Design-Based Research: Definition, Characteristics, Application and Challenges

Vaezi, Hamed; Moonaghi, Hossein Karimi; Golbaf, Reyhaneh

doi:10.31578/jebs.v5i1.185

Cited by 4 publications

(1 citation statement)

References 20 publications

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“…Following this, a potential solution is designed -generally as an instructional tool. The researchers then test and develop the instructional tool through an iterative process, funnelling and refining the knowledge 20 .…”

Section: Phase One: Intervention Tool Developmentmentioning

confidence: 99%

Occupational therapists' acceptance of 3D printing

Barter,

Williams,

Rencken

et al. 2023

S. Afr. j. occup. ther.

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INTRODUCTION: In occupational therapy, three-dimensional printing is being explored as an alternative design and manufacturing technique to the conventional fabrication of orthotics and assistive devices. The global applications and literature are rapidly growing, but the South African - specific literature is deficient. The Technology Acceptance Model depicts that one's perception of any particular technology is a significant determinant of their acceptance of it, determining whether the technology system is successfully adopted or disregarded AIM: To determine the perceived acceptance of three-dimensional printing technology amongst occupational therapists in KwaZulu-Natal and whether exposure to the technology system, in the form of a three-dimensional printing workshop, influences their perception of the technology METHOD: The study followed a multi-method design consisting of two phases; phase one involved the creation of the intervention tool (workshop), which was developed through a process guided by Design-Based Research. Phase two involved the implementation of the intervention and data collection. Therapists documented their perceptions in a questionnaire before and after exposure; following a pre and post-test design, enabling comparison. The questionnaires were based on the Technology Acceptance Model, including 13 questions scored on a seven-point Likert scale and five open-ended questions. The quantitative data were analysed descriptively, and qualitative data were analysed thematically RESULTS: All four categories of the Technology Acceptance Model-based questionnaire displayed a significant change (p < 0.05) between the pre and post-test responses, with a medium effect size CONCLUSION: Exposure to three-dimensional printing influences therapists' perception of the technology IMPLICATIONS FOR PRACTICE • The application of Three-Dimensional Printing (3DP) in occupational therapy practice has the potential to enable increased accuracy and precision of items fabricated by therapists; enabling customisation and individualisation to the exact specifications of a patient. • 3DP can open doors to a broad spectrum of items that are not easily accessible, affordable, or not even available, accessing ideas and blueprints from a global pool of resources through open-source sites. • With the process of fabrication being digital, not only does this reduce manual labour, but fabricating without touching the patient can reduce pain and prevent disruption of a repair/ surgical site/ wound. • The digital process also allows patients to see and visualise the product during the design process, enabling input prior to printing, contributing to reduced wastage.

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Section: Phase One: Intervention Tool Developmentmentioning

confidence: 99%

Occupational therapists' acceptance of 3D printing

Barter,

Williams,

Rencken

et al. 2023

S. Afr. j. occup. ther.

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Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies

Bertrand,

Sezer,

Namukasa

2024

Digit Exp Math Educ

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Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

Jita,

Dhliwayo

2024

CONT ED TECHNOLOGY

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The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

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Design-Based Research: Definition, Characteristics, Application and Challenges

Cited by 4 publications

References 20 publications

Occupational therapists' acceptance of 3D printing

Occupational therapists' acceptance of 3D printing

Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

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