌 연구를 통해 선행연구 55편을 분석하여 1차 연구 결과를 도출하였다. 이후 교육공학 전문가, 사용자 경험 디자인 전문가, 학교 교육 전문가 등이 참여하는 전문가 타당화 과정을 거쳐 메타버스 수업설계 전략을 최종적으로 개발하였다. 그 결과 메타버스 수업설계 전략은 ‘학습 퍼소나 모델 설계’, ‘학습경험 시나리오 설계’, 그리고 ‘메타버스 공간설계’의 3가지 구성 요소가 도출되었다. 구성 요소별로 학습 퍼소나 설계에서 2개, 학습경험 시나리오 설계에서 2개, 메타버스 공간설계에서 3개 등 총 7개의 설계 전략이 도출되었다. 이후 7개의 설계 전략을 구체화하여 31개의 설계 지침이 제시되었다. 본 연구를 통해 가상공간에서의 새로운 교육환경으로서 메타버스의 활용 가능성과 향후 확장을 위한 과제에 대해 논의하였다.