Design-based research

Design-based research (DBR) is a type of research methodology used by researchers in the learning sciences, which is a sub-field of education. The basic process of DBR involves developing solutions (called 'interventions') to problems. Then, the interventions are put to use to test the how well they work. The iterations may then be adapted and re-tested to gather more data. The purpose of this approach is to generate new theories and frameworks for conceptualizing learning, instruction, design processes, and educational reform. Data analysis often takes the form of iterative comparisons. Design-based research (DBR) is a type of research methodology used by researchers in the learning sciences, which is a sub-field of education. The basic process of DBR involves developing solutions (called 'interventions') to problems. Then, the interventions are put to use to test the how well they work. The iterations may then be adapted and re-tested to gather more data. The purpose of this approach is to generate new theories and frameworks for conceptualizing learning, instruction, design processes, and educational reform. Data analysis often takes the form of iterative comparisons. Methodologically, the learning sciences differs from other fields in educational research. It focuses on the study of learners, their localities, and their communities. The design-based research methodology is often used by learning scientists in their inquiries because this methodological framework considers the subject of study to be a complex system involving emergent properties that arise from the interaction of more variables than are initially known to researchers, including variables stemming from the researchers themselves (Brown, 1992). Rather than attempting to isolate all the various factors that impact learning as in traditional research, the learning sciences employ design based research methodologies which appeal to an approach to the study of learning – in particular human learning both inside and outside of school – that embraces the complex system nature of learning systems. Learning scientists often look at the interactions amongst variables as key components to study, yet acknowledge that within learning environments the interactions are often too complex to study all or completely understand. This stance has been validated by the findings of Cronbach and Snow (1977) which suggest that Aptitude-Treatment Interactions, where variables are isolated in an effort to determine what factors 'most' influence learning, will not be informative but rather inaccurate and potentially misleading if used as a ground for educational decisions or educational research of complex learning situations such as those characteristic of human beings in their lived experiences.