Design and Development Research (DDR)
Assoc. Prof. Dr. Farrah Dina Yusop
[farah@um.edu.my]
Dept. of Curriculum and Instructional Technology,
Faculty of Education
Director, Academic Development and
Enhancement Centre (ADEC, Universiti Malaya,
MALAYSIA.
https://umexpert.um.edu.my/farah.html
https://www.facebook.com/
farrah.dina.39
27 January 2022 II UniSZA II Webinar
Structure of the webinar
• Introduction to IDT
• Design & Development
Research (DDR)
• 2 Categories of DDR
• R on products/tools (Type 1)
• R on design & development
models (Type 2)
• Application to research
• Some considerations
• Q&A / Discussion
Part A
Part B
Closing
A. Introduction
Instructional Design and Technology (IDT)
(Field)
Design and Development Research (DDR)
(One of the methodologies for applied research)
What is IDT (the field)
Systematic planning of learning experiences
that encompasses 5 phases: analysis, design,
development, implementation and evaluation,
with the purpose of improving an individual’s
learning, experiences and performances
(Yusop, 3rd June 2020)
What is DDR
A “… systematic study of design, development
and evaluation processes with the aim of
establishing an empirical basis for the creation
of instructional and non-instructional
products and tools and new or enhanced
models that govern their development”
(Richey & Klein, 2008, p. 748)
What is DDR
1. A “… systematic study
of design,
development and
evaluation processes
2. with the aim of
establishing an empirical
basis for the creation of
https://drieam.com/how-to-develop-elearning-content-with-addie/
What is DDR
2. with the aim of establishing an
empirical basis for the creation
of:
instructional and noninstructional
• products and
• tools and
• new or enhanced models
https://www.mother.ly/shop/math-toys-for-preschoolers
that govern their development”
(Richey & Klein, 2008, p. 748)
https://www.aliexpress.com/item/4000790637428.html
What is DDR
https://blog.pandai.org/the-9-different-types-of-intelligence-which-smart-are-you/
https://whiterabbitcontent.com/instructional-design-id-a-guide-to-the-top-id-modelsused-in-elearning/
Models / frameworks
https://creately.com/blog/diagrams/instructional-design-models-process/
https://www.researchgate.net/publication/254610358_The_CivicMinded_Instructional_Designers_CMID_framework_Educating_instructional_
designers_with_community-based_service-learning_approaches
What is DDR
A “… systematic study of
design, development and
evaluation processes with
the aim of establishing an
empirical basis for the
creation of instructional and
non-instructional products
and tools and new or
enhanced models that
govern their development”
(Richey & Klein, 2008, p.
748)
NOT a study about:
• Instructional psychology
or learning science;
• Media delivery system
comparisons or impact;
• Message design studies;
• Research of the
profession.
(Richey & Klein, 2014)
Authentic / real-life projects
Mixed
methods
Quantitativ
e methods
Qualitative
methods
Design & Development
Research (DDR)
Categories of DDR
Research on products
and tools
Research on design and
development model
Type 1
(Richey, Klein, & Nelson, 2004)
Type 2
(Richey, Klein, & Nelson, 2004)
Other terms
Design-based
research (Wang &
Hannafin, 2005)
Systems-based
evaluation
(Driscoll, 1984)
Formative research
(Reigeluth & Frick, 1999;
van de Akker, 1999)
Categories of DDR
Richey, Klein & Nelson, 2004, p.1103
1) Research on products & tools
a) Comprehensive DDR
=
Instructional
materials
• The entire D&D process is documented, from Analysis to
Evaluation (of product)
• Discuss design decisions
• Reflect on Issues, lessons learned  recommendations for
other designers
1) Research on products & tools
b) Specific ID phase
Instructional
materials
= Instructional
materials
• Specific phase is studied
• Discuss design decisions
• Reflect on Issues, lessons learned  recommendations for
other designers
1) Research on products & tools
c) Tool/product development and use
=
Instructional
materials
• Focus on the tool(s) – formative/summative evaluation
• Navigation, functionality, efficiency, ease of learning etc
• Its usage by the users e.g. usability, ways to improve
2) Research on D&D models
Model
development
• Result in new,
enhanced or
updated ID
model
• e.g. Yusop &
Correia (2008)
Instructional
Multimedia
Production
Model validation
Model use
• To validate
various
components of a
model
• Quantitatively –
correlation, path
analysis
• Qualitatively
• e.gTracey’s
(2009) Multiple
Intelligence
model
• Conditions that
impact the use of
model
2) Research on D&D models
2) Research on D&D models
Yusop, F.D. & Correia, A.P. (2008). A Practical Instructional Design Approach for Instructional
Multimedia Production in an Instructional Consulting Environment. AECT International
Convention 2008. Orlando: FL (November 4-8, 2008)
B. Application to Research
Herrington, McKenney, Reeves & Oliver (June, 2007)
Application to Research
Herrington, McKenney, Reeves & Oliver (June, 2007)
Application to Research
Herrington, McKenney, Reeves & Oliver (June, 2007)
Application to Research
Ch 1 – Introduction
• Statement of problem
• Research objectives
