Instructional Media Design Commons^™

The Living Lab: Instructional Design Interventions To Improve Communication And Equity In Federal Housing Programs, Joana I. Camp

Knowledge and Creativity Expo

The Living Lab is an independent applied research project informed by my 25 years of lived experience as a Section 8 voucher holder, examining how instructional design strategies can improve administrative workflows, communication, and equitable access within the Housing Choice Voucher Program. Drawing on sustained participation, the research identifies two primary systemic barriers: the federally mandated 15-day inspection period and incomplete Request for Tenancy Approval (RFTA) packets. To address these issues, the project developed the RFTA Roadmap—a zero-cost, clarity-driven communication tool that embeds sequential instructions directly within procedural workflows, mitigating the Split-Attention Effect and cognitive “Bandwidth Tax” associated with standard …

Foreword, Pedagogical Innovations In Computer Science Education, Helen Crompton

STEMPS Faculty Publications

[Introduction] Computer science education sits at a defining moment. Across schools and universities worldwide, computing is no longer a niche discipline reserved for a select few. It is a foundational literacy that shapes how learners understand the world, participate in society, and imagine their futures. At the same time, the rapid pace of technological change, particularly in artificial intelligence, data systems, and intelligent tools, has placed unprecedented pressure on educators to rethink not only what we teach, but why and how we teach it. This book arrives precisely when such reflection is most needed.

Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory, Scott Hauert, Tian Luo, Cherng-Jyh Yen

STEMPS Faculty Publications

Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the …

Instructional Designers' Reflections On Generative Ai Use For Scenario-Based And Performance-Centered Learning: A Collective Autoethnography, Nour El Houda Maache, Dan V. Dao, Jiyoon Jung, Jayanth Nadheri, Nari Kim, Chikezie Ozuzu, Xinyue Ren

STEMPS Faculty Publications

This study examines how instructional designer-instructors (IDIs) use and evaluate generative artificial intelligence (GenAI) when designing scenario-based and performance-centered authentic learning in higher education. Using a collective autoethnography (CAE) approach, the study draws on semi-structured interviews and reflective narratives from five IDIs with varied professional experience. Findings indicate that GenAI enhanced design capacity by accelerating scenario development, translating complex content, and supporting scenario-based and performance-based task construction. At the same time, participants reported limitations related to contextual misalignment, output unreliability, and the cognitive demands of prompt refinement. Across cases, effective integration depended on sustained human oversight, disciplinary judgment, and ethical …

Adult Learners' Perspectives Of Ai Applications In Supporting Andragogy, Jinhee Kim, Xi Lin, Seongryeong Yu, Rita Detrick

STEMPS Faculty Publications

Emerging roles and capabilities of artificial intelligence (AI) technologies have the potential to support andragogical education and enhance learning experience for adult learners (ALs). However, the effective use of AI to support multifaceted components of andragogy including involvement, experience, problem-centered, relevance remains under explored. Furthermore, research on AI design principles to support ALs and andragogy is limited. This study, therefore, aims to investigate ALs perceptions of AI applications in enhancing andragogy and to explore the essential design principles of AI systems for andragogy. To this end, the study conducted semi-structured interviews with 20 ALs facilitated by 11 scenarios of AI …

Peacock Competency Model For Online Library Instruction, Rebeca Peacock

STEMPS Faculty Publications

Academic librarians are an integral part of academia offering niche expertise that benefits faculty and students alike. But they often lack specific guidance on developing competencies for the online teaching that is increasingly expected of them. This article addresses the lack of field specific guidance for academic librarians' online teaching by proposing a competency model grounded in expert practice. The study used semi-structured interviews with 18 academic librarians to address this gap asking: what knowledge, skills, and attitudes are needed for academic librarians to be successful in providing effective online library instruction?

Hyflex Course Design: Outcomes, Challenges, And Supports For Students And Instructors, Tracey Barr, Tian Luo

STEMPS Faculty Publications

Since it was first developed in 2006, the hybrid flexible, or HyFlex, course model has been growing in prevalence in higher education. HyFlex courses are defined as those allowing students to decide whether to experience course material in person, online synchronously, or asynchronously on a weekly or daily basis without warning to, or permission from, the course’s instructor. Empirical research regarding this instructional approach is still relatively limited despite increased attention during and following the COVID-19 pandemic. Increasing interest in providing alternatives to fully in-person instruction has made it necessary to closely examine the existing body of research to determine …

