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How design-based research and action research contribute to the development of a new design for learning

Authors:

Gunver Majgaard ,

University of Southern Denmark, Denmark, DK
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Morten Misfeldt,

Aarhus University, Denmark, DK
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Jacob Nielsen

Technical University of Denmark, Denmark, DK
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Abstract

In this article, we explore how Action Research and Design-Based Research can be combined and used in the development of educational robotic tools. Our case study is the development of an educational tool called Number Blocks, and it combines physical interaction, learning, and direct feedback. Number Blocks support a child’s understanding of place value by allowing the child to experiment with large numbers. The tool was developed in collaboration with a class of 7- to 8-year-old children and their mathematics teacher. In this article, we compare and synthesize elements from different research methodologies and argue that these elements can constitute a structured approach to projects combining educational design research with new learning technologies. Key elements of the approach that has been developed include: acknowledging user input, active participation, developing a theoretical pre-analysis, and using an iterative approach.

DOI: http://doi.org/10.16993/dfl.38
How to Cite: Majgaard, G., Misfeldt, M., & Nielsen, J. (2011). How design-based research and action research contribute to the development of a new design for learning. Designs for Learning, 4(2), 8–27. DOI: http://doi.org/10.16993/dfl.38
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Published on 01 Dec 2011.
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