Towards a Model for Characterizing instruments Used in Design-Based Research

Abstract

The aim of this paper is to characterize and discuss the features of instruments that might be useful to carry out design-based research (DBR). DBR is a method of conducting educational research in real educational settings. DBR aims to bridge the gap between theory and practice by involving practitioners through the iterative and collaborative development and analysis of technology-enhanced learning environments. As DBR is an emerging and fast-growing method, we note the importance of documenting and formalizing the various instruments used by researchers. Our methodological approach involves a categorical content analysis of survey data and workshop minutes to identify nine descriptive criteria for DBR instruments. These criteria cover various aspects such as artifact description, legal notices, theoretical foundation, temporality, limits and difficulties, example of use, prescribers or beneficiaries, contact person, and needs of DBR. The findings reveal that the criteria can be categorized into three groups: artifact characteristics, actors using the instrument, and patterns of instrument use. The contribution of this research lies in providing a comprehensive model for describing and analyzing DBR instruments, highlighting the need for documentation and updating of instruments based on usage patterns and DBR needs.