Integrating Design Thinking In A Stem Methods Course, Demetrice Smith-Mutegi

Teaching & Learning Faculty Publications

Design thinking, a problem-solving approach, has been offered as a strategy to address the challenges of growing and complex teaching expectations. In this narrative, I describe an adapted model of design thinking that was implemented in a secondary STEM methods course for teacher candidates in a graduate program. A description of the key activities, including the fundamental role of empathizing, is shared. Design thinking, when implemented by teachers and teacher candidates, allows the teacher to design and improve a lesson or unit based on student feedback and engagement. This is especially important in today's rapidly evolving educational landscape, where educators …

Impacts Of Segmenting Principle On Learner Performance And Attitude In A 3d Environment: A Mixed-Method Multiple Case Study, Kristin Herman, Mohan Yang, Jim Shifflet, Noah Glaser

STEMPS Faculty Publications

This study presents a conceptual replication of Moreno’s (Appl Cogn Psychol 21:765–781. 10.1002/acp.1348, 2007) study on the benefits of adhering to the segmentation principle when utilizing multimedia learning objects. Furthermore, this study expands upon the original by taking place in a low-immersive virtual reality environment, allowing for further understanding on the extent to which multimedia principles are still relevant. Both a synchronous and an asynchronous case are presented. Results indicate benefits for both cases in far transfer of learning. Furthermore, synchronous learners indicated a significant reduction in cognitive load and increased overall attitudes towards learning due to segmented instruction.

Designing A Tpack-Based Mobile Learning Model For Biology Education Using Nominal Group Techniques, Cik Jamaliah Abd Manaf, Shakinaz Desa, Muhammad Ikhwan Mat Saad, Helen Crompton

STEMPS Faculty Publications

Mobile learning (m-learning) enhances STEM education, particularly in biology, by supporting visualization and interaction. However, a structured framework integrating technological, pedagogical, and content knowledge (TPACK) is essential. This study designs a TPACK-based mobile learning model for biology using the Nominal Group Technique (NGT). A workshop with 10 experts identified seven key components and 67 elements, with nine elements rejected due to low consensus. The validated framework will guide model development using Interpretive Structural Modelling (ISM) to enhance critical thinking, collaboration, and digital citizenship, ultimately fostering effective mobile learning environments for biology education.

Leveraging Large Language Models To Create Learner Personas For Training Design, N. Lovett, M. Yang, K. Herman, B. Li, M. Sosonkina, W. Purwanto, P. Jiang, M. H. Wu

Electrical & Computer Engineering Faculty Publications

This case examines the innovative use of Large Language Models (LLMs) to generate learner personas for developing learner-centered cybersecurity training materials when direct access to initial learner data is not available. The team developed a nine-stage iterative process for creating and refining AI-generated personas to address this constraint, integrating ethical review, stakeholder feedback, and action research principles. The process expanded upon Kouprie and Visser’s (2009) empathic design framework to ensure cultural responsiveness and mitigate potential biases in LLM outputs. Through multiple refinement cycles, initial generic personas evolved into detailed, context-rich archetypes which informed the development of effective and context-responsive training …

Leveraging Custom Gpts For Formative Assessment And Feedback, Nari Kim, Jason Vickers, Shaimaa Alyehaibi, Chikezie Ozuzu, Xinyue Ren, Suhasini Kotcherlakota

STEMPS Faculty Publications

As artificial intelligence (AI) advances, the use of custom generative pre-trained transformers (Custom GPTs) in formative assessments opens new opportunities for improving student learning and engagement. Custom GPTs increase cognitive and emotional engagement by providing timely, context-sensitive, and tailored responses based on unique learner profiles. This paper aims to investigate how custom GPT-driven formative feedback can enhance individualized learning experiences and improve student performance. This paper will discuss the promise of this AI tool, the challenges associated with its application, and recommendations for educators and academics looking to use these technologies for formative assessments.

Advancing Pedagogical And Instructional Design Through Artificial Intelligence (Ai) In Education And Training Contexts, Mohan Yang, Jewoong Moon, Tian Luo, Jinhee Kim

STEMPS Faculty Publications

[Introduction] "The only way to discover the limits of the possible is to go beyond them into the impossible." - Arthur C. Clarke

It is our pleasure and honor as guest editors for this special issue of the Journal of Applied Instructional Design (JAID) to present "Advancing Pedagogical and Instructional Design through Artificial Intelligence (AI) in Education and Training Contexts." This issue arrives at a truly timely moment, as the rapid and continuous development of generative artificial intelligence (GenAI) is fundamentally reshaping the traditional paradigms of teaching, learning, and training.

