LibGuides: ID-8920 v1: Week 3 Resources

Week 3 Required Resources

Textbook(s)

The Instructional Design Knowledge Base: Theory, Research, and Practice

Richey, R.C., Klein, J.D., & Tracey, M.W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.

Chapter 4: Learning Theory (pp. 51 – 69). Chapter 4 delves into the centrality of learning theory within instructional design (ID) theory, as ID professionals are charged with the task of facilitating learning and enhancing performance. This chapter explores various learning theories, encompassing behavioral, cognitive, and social learning theories. It not only describes each theory but also elucidates their applications to instructional design. Additionally, the chapter examines research trends and offers recommendations for future research, providing valuable resources for students seeking support in developing dissertation topics in instructional design.
Chapter 5: Early Instructional Theory (pp. 70 – 83). Chapter 5, on the other hand, focuses on early instructional design theory, much of which forms the bedrock of ID practice. It covers fundamental principles of curriculum and instruction, mastery and individualized learning, early cognitive theories of instruction, instructional objectives, analysis of learner characteristics, sequencing, selection of instructional strategies, feedback mechanisms, and suggests areas for future research in this domain.

Article(s)

R2D2/C3PO Video Conferencing Instructional Strategies and Learning Activities: Expert Validated Research Instructional Design Model
Armstrong, A. & Gale, A.J.. (2022; 2025). R2D2/C3PO Video Conferencing Instructional Strategies and Learning Activities: Expert Validated Research Instructional Design Model. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Sixth Edition. Advance online publication.
- This chapter describes each element of R2D2/C3PO, a research-based, validated, instructional design model, in-depth, providing generic examples of instructional strategies and learning activities for each element. The overarching objective of this chapter is to list and describe each model component, which are read, reflect, display, do, coaching, conviviality, critical incident questionnaire, planning, and organization, and then to provide detailed descriptions of constructivist instructional strategies and learning activities that can be used.
First Principles of Instruction
Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research and Development, 50 (3), 43–59.
- A seminal work by Merrill, this article presents an initial overview of the principles identified through this research, which are common across various theories. Five primary principles are discussed: (a) Engagement in solving real-world problems enhances learning. (b) Activating existing knowledge serves as a foundation for acquiring new knowledge. (c) Demonstrating new knowledge to learners facilitates learning. (d) Application of new knowledge by learners promotes learning. (e) Integrating new knowledge into learners' existing frameworks enhances learning outcomes. The paper briefly explores representative instructional design theories that incorporate these principles, including Star Legacy (Vanderbilt Learning Technology Center), 4-Mat (McCarthy), instructional episodes (Andre), multiple approaches to understanding (Gardner), collaborative problem solving (Nelson), constructivist learning environments (Jonassen), and learning by doing (Schank).
Integrative Goals for Instructional Design
Gagné, R. M., & Merrill, M. D. (1990). Integrative Goals for Instructional Design. Educational Technology Research and Development, 38 (1), 23–30. http://www.jstor.org/stable/30219924
- The authors emphasize the need to identify learning objectives that integrate multiple elements across modules, sections, or courses, proposing the concept of "enterprises" for this comprehensive approach. They advocate teaching three types of enterprises—denoting, manifesting, and discovering—to enhance both learning integration and training transfer.

Optional Resources

Introduction to Instructional Systems Design: Theory and Practice
Hodell, C. (2021). Introduction to instructional systems design: Theory and practice. Association for Talent Development.
- Chapter 2 Learning Theory Through the Lens of Instructional Systems Development (pages 34-57). The key concepts covered in this chapter provide a comprehensive overview of the science of learning theory and its applications in instructional design. It explores the intricate link between psychology and learning, elucidating various theories that explain how learning occurs, including behaviorism, neo-behaviorism, cognitivism, constructivism, connectivism, and socioculturalism. The chapter delves into cognition as a dynamic process, examining metacognition and its role in fostering the ability to learn. Additionally, it discusses the significance of cognitive psychology in instructional design and highlights major differences between pedagogy and andragogy. Maslow’s Hierarchy of Needs, Bloom’s Taxonomy, and Gagné’s hierarchy of learning are examined for their implications in instructional systems design (ISD). Moreover, the chapter explores design disparities between teacher- and learner-centered learning approaches, addresses learning styles, and discusses Gardner’s theory of multiple intelligences in the context of instructional design. The chapter also touches upon the rule of 3s and the rule of 7s, as well as Thiagi’s alternative perspective on the laws of learning, offering valuable insights into their applications in ISD.
The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice
Brown, A. H., & Green, T. D. (2019). The essentials of instructional design: Connecting fundamental principles with process and practice. Taylor & Francis Group.
Using the First Principles of Instruction and Multimedia Learning Principles to Design and Develop In-Game Learning Support Videos
Kuba, R., Rahimi, S., Smith, G., Shute, V., & Dai, C. (2021). Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos. TechTrends, 65 , 405–418.
- Over a span of three years, the research team undertook the development of various learning aids aimed at bolstering content knowledge and facilitating progress through game levels. This case study focuses on the design and evaluation of instructional videos tailored for a physics educational game. While existing studies often emphasize the effects of research-based principles, there remains a notable absence of comprehensive design descriptions and recommendations for systematically creating effective in-game learning aids in the academic literature. This study is structured around two distinct phases: design and evaluation. During the design phase, collaboration with two physics experts facilitated the iterative development of 18 instructional videos. The team applied Merrill's First Principles of Instruction (2002) to craft instructional strategies, complemented by Mayer's multimedia learning principles (2017) to optimize video content for engaging learners in cognitive processing tasks. In the subsequent evaluation phase, feedback was solicited from 14 students regarding their perceptions of the videos. The effectiveness of the finalized videos was subsequently evaluated with 263 students the following year. Results indicated that, among all forms of support provided, the videos significantly correlated with improved posttest scores and game completion rates, with no discernible impact on game enjoyment based on viewing patterns. The study concludes with a discussion of the team's findings and recommendations aimed at enriching the framework for designing in-game learning supports.