Research Designs

1. Research Designs By: Fatma & Wenshan

3. Agenda • A quick review on research methods • Short break • Research on instructional strategies • Activity • Implication for research approaches • Significant research finding in the last five years • Likely development in the next five years

4. Introduction: A Quick Review on Research Methods Get A Research Method • Quantitative Research • is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest. • Qualitative Research • is the collection, analysis, and interpretation of comprehensive narrative and visual (i.e., non-numerical) data to gain insights into a particular phenomena of interest. • Mixed-methods research • Studies that combine qualitative and quantitative data collection methods.

5. Overview of qualitative an quantitative research characteristics

6. An example • What are the most significant differences in the impact of Grade 3 students at K.G school interacting with inert media such as books, and with active media such as computer software for learning French vocabulary?

7. Types of experimental designs • Randomized(true) experiment • Rigorous quasi-experiment

8. Experiment • A design that involves the comparison of one treatment to another, using two or more different groups. • Randomized Experiment • A design that involves the comparison of one treatment to another, using two or more different groups. • In randomized experiment design, participants are randomly assigned to treatment • Quasi – experiment • A design that involves the comparison of one treatment to another, using two or more different groups. • In Quasi-experimental design, participants are not randomly assigned to treatment.

9. “The most powerful design for maximizing internal validity is the true experiment (Slavin, 2002). • An example of randomized(true) experiment • What are the most significant differences in the impact of Grade 3 students at K.G school interacting with inert media such as books, and with active media such as computer software for learning French vocabulary?

10. “The most powerful design for maximizing internal validity is the true experiment (Slavin, 2002). • An example of quasi-experiment • What are the most significant differences in the impact of Grade 3 students at K.G school interacting with inert media such as books, and with active media such as computer software for learning French vocabulary?

11. True Experiment • Quasi Experiment

12. BREAK TIME

13. Instructional strategies Definition : The prescribed sequences & methods of instruction to achieve an objective ( Morrison et al.,2007,p.150) Factors that determined which IS should be used: Learning theories. Type of content. Desired performance. Theoretical paradigm ( student charac. , Resources, allotted time)

14. Research on Instructional Strategies Usage in Educational Technology The rise ,fall & likely Resurgence of Experimentation on Instructional Strategies 1. The Rise What gave experimental design initial impetus for researching IS ? Field’s behavioural roots. Experimentation as acceptable research in the field. Promotion & tenure. Research journals preference.

15. Research on Instructional Strategies Usage in Educational Technology 2. The Fall Intervention studies published in Educational psychology journals in 1983 & 1995-2004: To What factors can this trend be attributed ?  interest & acceptance of qualitative studies. Cost & complexity Resources & time Hsieh et al.2005

16. Research on Instructional Strategies Usage in Educational Technology 3.The likely Resurgence : - No Child Left Behind legislation (2001)  What works in education. scientific research is done as a jump off from a peer reviewed journal and applies rigorous, scientific methodologies as its focus.

17. A Trend Analysis of ETR&D

18. A Trend Analysis of ETR&D

19. Experimental design trend

20. Research and Instructional Methods Focus on teaching Focus on classroom-oriented Focus on Specific content info. Strategies e.g. cooperative perception issues e.g. e.g. facts & concepts learning, problem-based learning pictures, colors & legibility. Research Methods Instructional Methods Micro- Instructional strategies Macro-Instructional Strategies Message design strategies

21. Randomized experiment? Quasi-experiment? • Rummel et al. (2003) compared usage of a visual mnemonic to free study of a list of theorists’ names and accomplishments. Participants were randomly assigned to either a visual mnemonic or a free study treatment. The visual mnemonic showed an image of one or more individuals with objects to provide the mnemonic device and delayed post-test and a measure of attitude toward the effectiveness of the method. Result showed that participants in the mnemonic group remembered more of the targeted information than the free study group. For designers, this suggests that visual mnemonics are beneficial in helping learners recall important information.

22. Randomized experiment? Quasi-experiment? • The study by Cavalier et. Al. (1995) of cooperative learning in a technical training course was conducted. Intact groups were assigned to either a cooperative learning treatment or control (conventional instruction) treatment, both of which were taught by the same instructor. Assessments included a post-test, attitude survey, and group interaction behaviors. Findings showed that practice in a cooperative group environment produced superior achievement as well higher levels of social and cognitive interactions.

23. True experiment? Quasi experiment? • Lamberski and Dwyer (1983) investigated the effect of color vs. black-and-white illustrations on learning. Participants read a 21-page instructional unit on the human heart that included either color or black-and-white illustrations on each page. Participants were randomly assigned to one of four treatment groups: (1) color-coded instruction, color-coded test; (2) color-coded instruction, black-and-white test; (3) black-and-white instruction, color-coded test; and (4) black-and-white instruction, black-and-white test. The results showed that the color instruction was superior to black-and-white instruction for this task, but the color-coded tests were of no benefit.

24. Small Group TaskTime allocation: 10-15 minutes • Pick a research topic. • Decide: Does it involve micro-instructional strategies, macro-instructional strategies or message design strategies? • Discuss whether you would choose a true experimental design or quasi-experimental design to conduct your research, and Why? • Briefly identify what your research process would be.

