A History of Instructional Media, Instructional Design, and Theories

An, Yunjo

doi:10.46328/ijte.35

Cited by 15 publications

(14 citation statements)

References 54 publications

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“…Hence, they play a vital role in enriching the teaching and learning activities and transforming traditional education into technology-enhanced education while increasing learning outcomes. Both gamification and augmented reality are regarded as essential in developing instructional media, theories, approaches, and designs, which can be applied in several domains, including education [260]. Additionally, they promote and support ubiquitous learning and pervasive learning.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…17 The goal of design and development research is to generate new information and validate current practices. 18 The researchers designed and created a board game, under the guidance of the foundations of game-based learning, which was used as a supplementary activity for the students' learning processes in ionic and covalent bonding. 18 This research study also used the quasi-experimental quantitative research design to evaluate the board game.…”

Section: Methodsmentioning

confidence: 99%

“…18 The researchers designed and created a board game, under the guidance of the foundations of game-based learning, which was used as a supplementary activity for the students' learning processes in ionic and covalent bonding. 18 This research study also used the quasi-experimental quantitative research design to evaluate the board game. The researchers used a nonequivalent group design to account for any confounding variables by controlling for them in the analysis or to choose groups that are as similar as possible.…”

Section: Methodsmentioning

confidence: 99%

GamesBond: A Game-based Supplemental Teaching Material for Ionic and Covalent Bonding

Debit,

Bacoba,

Tabanao

et al. 2024

J. Chem. Educ.

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It is the responsibility of chemistry educators to identify and implement instructional strategies, such as introducing educational board games that can foster active and constructive learning and promote an enjoyable learning experience. This study aimed to design, develop, and evaluate a board game that has the potential to be used as a supplementary tool in teaching ionic and covalent bonding–utilizing game-based learning theory for the secondary level. Experts in chemistry education were asked to validate the board game to ensure the accuracy of the concepts before it was introduced as an intervention. Improvement in academic achievement was also examined through a researcher-made test before and after utilizing the board game using a quasi-experimental nonequivalent design. Students also utilized a researcher-made Likert scale containing five criteria for game-based learning: affective, behavioral, cognitive, and social/cultural engagements. Results also show a statistical difference in the mean score of the students’ academic achievement between the two groups. This value implies that using the board game resulted in a positive increase in the test outcomes. The results also demonstrate high acceptability in all criteria, implying their potential to be used in the classroom as a supplementary activity.

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“…Instructional design and technology theories focus on customizing learner-centered education [3] through various types of technology (e.g., online platforms, mobile apps, mixed reality, and robots). Recently, humanoid robots have been used in language classrooms to provide learner-centered instruction and situated language learning [1] for young learners to acquire vocabulary and oral skills [27].…”

Section: Introductionmentioning

confidence: 99%

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

Lin

Chen

2023

Comp Applic In Engineering

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The rise of robotics and the internet of things (IoT) has led to more interdisciplinary computing opportunities. With the real-life application of these new technological affordances across disciplines, more universities are engaging students in practical, hands-on interdisciplinary design. This case study aims to train two undergraduates from different disciplines to apply robots and IoT in instructional design to benefit young language learners. The two undergraduates, one majoring in engineering and the other majoring in applied foreign languages, voluntarily participated in this interdisciplinary project-based learning (iPjBL). By creating an emulated environment that connects educational robots and tangible objects, the two designers achieved a theme-based instructional game design. The researchers assessed the quality of their instructional design, compared their design processes, and identified three factors that led to differing designer perspectives-(a) disciplinary training, (b) prior experience, and (c) design beliefs. These different perspectives can be used to help design training for instructional designers from various disciplines on how to apply robots and IoT-based tangible objects in language education. Challenges faced by the two designers included insufficient cross-disciplinary expertise, existing knowledge and skill gaps, and the need to redefine design beliefs to achieve better design outcomes. Issues and needs related to interdisciplinary learning were addressed and synthesized into essential steps to guide future instructional design that incorporates robots and IoT-based tangible objects. Overall evaluation of the interdisciplinary learning outcome using the First Principles of Instruction model demonstrated that iPjBL can provide valuable learning for instructional designers from different disciplines.

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A History of Instructional Media, Instructional Design, and Theories

Cited by 15 publications

References 54 publications

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

GamesBond: A Game-based Supplemental Teaching Material for Ionic and Covalent Bonding

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

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