Design-Based Research in the Educational Field: A Systematic Literature Review

Abstract

The design-based research methodology has been gaining significance, in recent years, in the field of educational research. Several authors have pointed out the potential of this methodology to support the development of research processes with strong practical applicability. Its iterative nature allows researchers to organize their studies into iterative research cycles that allow them to improve products, processes, and test new resources and educational approaches. This study aimed to develop knowledge about how this methodology has been used in K-12 educational settings and in initial and continuing teacher education. Thus, a systematic literature review was carried out based on 163 selected papers, published between 2013 and 2020 and gathered from SCOPUS and ISI Web of Science Databases. The results highlighted the characterization data of DBR studies, the research contexts and settings, the DBR approaches, and the contribution for the educational field.

Designing and Implementing of a Learning Management Process for Enhancing Health Literacy among Nursing Students: An Application of Design-Based Research

“…Therefore, the design-based research findings can be utilized to improve the theory or design and expand the knowledge foundation of the developers so that it can lead to more effective innovation developments based on the design framework that was used as a systematical guideline to solve certain problems. As a consequence, this will result in successful designs suitable for the contexts of the nursing students that took part in this study (Edelson, 2002;Wongwanich, 2020;Tinoca et al, 2022).…”

Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness

“…Second, DBR, as an iterative and adaptive method, is ‘based on contextualized interventions involving multiple iterations in order to lead to improved outcomes’ (Tinoca et al . 2022, 2). DBR's ongoing refinement cycles permit the proposed pedagogy to evolve in an authentic learning context to determine the best ‘fit between the theory, the design, and the enactment or implementation’ (Kali & Hoadley 2021, 1).…”

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

“…Design‐based research (DBR) is a research methodology in which researchers design and study interventions to solve practical problems (Easterday et al, 2014). DBR was initially developed in the field of architecture and engineering, but during the 1990s DBR began to be applied extensively to educational contexts (Collins et al, 2004; Tinoca et al, 2022). Tinoca et al (2022) conducted a systematic review on 163 DBR research articles related to the K‐12 educational context (schools and teacher training) published between 2013 and 2020; the application of DBR was found suitable for a range of teacher education interventions.…”

“…DBR was initially developed in the field of architecture and engineering, but during the 1990s DBR began to be applied extensively to educational contexts (Collins et al, 2004; Tinoca et al, 2022). Tinoca et al (2022) conducted a systematic review on 163 DBR research articles related to the K‐12 educational context (schools and teacher training) published between 2013 and 2020; the application of DBR was found suitable for a range of teacher education interventions. According to Anderson and Shattuck (2012, p. 16), “DBR is a methodology designed by and for educators that seeks to increase the impact, transfer, and translation of education research into improved practice.” It also emphasizes the necessity of conceptual or theoretical construction and the development of design principles to guide, inform, and improve practice and research in an educational environment (Armstrong et al, 2022; Barab & Squire, 2004; Design‐Based Research Collective, 2003; Lim & Nguyen, 2021; McKenney & Reeves, 2014).…”