TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model

scholarly journals Enhancing an instructional design model for virtual reality-based learning

2013 ◽  
Vol 29 (5) ◽  
Author(s):  
Chwen Jen Chen ◽  
Chee Siong Teh
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Experimental Studies ◽  
Research Process ◽  
Formative Research ◽  
Careful Consideration ◽  
Instructional Design Model ◽  
Design Model

<p>In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based learning environments<strong>.</strong> This article provides a thorough elaboration on how formative research is employed to enhance the earlier model. The study has successfully generated five new hypothesized principles to enhance the robustness of the instructional design model through the formative research process. The newly derived hypothesized principles also provide insights into the design of various experimental studies for testing them in the effort to form a more comprehensive guide for the design of VR-based learning environments.</p><p> </p>

scholarly journals Choice of instructional design for the development of a learning environment in blended mode

Respuestas ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 65-75
Author(s):  
Doris Patricia Mora Marín ◽  
Ilber Darío Saza Garzón ◽  
Fernando Santamaría
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Learning Environment ◽  
Educational Institution ◽  
Research Process ◽  
Instructional Design Model ◽  
Design Model ◽  
Historical Evolution

This article is a part of the research process for choosing an instructional design model within an educational institution of Higher Education in Colombia. It analyzes and reflects on different models of instructional design and before that sustains a definition and historical evolution of the different systems that have evolved the term of instructional design. With all the data and information required and on a basis consistent with the mission and vision of the institution Minute University Corporation of God, response and choice is given to a coherent model.

Building an Instructional Design Model for Immersive Virtual Reality Learning Environments

2021 ◽  
pp. 20-47
Author(s):  
Zeynep Tacgin ◽  
Barney Dalgarno
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Strategies ◽  
Learning Experience ◽  
Instructional Design Model ◽  
Design Model ◽  
Immersive Virtual Reality ◽  
Experience Design ◽  
Design Models

The recent increase in affordability of immersive virtual reality learning environments (IVRLEs) grows the interests of university, school, and industry training contexts. Due to their unique affordances, these environments have the potential to lead to a paradigm shift in learning experience design. The absence of learning design models, however, represents a significant challenge to the widespread and effective utilisation of this technology platform. Several researchers have proposed design models for virtual reality learning environments (VRLEs). The majority of these models don't explicitly consider the unique characteristics of Immersive environments. This research describes an instructional design model for IVRLEs, which draws upon Dalgarno and Lee's affordance model for VRLE and Tacgin's IVRLE development stages for teaching concepts and procedures. The specific learning strategies and affordances of IVRLEs are matched with the features of current IVR systems and technologies.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

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