Design-Based Research Approaches in Educational Technology Innovation
DOI:
https://doi.org/10.37396/jalmd.v1i3.20Keywords:
Design-Based Research, Educational Technology, Innovation, Learning Environments, Iterative DesignAbstract
This study explores the application of Design-Based Research (DBR) approaches in fostering innovation within educational technology. DBR is characterized by iterative cycles of design, implementation, analysis, and refinement conducted in real-world learning environments. The purpose of this research is to examine how DBR can effectively bridge the gap between theory and practice while generating practical and scalable technological solutions for education. Using a mixed-method approach, this study analyzes multiple case implementations of educational technology interventions developed through DBR frameworks. Data were collected through observations, user feedback, system performance metrics, and learning outcome assessments. The findings indicate that DBR enables continuous improvement of educational tools by incorporating stakeholder input, particularly from educators and learners, throughout the development process. Additionally, the approach supports context-sensitive innovation, ensuring that solutions are adaptable to diverse educational settings. The study also highlights challenges, including time constraints, complexity of iterative cycles, and the need for strong collaboration among multidisciplinary teams. Despite these limitations, DBR proves to be a powerful methodology for producing both theoretical contributions and practical innovations in educational technology. This research contributes to the growing body of knowledge on effective research methodologies for technology-enhanced learning and provides recommendations for future implementation of DBR in educational contexts.
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