Exploring the synergy between instructional design models and learning theories: A systematic literature review

Hassan Abuhassna; Mohamad Azrien Bin Mohamed Adnan; Fareed Awae

doi:10.30935/cedtech/14289

Hassan Abuhassna ¹ ^* , Mohamad Azrien Bin Mohamed Adnan ², Fareed Awae ²

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CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep499

https://doi.org/10.30935/cedtech/14289

Submitted: 11 October 2023, Published Online: 26 February 2024

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Abstract

To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.

Keywords: instructional design models, learning theories, systematic literature review, SLR

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Citation

Abuhassna, H., Adnan, M. A. B. M., & Awae, F. (2024). Exploring the synergy between instructional design models and learning theories: A systematic literature review. Contemporary Educational Technology, 16(2), ep499. https://doi.org/10.30935/cedtech/14289

Abuhassna, H., Adnan, M. A. B. M., and Awae, F. (2024). Exploring the synergy between instructional design models and learning theories: A systematic literature review. Contemporary Educational Technology, 16(2), ep499. https://doi.org/10.30935/cedtech/14289

Abuhassna H, Adnan MABM, Awae F. Exploring the synergy between instructional design models and learning theories: A systematic literature review. CONT ED TECHNOLOGY. 2024;16(2), ep499. https://doi.org/10.30935/cedtech/14289

Abuhassna, Hassan, Mohamad Azrien Bin Mohamed Adnan, and Fareed Awae. "Exploring the synergy between instructional design models and learning theories: A systematic literature review". Contemporary Educational Technology 2024 16 no. 2 (2024): ep499. https://doi.org/10.30935/cedtech/14289

Abuhassna, Hassan et al. "Exploring the synergy between instructional design models and learning theories: A systematic literature review". Contemporary Educational Technology, vol. 16, no. 2, 2024, ep499. https://doi.org/10.30935/cedtech/14289

Abuhassna H, Adnan MABM, Awae F. Exploring the synergy between instructional design models and learning theories: A systematic literature review. CONT ED TECHNOLOGY. 2024;16(2):ep499. https://doi.org/10.30935/cedtech/14289