Research-Through-Design: Exploring a design-based research paradigm through its ontology, epistemology, and methodolog

2018 ◽  
Author(s):  
C. Grey Isley ◽  
◽  
Traci Rider
Keyword(s):  
Research Paradigm ◽  
Design Based Research ◽  
Research Through Design

Using a Social Network Game as a Teaching Tool for Visual Merchandising

2015 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Erica O'Toole ◽  
Seung-Eun Lee
Keyword(s):  
College Students ◽  
Social Network ◽  
Student Satisfaction ◽  
Teaching Tool ◽  
Research Paradigm ◽  
Learning Tool ◽  
Design Based Research ◽  
Network Game ◽  
Perceived Enjoyment ◽  
Visual Merchandising

The purpose of this study was to apply a Social Network Game (SNG) for teaching visual merchandising to college students. Based on design-based research paradigm, the present study utilized the EGameFlow model to measure students' perceived enjoyment of using the SNG, Fashion World, in visual merchandising classes. In addition, this study examined which dimensions of EGameFlow were significant indicators of student satisfaction. Findings from this study suggest that the use of an SNG can be an effective tool in teaching visual merchandising. A majority of positive trends in constructs of EGameFlow suggested students enjoyed the use of this SNG as a learning tool. In addition, challenge and immersion were significant indicators of student satisfaction through the game. Discussion and implications for using SNGs as a teaching tool were provided based on the results of this study.

scholarly journals MUUX-E, a framework of criteria for evaluating the usability, user experience and educational features of m-learning environments

2015 ◽  
Vol 56 ◽  
Author(s):  
Patricia-Ann Harpur ◽  
Ruth De Villiers
Keyword(s):  
Learning Environments ◽  
User Experience ◽  
Mobile Phones ◽  
Mobile Application ◽  
Internet Access ◽  
Mobile Technologies ◽  
Extensive Literature ◽  
Research Paradigm ◽  
Education Students ◽  
Design Based Research

Higher education students use mobile phones, equipped for Internet access. Mobile technologies can offer effective, satisfying and accessible m-learning experiences. A contribution has been made to knowledge on evaluating m-learning environments and to mobile human-computer interaction (MHCI), with the innovative synthesis of the MUUX-E Framework, which fills a gap in the domain of m-learning. MUUX-E is a single comprehensive, multi-faceted instrument for evaluating m-learning environments, emphasising usability and user experience in mobile educational contexts. It was developed by extensive literature studies on each aspect, and has five categories, 31 criteria and numerous sub-criteria. Using a design-based research paradigm, MUUX-E was applied iteratively to evaluate and enhance successive versions of m-LR, a mobile application created for a Software Engineering module. Participants were students and expert evaluators. MUUX-E served well to identify problems and strengths. The students were more positive than the experts regarding the benefits of m-LR, yet insightfully reported more system problems.

scholarly journals Using a Social Network Game as a Teaching Tool for Visual Merchandising

2017 ◽  
pp. 350-366
Author(s):  
Erica O'Toole ◽  
Seung-Eun Lee
Keyword(s):  
College Students ◽  
Social Network ◽  
Student Satisfaction ◽  
Teaching Tool ◽  
Research Paradigm ◽  
Learning Tool ◽  
Design Based Research ◽  
Network Game ◽  
Perceived Enjoyment ◽  
Visual Merchandising

The purpose of this study was to apply a Social Network Game (SNG) for teaching visual merchandising to college students. Based on design-based research paradigm, the present study utilized the EGameFlow model to measure students' perceived enjoyment of using the SNG, Fashion World, in visual merchandising classes. In addition, this study examined which dimensions of EGameFlow were significant indicators of student satisfaction. Findings from this study suggest that the use of an SNG can be an effective tool in teaching visual merchandising. A majority of positive trends in constructs of EGameFlow suggested students enjoyed the use of this SNG as a learning tool. In addition, challenge and immersion were significant indicators of student satisfaction through the game. Discussion and implications for using SNGs as a teaching tool were provided based on the results of this study.

scholarly journals Förskolans undervisning i möte med barns informella texterfarenheter

2021 ◽  
pp. 41-67
Author(s):  
Karin Elisabeth Forsling
Keyword(s):  
Education Research ◽  
Preschool Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Research Paradigm ◽  
Design Based Research ◽  
Children’S Agency ◽  
Research Questions ◽  
Design Theories ◽  
Teaching Situations

Abstract This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010).  Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.

Toward a Translational Research Paradigm for Addiction

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (36) ◽  
Author(s):  
Tony Cellucci ◽  
Leslie Devaud
Keyword(s):  
Translational Research ◽  
Research Paradigm

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

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