Exploring the Challenges and Potentials of Working Design-Based in Educational Research

Abstract

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ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

“…The present study is a part of the broader DBR study to develop design framework with accompanying design principles for the digital learning ecosystem in ICT engineering education at (see Mielikäinen, 2022; Mielikäinen et al, 2023). DBR was chosen because of its suitability for designing educational interventions (Design-Based Research Collective, 2003) and producing guiding design principles (Gundersen, 2021; van Den Akker, 1999) for complex and practical educational design problems (McKenney & Reeves, 2019, p. 6). In DBR, the iterative development of solutions to complex real-world educational problems provides a context for empirical research (McKenney & Reeves, 2012, p. 8).…”

Play Types, Design Principles and Participation in Play

“…Each play type results in the formulation of four design principles; we draw on these 12 principles to propose four general principles that can encourage participation in play. Inspired by Baumgartner and Bell (2002), we end the paper by presenting a meta-analysis in which the design principles for creative play, role play and movement play are transformed into four generic design principles (Gundersen, 2021). Those principles can be applied by pedagogues when they want to design for play activities in school in order to facilitate the development of an inclusive play environment.…”

“…As noted in the introduction, we worked systematically with design principles in a process that had largely been untested in pedagogical research in Denmark (Gundersen, 2021). In the DBR approach, design principles constitute an important part of the process and guide the design in a certain direction in relation to form, practice, function, aesthetics and so on.…”

Reformulating the institutionalised role of student teachers through playful approaches to learning: A design-based research study of student teachers’ embodied playful presence in learning situations

“…The importance of design principles has been emphasised by several DBR researchers, who suggest that they should serve to guide interventions and support the creation of new knowledge (van den Akker, 1999;Gundersen, 2021). Design principles should be articulated in order to transform theoretical assumptions into specific guidelines that may address specific technological affordances, teachers' pedagogical approaches, or scaffold specific student tasks.…”

“…Design principles are probably the most prevalent term used to characterise the theoretical understanding developed through iterative processes of educational design research. However, Gundersen (2021) finds in his review of 45 DBR studies that only one study reported on the development of guiding principles into conclusive or refined principles.…”