25. Topic 1 • There are 32 factual statements, e.g., “Bats are mammals”; “Not all fire trucks are red”. Conduct a study to examine the use of elaboration in learning factual statements, comparing with simply reading the facts for understanding.

26. Topic 2: • There is an argument that using personal information to personalize word problems has significant effect on students’ learning. Please design a study to examine the differences between using personalized word problems and nonpersonalized word problems in developing students’ word problem solving skills.

27. Topic 3 • In a traditional textbook, readers must split their attention between the narrative explanation in the text and a table or graphic. Now an electronic version of the text that integrated the explanatory text with the graphic information was created. Design an experiment to assess the different effect on learning between the split-attention and the integrated attention.

28. Factors Impacting the Rigor of Experiments on Instructional Strategies Internal & External Validity Guala (2002) defines: “an experimental result is internallyvalid, if the experimenter attributes the production of an effect B to the factor A, and A really is the cause of B in the experimental setup E . The result externallyvalid , if A causes B not only in E, but also in a set of other circumstances of interest F,G,H, etc.” Validity Threats Factors has the potential to bias results. Knowledge of validity threats, why is it important ?

29. Validity Threats most commonly referenced threats to validity • Selection  participants in groups may be unlike in some way • Teacher  one group receive exposure to a better teacher than the other • Mortality  Participants drop put of the test, making the groups unequivalent. • Interaction  Two or more threats can interact • Maturation  Change due to aging or development • Experimenter Bias  Expectations of an outcome may inadvertently influence participant or cause the experimenter to view data in a different way • History Unexpected events occur between the pre- and posttest, affecting the dependent variable

30. Contemporary Issue in Instructional strategies Experimentation 1 . Balancing Internal & External Validity: Internal validity means eliminating sources of extraneous variance in testing treatment effects; orients researchers to design experiments in which treatment manipulations can be tightly controlled. Educational psychology researchers External validity: - interaction of medium andmethod . - Realistic media applications need to be established. Educational Technology researchers

31. Implication for Research approaches Design Research/design-based research (DBR):Brown (1992) & Collins (1992)  Definition : 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 real-world settings, and leading to contextually-sensitive design principles and theories (Wang and Hannafin, (2005) p.6 )  Some common characteristics : • Interventionist :The research aims at developing an intervention in the real world. • Iterative : The research incorporates a cyclic approach of design, evaluation, and revision. • Process oriented: the focus is on understanding and improving interventions.

32. Some common characteristics : • Utility oriented : The merit of the design is measured, in part, by its practicality for users in real contexts . • Theory oriented: The design is based on theoretical propositions, and field testing of the design contributes to theory building. How does DBR differ from other approaches? Design- based research vs. Laboratory experimental research (Allan Collins 1992) Design-based research vs. Action research (Reeves, Herrington, & Oliver 2005; Wang & Hannafin, 2005)

33.  How do I get started with Design-Based Research: • Begin with a meaningful problem • Collaborate with practitioners • Integrate robust theory about learning and teaching • Conduct literature review, needs analysis, etc. to generate research questions • Design an Educational Intervention • Develop, implement, and revise the design intervention • Evaluate the impact of the intervention • Iterate the process • Report DBR Example of DBR

34. Significant Research Finding in the Last Five Years • Examples of the research finding that can be considered significant contribution to learning & instruction in the last 5 yrs: • Limitations of constructivist learning principle are becoming more clear . e.g. Kirschner et.,2006 • Learning tasks based on real –life problem & situations are powerful driving force for learning e.g. Gonassen’s research ,2000 • Methods work well for novice learners may have counterproductive effects for advance learners and vice versa  e.g. Seel et al.,2002.

35. Likely Development in the Next Five Years • mobile devices are likely to become increasingly important to learning and instruction. • Learning be extended to informal settings outside schools. • Web-based technologies are likely to continue to expand in terms of access, use, and functionality. • Blogs will become more commonplace and easier to use. • Virtual environments will become commonplace in both instructional and work environments. • An increasing number of educational institutions will make their learning content freely available to the public via the Internet. • Instructional models will be better adapted to support the design and development of highly flexible learning scenarios and just-in-time/task performance and instructional supports. • The combination of place- and time-independent accessibility, as well as new learning technologies that allow for individual adaptation and personalization, will allow for cost-effective forms of mass customization

36. Looking Backward, Thinking Forward… Instructional Technology: Looking Backward, Thinking Forward

37. References: Richey, R. C., Klein, J. D., and Nelson, W. A. (2004). Developmental research: studies of instructional design and development. In Handbook of Research on Educational Communications and Technology, 2nd ed., edited by D. H. Jonassen, pp. 1099–1130. Mahwah, NJ: Lawrence Erlbaum Associates. Ross, S. M., Morrison, G. R., and Lowther, D. (2005). Using experimental methods in higher education Research. J. Comput. Higher Educ., 16(2), 39–64.* The Rise of Behaviorism--The Psychology of Pavlov, Watson, and Skinner By Kendra Van Wagner, About.com Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G., Levin, J. R., and Robinson, D. H. (2005). Is educational intervention research on the decline? J. Educ. Psychol., 97(4), 523–529. Levin, J. R. (2004). Random thoughts on the (in)credibility of educational–psychological intervention research. Educ. Psychol., 39(3), 173–184.* http://bobhall.tamu.edu/epsy602/Topics/Articles/Levin.pdf

38. Thank You !