A Study Of Learnability In Software As Perceived By Practitioners In User Experience And Learning Design Professions, Courtney N. Miller

STEMPS Theses & Dissertations

In the technology space, there are many factors that contribute to the marketability of software, including pricing and overall usefulness of the product (Jayathilaka, 2021). Many factors contribute to how usable a software is, including satisfaction, error prevention, memorability, efficiency, and learnability (Nielsen, 1994b). Learnability is one factor that may be affected or addressed by both user experience (UX) and learning design (LD) professional groups. While both fields address learnability, very few studies have been conducted to look at the UX interpretation of learnability as it relates to the LD interpretation (Elliott et al., 2002; Li et al., 2023). This …

An Exploratory Study On E-Learning Software Utilization Among Professional Instructional Designers In Virginia, Mark Richard Parsons

STEMPS Theses & Dissertations

This master's thesis aims to explore the diverse landscape of e-learning software employed by professional instructional designers in Virginia to develop educational content. The study investigated the learning management systems and rapid authoring software, their utilization, the challenges and benefits associated with their usage, and future trends. By gaining insights into the preferences and practices of instructional designers, this research contributes to a deeper understanding of the dynamic field of e-learning software in the context of Virginia's educational landscape.

Chapter 10: Increasing Accessibility In Educational Simulations, Meaghan Mcleod

Instructional Message Design, Volume 3

Simulations are an important aspect of education and training. They provide the learner with situations that mirror real life situations or provide access to unobservable phenomena. The simulations provide the learner with a unique opportunity to master skills through the use of and practice in a safe environment. However, many simulations are not designed with accessibility and accommodations in mind. This chapter provides a general overview of simulations and provides suggestions on how to increase accessibility and enhance the learning experience for all learners.

Chapter 06. Instructional Message Design For Adult Learners, Pamela J. Smith-Downing

Instructional Message Design, Volume 3

As stated in Chapter 1, message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. The instructional message design field of study pulls from many applied sciences, including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology, to name just a few. In this chapter, we will visit several adult learning theories and examples that guide our research into adult learning, look at different real-world instructional message designs for adult learners, and discuss directions for future …

Chapter 02: Multimedia Learning Theory And Instructional Message Design, Miguel Ramlatchan

Instructional Message Design, Volume 3

Multimedia learning theory describes how the designers of instructional messages, systems and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our …

Chapter 09: Web Conferencing Best Practices For Online K-12 Teachers, Mitch A. Cumings

Instructional Message Design, Volume 3

Web conferencing - the ability to hold live meetings from a distance through an online platform - has become an integral instructional tool to make learning more accessible and flexible. Although these technologies have been accessible for decades and utilized in both professional and institutional settings with degrees of regularity, they only arrived at a large scale onto the K-12 primary and secondary education scene out of necessity as prompted by the COVID pandemic. K-12 education systems had a crash course in web conferencing through the pandemic, and its value as a meaningful instructional tool persists.

Chapter 04: Cultural Sensitivity, Inclusion, And Social Presence In Instructional Message Design, Cheryl Cook-Posley

Instructional Message Design, Volume 3

It is critical for Instructional Designers (IDs) and Human Performance Technologists (HPTs) to consider the backgrounds of the learner to help them plan, develop, and design relevant and appropriate content for the audience of focus. The interests, assets, and needs of the learner must be researched and studied so the designer is able to fully know, empathize, understand, and design. Applying an audience centric approach equips designers to design culturally inclusive and sensitive instructional messages, as well as content that aligns with, are responsive to, and are respectful of diverse groups. In this way, IDs and HPTs can be able …

Chapter 07: What Can Instructional Designers Learn From Graphic Designers?, Mark Richard Parsons

Instructional Message Design, Volume 3

Instructional message design uses learning theories to effectively communicate information using technology. The instructional designer identifies the main objectives and skills to be learned to devise and deliver a strategy for the learner. The graphic designer plays a role by helping guide the learner through the material without distraction. Graphic design plays a vital role with visual learners. Using instructional and graphic design principles is important for effective instructional message design. This chapter looks at the importance of graphic design in the instructional design process. It will explore what skills and strategies instructional designers can utilize from a graphic design …

Chapter 08: Add Depth To Your Message - The Use Of 3d Printing In Instructional Message Design, Jennifer Tolley

Instructional Message Design, Volume 3

3D printing is an emerging technology used for the creation of physical objects. While it does not seem like a tool for instructional message design, 3D printing facilitates the development of many skills, such as creativity, critical thinking, and problem solving, as well as the development of content knowledge. It allows students to design and create real objects, or for teachers to show recreations of items from history. Tools, such as math manipulatives, can be designed and printed to help students learn abstract concepts. This chapter aims to provide a conceptual framework for 3D printing integration into instructional message design, …

Chapter 05: Message Design: How To Communicate Visual Information To Learners Who Are Visually Impaired, Meaghan Mcleod

