Table 4 Problems from DBR cycle 1, possible reasons for their occurrence, and redesign steps
From: MIC-O-MAP: a technology-enhanced learning environment for developing micro-macro thinking skills
Problems seen in DBR cycle 1 | Potential reason for problem | Proposed redesign to address problem |
|---|---|---|
Learners struggle in establishing a micro-macro link, making an informed prediction and phrasing a justification | Disjoint activities—detailed question prompts and scaffolds, i.e., conceptual scaffolding questions are included in the revision phase only | Incorporating the question prompts at two stages: when a choice of graph is made and justification is written and when testing indicates incorrect prediction Option to take notes |
While the number of observations made in the simulation of micro-world was high, the number of times feedback from the question prompts was followed was much lower | Overload on memory to recollect pointers from feedback while interacting with simulation of microscopic model | Simultaneous display of simulation of micro-world and other features including question prompts Including a pedagogical agent and providing feedback as a dialogue |
Learners left the task half-way and stopped interacting after getting multiple answers incorrect | Perceiving question prompts as assessment | Including a pedagogical agent and providing feedback as a dialogue |
Learners faced navigation difficulty while interacting with MIC-O-MAP interface | Features and learning activities are presented in a linear manner. In order to revisit an earlier activity, students had to visit all other activities. On-coming back/previous choices/answers were erased | Back tracing the path and retaining users’ action such as choices selected and text entry Scroll bars, reset, and back button and retention of answers/choices included |