instructional-design

Documents about instructional-design

• Diagnosis and Permission: A Methodological Synthesis of ARMS and AIAS#242963OSF
• El concepto antes que la imagen: IA generativa y modelo sistémico en la enseñanza del diseño de producto#276924OSF
• Voice cloning: opportunities and challenges in the journalistic and artistic workflow#365405OSF
• Where to From Here?#413086OSF
• After the Assistant Leaves: Cognitive Washout Dynamics and the Reversibility of AI-Induced Skill Decay#660500OSF
• Digital Teaching-Learning Processes in Tertiary Education: An Empirical Analysis of Zoom Usage, Cognitive Control, and Psychological Stress from the Normative Perspective of DIN EN ISO 9241#430235HAL (France)
• A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda#6651OpenAlex
• In Pursuit of Campus-Wide Data Literacy: A Guide to Developing a Statistics Course for Students in Nonquantitative Fields#198383ERIC
• From Evidence to Impact: Supporting Sensemaking and Instructional Revision in STEM Classrooms#433117DigitalCommons@USU
• Mathematical Readiness, Engagement Profiling, and the Illusion of Competence: A Quasi-Experimental Study of AI Adaptive Learning in Physics#338989OSF
• Seamless Language Learning: Second Language Learning with Social Media#487785ERIC
• Conceptual frameworks, competencies, contents and teaching methods in planetary health education for health students and professionals: a global systematic scoping review#20147DOAJ
• Assessing the Impact of Substituting Interaction Types: An Empirical Study of the Interaction Equivalency Theory#200796ODU Digital Commons
• Leveraging Consistency: Evaluating AI Coders for Qualitative Research#272983DigitalCommons@USU
• One Question, Two Outcomes: A Comparative Study of Student Modality and IRE Contingencies in Virtual Classrooms#376320ScholarlyCommons at Penn
• Apprenants à distance, des publics oubliés ? Vers une ingenierie inclusive entre hybridation et médiations numériques#337487HAL (France)
• The Institutionally-Embedded Pedagogical Agent (IEPA): Architecture and Field Experience of a Single-Operator, In-Situ, Multi-Model Educational AI#368884OSF
• The role of professional development quality in shaping technology acceptance across teachers, school leaders, and specialized support staff#444326OSF
• Raising the Floor, Holding the Bar: Distributional Effects of AI-Assisted Course Design in Two Community College Mathematics Courses#281771OSF
• Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching#7404OpenAlex
• A Mixed Methods Analysis on the Effect of Active Learning on Extraneous Cognitive Load Within Undergraduate Statistics Courses#179775DigitalCommons@USU
• Data Sheet 1_Epistemic alignment in STEM English classrooms: a crossover study of student engagement and comprehension.pdf#367136Figshare
• Data Sheet 2_Epistemic alignment in STEM English classrooms: a crossover study of student engagement and comprehension.pdf#367139Figshare
• A Multi-Theoretical Pedagogical Architecture for Adaptive AI Tutoring in Special Education: Mapping Platform Features to Established Research in Learning Sciences, Educational Psychology, and Disability Studies#123772OSF
• The Fay Institute Learning Framework (FILF): A Practitioner-Developed Instructional Design Framework for AI-Powered Educator Course Creation in East African Contexts#173497OSF
• A Study on the Effects of Digital Learning Sheet Design Strategy on the Learning Motivation and Learning Outcomes of Museum Exhibition Visitors#460683ERIC
• Influencia del uso didáctico de Moodle en el aprendizaje de los estados financieros básicos: estudio de caso en estudiantes de contabilidad de la Universidad Federico Henríquez y Carvajal#123737OSF
• Gender Differences in Gaze Patterns during Block-Based Programming: A Multimodal Literacy Perspective#413085OSF
• From Environmental Noise to Pedagogical Signal: Analyzing the Educational Potential of Strategic Cinema in Representing Teachers' Professional Crises (A Case Study of Social Studies Pre-Service Teachers)#390051OSF
• Kuruma-Gömülü Pedagojik Ajan (IEPA): Bir Özel Sınav-Hazırlık Kurumunda Tek-Operatörlü ve Yerinde (In-Situ) Konuşlandırılan Çok-Modelli Bir Eğitim Yapay Zekâsının Mimarisi ve Saha Deneyimi#361046OSF
• Rethinking Elementary Education’s Writing Instruction in The Age of Generative AI: A Systematic Review#413087OSF
• El Artífice Aumentado: soberanía técnica, cognitive offloading e inteligencia artificial en la formación docente técnica argentina#251703OSF
• Bypass, Offload, or Scaffold: A Conceptual Model of How Large Language Models Shape Learning#977039OSF
• The Situated Nature of a Computer Science Teacher’s Persistent Engagement Over a Decade: A Lines of Practice Perspective of Learning, Teaching, and Leading#356931DigitalCommons@USU
• ESL students' use of concordances and dictionaries in the transfer of academic word knowledge: a comparative study#963994ISUDR
• Motivational Ergonomics in Gamified and Artificial Intelligence-Supported Learning: An ARCS Study with Implications for Workplace Training#316663OSF
• Lesson Redesign as a Site of Pedagogical Reasoning in Initial Mathematics Teacher Education#352123OSF
• Artificial Intelligence in Enhancing English Reading Mastery: A Study of LLM-Based Personalized Learning Systems in Education#127168DataCite
• Artificial Intelligence in Enhancing English Reading Mastery: A Study of LLM-Based Personalized Learning Systems in Education#127169DataCite
• Map Before Machine™ ppt (UIUC Siebel Center for Design, SHIFT Scholar)#374648IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework: Industry & Empirical Validation Matrix#374643IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework (SLF) | UAE Human-Readiness One-Pager#374647IDEALS @ University of Illinois Urbana-Champaign
• Map Before Machine™ Card (1 pager)#374642IDEALS @ University of Illinois Urbana-Champaign
• Pre-AI Embodied Sense-Making: A Terminology Reference | Somagraphic Learning™ Framework#374644IDEALS @ University of Illinois Urbana-Champaign
• (SSRN preprint, Version 3) Somagraphic Learning™ Framework: A Human-First, AI-Supported Visual Cognitive Approach#374645IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework Pilot Protocol#374646IDEALS @ University of Illinois Urbana-Champaign
• Not AI-made. Soul-made: Reimagining Learning in a Human-First Era#374649IDEALS @ University of Illinois Urbana-Champaign
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)