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Designing instructional systems (83)
... Innovation resistance can be studied using the ADDIE Model, which is comprised of five phases that make up the acronym: Analysis, Design, Development, Implementation, and Evaluation. It is used by educators to systematically conduct learning needs assessment, identify learning outcomes, develop learning plans and materials, deliver instruction, and evaluate the results of such instructional activities (Molenda et al, 1996). ...
Technology integration is becoming a norm in the education industry, with Al gaining increasing popularity to help improve academic productivity and efficiency. This study proposes to take a different perspective of technology adoption by examining resistance to the use of Al by higher education teachers, despite the tools' and applications' known advantages. The study involves the use of an extended innovation resistance theory (IRT) to achieve the research objective of identifying different functional and psychological barriers, as well as technological and self- inefficacy barriers to Al adoption in instructional design. Moreover, the extent of innovation resistance will be further determined based on the use of Al technologies in various instructional design phases based on the ADDIE Model and expected teaching practitioners' skills and competencies based on the SEIA 8 standards. A mixed-method approach will be used to collect and analyze both quantitative data about Al utilization and qualitative data to determine the barriers, including why such exist. The output of this research aims to help identify opportunities for enhancing teacher competency in technology integration in higher education, Al advocacy, and policy development on the responsible and ethical use of Al in instructional design.
... The program was developed according to the five-step analysis, design, development, implementation, and evaluation (ADDIE) model, which was used to develop the teaching and learning methods [23]. ...
Background
This study aims to improve nursing students’ ability to care for critically ill patients through education in extracorporeal membrane oxygenation (ECMO) nursing.
Methods
This study developed a virtual reality (VR) simulation program for the five-step ECMO nursing of the Analysis, Design, Development, Implement, and Evaluation (ADDIE) model and used an equivalent control group pre-test and post-test no-synchronized design to verify the effect. The participants of this study were fourth-year nursing students enrolled in nursing departments at three universities in Seoul, Gangwon, and Gyeonggi in South Korea; it included 66 participants, 33 in each of the experimental and control groups. The program consisted of pre-training, orientation, VR simulation, and debriefing.
Results
The interaction effect of the intervention and control groups with time points using the ECMO nursing VR simulation program was rejected due to no statistically significant difference in knowledge (F = 1.41, p = .251), confidence (F = 1.97, p = .144), and clinical reasoning capacity (F = 2.85, p = .061). However, learning immersion (t = 3.97, p < .001) and learning satisfaction (t = 4.25, p < .001) were statistically significantly higher in the experimental group than in the control group.
Conclusion
VR simulation program for ECMO nursing developed in this study is a potential educational method that positively affects the learning immersion and learning satisfaction of nursing students.
... The analysis, design, development, implementation and evaluation (ADDIE) model is a generic process that represents a dynamic, flexible guideline for building effective training and performance support tools (Molenda et al., 1996). The ADDIE model has become influential, in producing efficient and effective teaching practices by instructional designers and content developers (Choi et al., 2023). ...
In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions. Implications for practice or policy: Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills. Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning. Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.
... The program was developed according to the ve-step ADDIE (Analysis, Design, Development, Implement, and Evaluation) model, which is used to develop teaching and learning methods [23]. ...
Background
This study aims to improve nursing students’ ability to care for critically ill patients through education in extracorporeal membrane oxygenation (ECMO) nursing.
Methods
This study developed a virtual reality (VR) simulation program for the five-step ECMO nursing of the Analysis, Design, Development, Implement, and Evaluation (ADDIE) model and used an equivalent control group pre-test and post-test no-synchronized design to verify the effect. The participants of this study were fourth-year nursing students enrolled in nursing departments at three universities in Seoul, Gangwon, and Gyeonggi in South Korea; it included 66 participants, 33 in each of the experimental and control groups. The program consisted of pre-training, orientation, VR simulation, and debriefing.
Results
The interaction effect of the intervention and control groups with time points using the ECMO nursing VR simulation program was rejected due to no statistically significant difference in knowledge (F = 1.41, p = .251), confidence (F = 1.97, p = .144), and clinical reasoning capacity (F = 2.85, p = .061). However, learning immersion (t = 3.97, p < .001) and learning satisfaction (t = 4.25, p < .001) were statistically significantly higher in the experimental group than in the control group.
Conclusion
VR simulation program for ECMO nursing developed in this study is a potential educational method that positively affects the learning immersion and learning satisfaction of nursing students. This will also be an effective way to improve the performance of nursing students in ECMO nursing.
... The ADDIE model is a widely used instructional design framework that can be used to guide the needs analysis process [19]. The ADDIE model stands for Analysis, Design, Development, Implementation, and Evaluation. ...
Mining operations are risky and often dangerous, with a high potential for accidents. Many of these accidents can be prevented by implementing safety measures. It is essential that mining companies take these measures seriously to protect the safety and wellbeing of their workers and ensure the sustainability of the industry. Among these measures, those related to training are addressed in this paper in relation to the ERASMUS+ project entitled DigiRescueMe, which aims at developing courses to increase the knowledge and level of awareness of miners, rescue members, and mining engineers and, consequently, reduce the death rate in mine accidents. For this goal, semi-structured interviews and surveys were implemented, and the collected data were analyzed. The mining industry is a wide domain connected to other sectors like universities, vocational schools, rescue centers, and agencies. For this reason, the investigations carried out herein engaged people from all these sectors to identify firstly the themes, secondly, the topics, and finally the knowledge levels corresponding to those themes and topics in order to determine the learning needs and translate them into requirements for the courses that will be developed during the project activities.
