Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games

Siko, Jason Paul; Barbour, Michael K.

doi:10.1007/s11528-016-0092-x

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…Armstrong et al (2020) said in an educational setting, DBR is a research approach that engages in iterative designs to develop knowledge that improves educational practices that originated because some researchers believed that traditional research methods failed to improve classroom practices, welcomed researchers' as agents of change and research subjects as collaborators, produced both new designs and theories, and consisted of an iterative process of design and evaluation to develop knowledge. Simply, DBR helps researchers address design problems (Siko & Barbour, 2016). In this classroom, the design under study was blended learning implementation.…”

Section: Designmentioning

confidence: 99%

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

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The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

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Section: Designmentioning

confidence: 99%

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

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“…Armstrong et al (2020) welcomed DBR in educational setting over the traditional research methods because of their failures to improve classroom practices taking help form the researchers and innovative designs. Siko and Barbour (2016) pointed out DBR helps researchers address design problems and the design problem under this study was the implementation of training activities to enhance teachers' self-efficacy and to note the associated changes in students' classroom learning engagement. The study took place in the real settings with the co-operation between teachers and researchers, employed mixed methods to collect their personal opinions on the training interventions and on students' engagement, operated in periods of designing with implementing and adjustments that hints at the hidden agenda of a DBR on team reflection and decision-making (Anderson and Shattuck 2012).…”

Section: Designmentioning

confidence: 99%

Time to grow efficacious: effect of teacher efficacy on students’ classroom engagement

Kundu

Bej²,

Dey

2021

SN Soc Sci

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“…It welcomes researchers as agents (Kundu et al, 2021a) of change and research subjects as collaborators, produced both new designs and theories, and consisted of an iterative process of design and evaluation to develop knowledge (Kundu et al, 2021b). Simply, DBR helps researchers address design problems (Siko and Barbour, 2016). DBR occurs in real settings with the cooperation between teachers and researchers, employs mixed methods, operates in periods of designing, implementing, and adjustment; and relies on team reflection and decision-making (Anderson and Shattuck, 2012).…”

Section: Methodsmentioning

confidence: 99%

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

Kundu

Bej

Mondal

2022

E-Learning and Digital Media

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Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.

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Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games

Cited by 5 publications

References 19 publications

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Time to grow efficacious: effect of teacher efficacy on students’ classroom engagement

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

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