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Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189x032001009
Educational research can be challenging due to dynamic classroom environments. In this article, Cobb et al. (2003) describe how design experiments can be utilized to produce desired outcomes and develop innovative theoretical understandings. Design theory meets educational research's complexities and challenges by merging a pragmatic approach to research with theoretical underpinnings and making implications for future theories. Therefore, a design methodology is optimal for analyzing learning ecologies and design. Cobb et al. outline five crosscutting characteristics of design experiments intending to promote educational interventions and theoretical acumen.
This article highlights the cumulative approach to design experiments in diversified settings. The big idea of conducting a design experiment is having a methodical process to test the intervention. Cobb et al. (2003) walk the readers through preparing for and conducting a design experiment: design formulation, observation, analysis, reflection, and refinement. Design experiments are iterative and may undergo multiple iterations to improve the experimental design continuously. This article emphasizes the importance of having a dedicated team of researchers dedicated to the design process and engaged with collective expertise. The design process requires that researchers continuously observe how the intervention works on educational outcomes and make adjustments. In this article, the authors also highlight the challenges of design experiments. Design experiment researchers often deal with significant quantities of data, and being cognizant of how the data is collected is crucial.
The design-based approach to educational research resonates with me as an instructional designer. In the domain of instructional design, I am tasked with providing dynamic educational solutions relevant to the learners. When I design a course similar to design improvement, I continually evaluate the course for continuous improvement to bolster student success.
Additional Reading:
Brown, A. L. (1992). Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings. The Journal of the Learning Sciences, 2(2), 141–178.
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