Digital resources are valuable in socio-educational interventions with vulnerable migrant women for developing creative skills. Few existing repositories offer systematized resources for social educators to apply creative methodologies, such as design thinking. In the framework of a European project, this paper aims to design and evaluate Thinklusion, a repository of toolkits based on design thinking for socio-educational interventions with vulnerable migrant women. Before designing the repository (structure and content), vulnerable migrant women’s profile was identified. Based on the ADDIE model, a needs study was carried out through interviews with four representatives of European institutions. To evaluate didactic and technical aspects of
Thinklusion, 144 professionals completed an online questionnaire based on the 71362:2020 standard. In addition, Wave software was applied to the repository to analyze its web accessibility. The results and conclusions draw vulnerable migrant women’s profile as a starting point for designing inspiring models and therefore digital toolkits, incorporated in the repository. In the didactic evaluation, the contents were deemed respectful, clear, and applicable. It is suggested to favor autonomous learning and motivation. In the technical evaluation, the quality of the textual and iconic content was highlighted, as well as the presence of Accessible Rich Internet Applications attributes. In this dimension, it is necessary to provide self-help tools and solve color contrasts between texts and backgrounds. the evaluation according to gender. The next phases of the research will be aimed at solving the errors, training educators, and implementing the toolkits in socio-educational practice.
The purpose of this study is to lay a foundation for the application of scientific symmetry to science education. The research objectives and methods are as follows. First, this study theoretically examines what scientific symmetry is and reveals the connection between scientific symmetry and the nature of science. Second, to develop a scientific symmetry teaching and learning program that can be applied to school fields according to the ADDIE model based on the theoretical examination of scientific symmetry. Third, the effectiveness of the developed scientific symmetry teaching and learning program is analyzed from three aspects. The first aspect is to compare the pre- and post-test scores of mind maps on scientific symmetry using the R program's paired samples t-test, and analyze them. The second aspect is to analyze how scientific symmetry affected students' perspectives and feelings about science. The third aspect is to analyze how students' perceptions of the nature of science changed before and after their experience with the scientific symmetry teaching and learning program using the SUSSI test.
The results of the study are as follows First, the study conducted a theoretical examination of scientific symmetry based on the history of science, and defined scientific symmetry in physics as ‘the equivalence of two apparently different objects or situations by mathematical transformation,’ and defined scientific symmetry in biology as ‘the equivalence of apparently different objects or situations by biological laws or theories,’ centering on the concept of equivalence utilized in physics and philosophy of science. In addition, by relating the interpretation of scientific symmetry in the history of science to the five elements of the consensus view of the nature of science, this study provides a theoretical background that can be utilized in the education of the nature of science. Second, a teaching and learning program for learning scientific symmetry was developed. The finalized teaching and learning program consisted of seven sessions, including Recognizing Symmetry ①, which consisted of two sessions, Exploring the Traditional & Modern Science, which consisted of two sessions, Recognizing Symmetry ②, which consisted of two sessions, and Symmetry & Scientific Advancement, which consisted of one session. The results of the effectiveness analysis are as follows First, the mind map analysis shows that the scientific symmetry teaching and learning program is effective in learning scientific symmetry and its related concepts. Second, the learning opportunities about scientific symmetry help foster positive perspectives and feelings about science, such as providing an opportunity to reflect on science. Third, it was shown that scientific symmetry can also function effectively in learning about the nature of science. In addition, the scientific symmetry teaching and learning program developed in this study provided students with a satisfactory experience in terms of teaching and learning strategies and methods, and provided students with opportunities to learn about different scientists or to explore scientific theories they already knew in detail. Finally, the study makes the following recommendations. First, the aesthetic characteristics of science, including scientific symmetry, are considered to be a field of philosophy of science, and in order to apply these elements of philosophy of science to science teaching and learning, it is necessary to increase access to philosophy of science through pre-service teacher education programs and in-service teacher training, and to raise awareness of its importance. Second, the recently revised 2022 curriculum includes a new course, "History and Culture of Science," that utilizes the aesthetic features of science, and various teaching and learning approaches should be explicitly provided in conjunction with the curriculum. Finally, science educators, philosophers of science, and scientists should collaborate to help students learn core principles of science, such as scientific symmetry.
The problem of designing didactic processes has not been solved to this day, although some specific issues are considered. The article presents a generalized approach model based on the reference ADDIE model including the organisational level to the design and implementation of the didactic process. The model uses Bloom’s taxonomy and Gardner’s Theory of Multiple Intelligences. The model has been modified towards a dynamic design oriented on quality, efficiency and adaptive learning. A competency-based decomposition is used. The lowest level of decomposition is the activities level where the information flows as well as the learning and forgetting are taken into account. The competences-objectives-activities-data linking is discussed. The level of activities is represented in the form of an electrical-like network. The network represents differential equations describing dynamic learning and forgetting as well as the structure and information flows of the didactic process. The element models can be easily extended. The networks can be simulated and optimized. The results can be used during the design process. The simulation result as well as the structure of network equations enables inference. The article presents the results of simulations of some aspects of didactic processes including scheduling and sequencing, gap effect, workload, predicting achievements and effectiveness.
ResearchGate has not been able to resolve any references for this publication.