McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

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Design Research: Methods and Perspectives

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

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Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit.

Gamification in education has been discussed with potential for further implementation at universities; however, practical suggestions concerning which key issues educators need to consider has far not been shared in academia. This study applied a qualitative approach using interview data with 24 students who participated in the business class with games as learning measures. It has found that most of them believed that gamification could be useful in reinforcing key themes and topics after having learnt them through traditional means: They appreciated the games as a supportive measure to ‘glue’ key knowledge to their learning. A significant drawback that they emphasised was that taking notes is not easy while they are involved in games, which made them unconfident and uncertain about the learning outcome. As a result, a conceptual framework for pedagogy stakeholders was proposed for further discussion of how to design a gamification-based curriculum effectively.

https://bircu-journal.com/index.php/birle/article/download/1198/pdf

Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework.

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Redefining Individual Growth and Development Indicators: Phonological Awareness.

Disclosed herein are systems, media, methods, and platforms for providing personalized mastery learning utilizing: a knowledge map; a plurality of learning activities, each learning activity comprising dynamically variable scaffolding, feedback, and content; a learning activity selection module selecting one or more learning activities for the learner; and a learning activity modification module dynamically varying one or more of the scaffolding, feedback, and content of at least one selected learning activity based on performance of the learner.

Personalized mastery learning platforms, systems, media, and methods

Multiple professions and fields of study are dedicated to young learners and the key experiences they need to succeed. Academics across psychology, neuroscience, linguistics, and educational research seek answers to key questions about how children learn to read. Practitioners across public K-12 schools, preschools, private educational institutions, and community organizations seek paths to reading success with individual groups of children. Despite immense efforts, the disconnect between research and practice has greatly limited the tangible outcomes for learners. Measures of reading ability across the United Stated yield consistently disappointing. This paper discusses an iterative cycle of research-informed design – called learning engineering – used to create digital game-based learning experiences for young learners in My Reading Academy. My Reading Academy is an adaptive gamebased learn-to-read program that is grounded in the science of reading and cognitive development research. A deep dive into phoneme awareness instruction will be used to demonstrate the processes by which instructional design can produce engaging experiences with meaningful learning outcomes. Successful mastery of phonemic awareness skills, a key predictor of future reading performance, can change the overall learning trajectory and academic success of young learners. Rooted in robust research (both academic literature and via direct interactions with learners, teachers, and families), the development of My Reading Academy is also refined with insights from learning analytics and user research. This powerful connection between science and practice has the potential to build a foundation for academic achievement and lifelong learning.

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Sounds and Sippy Cups: New Approaches to Pre-Literacy in Adaptive Game-Based Learning for Young Children

Despite recent advances in technology, personalized learning to address diverse needs of students remains difficult to achieve at scale. With the availability and affordability of smart devices in the era of the Internet of Things, learners, parents, and educators are more “connected” than ever before. Education stakeholders and technology developers can leverage these advances to collect data about, inform, deliver, and improve education for all learners. In this paper, we review the core components of a Smart Learning framework and describe a personalized mastery-based learning system that leverages the framework to deliver personalized learning at scale. In the context of Smart Learning in the Internet of Things, we propose an Ambient and Pervasive Personalized Learning Ecosystem (APPLE), a learner-centered approach that uses Bloom’s Four Agents of Change in the Internet of Things ecosystem to provide learners a comprehensive and personalized learning experience. This ecosystem uses people, processes, data, things, and networked connections to create new capabilities, richer learning experiences, and unprecedented educational opportunities for learners, educators, and families. We further discuss the challenges surrounding the implementation of such an ecosystem, specifically calling for applications of learning engineering approaches, the need of interoperability across systems and components, and the importance of ethical considerations.

An Ambient and Pervasive Personalized Learning Ecosystem: “Smart Learning” in the Age of the Internet of Things

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The RESET Framework: Examining Critical Factors in Parent-Child Math Participation

A focus on disciplinary literacy may hold promise for increasing student engagement and achievement. This chapter focuses on the use of the “quest” (a mechanic common in video games) as a means to increase learner agency, engagement, and motivation. Quests may further be beneficial in developing the disciplinary literacy of students, due to their highly contextualized interactive narratives that allow for student role-playing, and the development of problem-solving skills and discipline-specific habits of mind (e.g., What does it mean to work, think, and communicate like a historian, mathematician, or scientists?). A variety of tools for implementing quest-based learning are examined, as well as ways in which the quest mechanic is being used in the design of instructional sequences in the digital app Adventure Academy, an educational massively multiplayer online (MMO) video game, in order to develop disciplinary literacy.

Anastasia Betts

Papers

Personalized mastery learning platforms, systems, media, and methods

Sounds and Sippy Cups: New Approaches to Pre-Literacy in Adaptive Game-Based Learning for Young Children

An Ambient and Pervasive Personalized Learning Ecosystem: “Smart Learning” in the Age of the Internet of Things

The RESET Framework: Examining Critical Factors in Parent-Child Math Participation

The Quest for Learning: Promoting Engagement and Disciplinary Literacy Through Game-Based Quests