• Research questions
• Definition of Terms
Ch 2 – Literature review
• Theoretical framework
• Conceptual framework
Ch 3 – DDR processes / model
development
• Analysis
• Design & development
•
•
Implementation (iterative 1, 2, …)
Evaluation
Ch 4 – Methodology
• Context
• Participants
• Data collection strategies
• Pilot testing
Ch 5 - Data analyses and findings
Ch 6 – Conclusions
• Implications to theories/ID
model/framework
• Recommendations to other designers
Application to research
Structural Equation Modelling (SEM)
Richey, Klein & Nelson (2004), p.1116
Some considerations
Problem statement
• Focus on the problems or issues faced by the targeted audiences,
first; not the solutions
• Propose the solutions (i.e. educational interventions) to overcome
the problems/issues identified
• E.g. Issue: student motivation in online learning; Solution: ABC
module developed based on the theory of motivation
Research purpose and objectives
• Constructive alignment - Research purpose should align with
research objectives, research questions (and hypotheses, if any)and
approach
R.Purpose  R.Objectives  R.Questions R.Approach
Some considerations
Research questions
• Should be written with the focus on the problems and the proposed
solutions; NOT by the phases of instructional design
NOT
• What are the problems in teaching Year 1 Mathematics? (Analysis)
• What are the processes involved in the design and development of
the ABC module? (Design and development)
• What are the perceptions of the learners / impact of the module on
the learners? (Implementation/Evaluation)
YES
• How would the theory XYZ be applied in the processes of designing
and developing the ABC module?
• How did/in what ways did the ABC online module assist learners’
creative skills development?
Some considerations
Methodology
• Try to diversify your research approaches
– We usually are comfortable using qualitative approaches
e.g. case study  it is difficult to defend the model and
generalize its application to other ‘cases’; difficult to get
buy-in from journal readers except people in the IDT field
– Try other methods e.g. mixed method, quantitative,
Structural Equation Modeling (SEM)
Some considerations
Data analyses
• If you applied qualitative approaches, make sure to ‘expose’
your ‘rich’ data and the coding processes
– Don’t just stated ‘it has been coded’ or ‘we used thematic
analyses’  tell audience/readers how you did it  others
can replicate the processes
– Triangulate your data  use several methods to explain a
result e.g. interview & observation & student’s reflection
– Cite your ‘data’ in your writing – e.g. use participants’ in
vivo codes (like, quotes)
“The online course was really an eye-opener for me” (Katie, final
reflection)
C. Q&A / Discussions
https://www.facebook.com/
farrah.dina.39
Assoc. Prof. Dr. Farrah Dina Yusop
[farah@um.edu.my]
Universiti Malaya,
MALAYSIA.
References
Driscoll, M. P. (1984). Paradigms for research in instructional systems. Journal of Instructional
Development, 7(4), 2–5.
Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007, June). Design-based research and doctoral
students: Guidelines for preparing a dissertation proposal. In EdMedia+ Innovate Learning (pp. 40894097). Association for the Advancement of Computing in Education (AACE).
Richey, R. C., & Klein, J. D. (2008). Research on design and development. In J. M. Spector, M. D.
Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research for educational
communications and technology (3rd ed., pp. 748–757). Mahwah, NJ: Lawrence Erlbaum Associates.
Richey, R. C., & Klein, J. D. (2014). Design and development research. In J.M. Spector et al. (eds),
Handbook of research on educational communications and technology (pp. 141-150). Springer, New
York, NY.
Richey, R.C., Klein, J., & Nelson, W. (2004) Developmental research: Studies of instructional design and
development. In D. Jonassen (Ed.) Handbook of Research for Educational Communications and
Technology (2nd ed.) (pp. 1099-1130). Mahwah,
NJ: Lawrence Erlbaum Associates, Inc.
References
Tracey, M. W. (2009). Design and development research: a model validation case.
Educational Technology Research and Development, 57(4), 553-571. Available at
https://core.ac.uk/download/pdf/80495717.pdf
van den Akker, J. (1999). Principles and methods of development research. In J. van den
Akker, R. M. Branch, K. Gustafson, N. Nieveen & T. Plomp (Eds.), Design approaches and
tools in education and training (pp. 1–14). Dordrecht, The Netherlands: Kluwer Academic
Publishers.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced
learning environments. Educational Technology Research and Development, 53(4), 5–23.
Yusop, F.D. (3 June 2020). Design and development research (DDR). Paper presented at
Faculty of Education, UKM.
Yusop, F.D. & Correia, A.P. (2008). A Practical Instructional Design Approach for
Instructional Multimedia Production in an Instructional Consulting Environment. AECT
International Convention 2008. Orlando: FL (November 4-8, 2008). Available at
https://members.aect.org/pdf/Proceedings/proceedings08/2008I/08_26.pdf