Developing educational materials about risks on social network sites: a design based research approach

Abstract

Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in 8 separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through 3 explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through 5 quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology.

Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach

“…As Vanderhoven, Schellens, Vanderlinde, & Valcke (2016) in their project on developing education materials in secondary education (12 to 16-year-old pupils) on how to act safely on SNS (social networking sites), we will describe in detail the iterations and reflect upon all the four sequential steps (Reeves, 2006) of the design process. The researchers are academics with expertise in the fields of financial literacy and economic theory, and of pedagogical and media theory.…”

Educational programs for learning to observe movement quality in physical therapy: a design-based research approach

“…Design-based research is an important methodology for understanding how, when, and why educational innovations work in practice (Design-Based Research Collective, 2003). The design-based methodology is an accepted qualitative research approach in educational sciences, and it triangulates multiple sources of evidence (Anderson and Shattuck, 2012;Barab and Squire, 2009;Brown, 1992;Design-Based Research Collective, 2003;McKenney and Reeves, 2013;Vanderhoven, Schellens, Vanderlinde, and Valcke, 2016). Wang and Hannafin (2005) described the definition of design-based research as follows: A systematic, but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in a real-world setting, and leading to contextually sensitive design principles and theories.…”

“…A challenge of design-based research is the difficulty of deciding when if ever a study is completed; because every cycle provides new information, it will be difficult to reach saturation (Anderson and Shattuck, 2012;Vanderhoven, Schellens, Vanderlinde, and Valcke, 2016). For our study, we modified the four sequential steps developed by Reeves (2006) according to our research aim to derive design principles for the development of educational programs to teach observational skills for physical therapy.…”

Towards Aiding Decision-Making in Social Networks by Using Sentiment and Stress Combined Analysis

“…One of the most present of them are Social Network Sites (SNSs). This may cause problems for the users since several situations can raise risks or negative consequences for being in an SNS [1]. In addition, teenagers face several risks at SNSs and have some characteristics that make them more vulnerable to those risks [2], and publishing a post can have negative consequences and lead to regret [3].…”