A framework for the theory-driven design of digital learning environments (FDDLEs) using the example of problem-solving in chemistry education

ABSTRACT

This paper proposes a framework for designing digital environments and illustrates this framework using the example of a video game (Alchemist). The increasing importance of digital environments for educational systems (e.g. for teaching and assessing twenty-first century skills) makes it necessary to have standards for their quality. These environments should enable an individual discussion of the learning content, give individual feedback for learners and consist of motivational elements. The framework consists of the steps “Analysis”, “Design”, “Development”, “Quality Assurance” and “Evaluation & Implementation”. Each of these steps is characterized by a defined milestone, which, together with a cycle between crucial and non-arbitrary steps, indicates a product and goal orientation for development that distinguishes the model from conventional approaches. This should significantly promote the actual completion of a first product and thus the implementation of a project idea, since otherwise development processes, in particular, are quickly stuck in several, sometimes small-step loops until the initial impulse is lost.

KEYWORDS:

• Educational game design
• chemistry education
• problem-solving
• learning progression
• assessment

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rüdiger Tiemann

Rüdiger Tiemann is a full professor of chemistry education at Humboldt-Universität zu Berlin, Germany. He is a member of various associations for science education and reviewer of national and international journals and science organizations. Prof. Tiemann’s current research interests cover problem-solving, decision-making and mental modelling as well as technology-based assessment methods.

Amany Annaggar

Amany Annaggar is a scientific co-worker in chemistry education at Humboldt-Universität zu Berlin, Germany, and worked in different EU-projects on inquiry-based science learning. She obtained a special diploma in educational technology from Helwan University, Egypt, and wrote a Master thesis from Humboldt-Universität zu Berlin. She develops and does research on “Alchemist” within the scope of her Ph.D. project.