Developing media literacy as complex learning in secondary schools: the effect of 4C/ID learning environments

ABSTRACT

Background: Today, the importance of teaching media literacy in education has been highlighted, and the need for effective instructional design in this field has received more attention. This research attempts to investigate the effect of the Four-Component Instructional Design (4C/ID) model on developing media literacy. Method: This study employs a quasi-experimental pre-test-post-test design. The research subjects were recruited from tenth-grade students at secondary schools in Mashhad, Iran. A total of 30 students were selected as the sample using the convenience sampling method. Fifteen students were placed in the experimental group, and the rest were placed in the control group. Result: Statistical analysis (ANCOVA, MANCOVA & MANOVA) showed that designing instruction based on the complex-learning model (4C/ID) improved learning outcomes, critical thinking, and conscious interaction with the media. Conclusion: Acquiring media literacy competence is a complex learning process. Based on the results of this study, the four-component instructional design model (4C/ID) can promote the development of media literacy skills in students.

KEYWORDS:

• 4C/ID
• media literacy
• critical thinking
• complex learning

Disclosure statement

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

Additional information

Notes on contributors

Azam Hosseinzadeh

Azam Hosseinzadeh, Graduate student in Curriculum Studies, Ferdowsi University of Mashhad, Mashhad, Iran. Email: [email protected].

Morteza Karami

Morteza Karami, Associate Professor of Curriculum Studies and Instruction, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. Email: [email protected].

Mehrnaz Sadat Rezvanian

Mehrnaz Sadat Rezvanian, a Ph.D. student in Curriculum Studies, Ferdowsi University of Mashhad, Mashhad, Iran. Email: [email protected].

Mahmoud Saeidi Rezvani

Mahmoud Saeidi Rezvani, Associate Professor of Curriculum Studies and Instruction, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

Mohsen Noghani Dokht Bahmani

Mohsen Noghani Dokht Bahmani, Associate Professor of Sociology, Faculty of Humanities and social siences, Ferdowsi University of Mashhad, Mashhad, Iran.

Jeroen Van Merriënboer

Jeroen J. G. van Merriënboer, Full Professor of Learning and Instruction, School of Health Professions Education, Maastricht University, The Netherlands and Institute of Education, National Research University Higher School of Economics, Moscow, Russia.