Instructional Message Design, Volume 3

Message design consists of signs and symbols that play a crucial role in guiding our daily lives. text, images, videos, graphics, and diagrams are essential tools for communication and education. However, individuals with visual impairments are not able to fully access this visual content that plays such a critical part of our daily lives. Therefore, there is a need to create educational material that can be accessed by all learners including those with visual impairments. This chapter explores practical strategies that instructional designers, teachers, professors, and instructors can use to provide an inclusive learning experience for learners with visual impairments. …

Chapter 03: Message Design For Instructional Designers – Audio And Video Best Practices, Shelby Taylor

Instructional Message Design, Volume 3

Instructional message design is the way that information is delivered to users or the learners. Learners have short-term and long-term memory. Cognitive load theory and multimedia learning theory are two theories that can be applied to best practices in audio and video. Audio and video can range from speeches, podcasts, DVDs, and streaming videos. Both can enhance learning but should not drive the instruction. Segmenting video and audio is one of the many best practices as it allows learners to chunk the information and process it in small bits. There are learners who have auditory and visual deficits and instructional …

Chapter 01: Message Design For Instructional Designers - An Introduction, Miguel Ramlatchan

Instructional Message Design, Volume 3

Instructional message design is the use of learning theories to effectively communicate information using technology. Design is guided by theories including gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes, among others, the study and the use of typography, color, illustrations, photographs, modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques, while subsequent chapters …

Understanding Universal Design For Learning Implementation: A Hermeneutic Phenomenological Study Of The Experiences Of Higher Education Faculty And Instructional Designers, Breanne A. Kirsch

STEMPS Theses & Dissertations

Faculty face a rising challenge in supporting diverse student populations on campuses (Bastedo et al., 2013). Inclusive pedagogy, facilitated by UDL, helps alleviate learning barriers for diverse student groups (Basham & Blackorby, 2021). However, the ambiguous operational definition of UDL poses practical challenges in implementation and assessment (Diedrich, 2021), especially when it is described variably as a practice, framework, or intervention in the literature (Basham & Blackorby, 2021). This hermeneutic phenomenological study explores the meaning faculty and instructional designers ascribe to the experience of implementing UDL in higher education.

The main question is: what is the meaning that faculty and …

Online Learning As A Tool For Accessibility For Autistic Higher Education Students, Keirnan E. Brown

STEMPS Theses & Dissertations

Online learning is becoming more prevalent (Aylmer, 2020) and institutions are seeing an increase in disabled students (HEFCE, 2017; Italian National Agency for the Evaluation of the University System and Research [ANVUR], & National Conference of University Delegates for Disability [CNUDD], 2021; Rao, Edelen-Smith, & Wailehua, 2015). Meanwhile, this group experiences an achievement gap concerning learning and outcomes (ECU, 2017; Eurostat, 2014; Eurostat, 2019; Pearson et al., 2019). Therefore, exploring potential uses of online learning may be beneficial. One related use for online learning is its potential as a tool for accessibility for autistic students. Moreover, a literature gap exists …

Inviting Submission: Isabella Beeton At The Englishwoman's Domestic Magazine, 1856-1865, Julie Megan Sorge Way

English Theses & Dissertations

Isabella Beeton, creator of the iconic domestic manual Beeton’s Book of Household Management, died suddenly in 1865, just before her twenty-ninth birthday. Her popular book survived to codify stereotypical Victorian female ideals. Yet the “Mrs Beeton” mythos camouflages a remarkable talent: far from domestic drudgery, Beeton maintained a vibrant career as a writer and editor at the Englishwoman’s Domestic Magazine (EDM), traveling widely to research the latest fashions and laboring behind the scenes to ensure the magazine’s success. Closely examining Beeton’s EDM work demonstrates how these formative, productive years shaped her later, more popular writing. Such a …

Instructional Message Design: Theory, Research, And Practice (Volume 3), Miguel Ramlatchan (Editor)

Instructional Message Design, Volume 3

Message design is all around us, from the presentations we see in meetings and classes to the instructions that come with our latest tech gadgets to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences, including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology, to name just a few. In this book, we will visit several foundational theories that guide our research, look at …

Identifying Support Structures Associated With Informal Formative Evaluation In Instructional Design, Suzanne Smith, Tian Luo

STEMPS Faculty Publications

Instructional designers perform informal formative evaluation in design practice. An evaluation may be used to locate errors in alignment of instructional objectives or to increase the quality or effectiveness of a design. An instructional design review is similar to peer reviews in higher education which are often structured, and tools are provided to contribute to the review. A study was performed to identify the support structures and tools that contribute to building a community of feedback within the practice of instructional design reviews. Six instructional designers and design managers were interviewed to gather the processes they use in design reviews …