Page 192 - Educational Technology A Primer for the 21st Century

11.4 The Process of Design-Based Research 185
11.4.5 Two Main Outputs

In design-based research generic model, there are two main outputs: maturing
interventions and theoretical understanding. Both outputs ripen over time and can
be more locally relevant or more broadly applicable.
The intervention itself contributes directly to practice (by addressing the problem
at hand) and indirectly to theoretical understanding (as one example of how
specific, articulated, design frameworks can be reified). The theoretical under-
standing is produced through (usually several) micro and/or mesocycles of design
research.
The empirical findings and resulting conjectures provide important building
blocks for theory, and can also contribute indirectly to practice as these ideas may
be shared among professionals and used to build new interventions.

11.5 Dbr and Traditional Empirical Research

Reeves (2006) draws a clear line between research conducted with traditional
empirical goals and that inspired by development goals leading to “design princi-
ples,” as shown in Fig. 11.2.
The traditional empirical research proposed the hypotheses based on observation
and existing theories, which is tested by the design experiment. Then, the theory is
refined based on the test results. Finally, practitioners apply the refinement theory.
The cycle of traditional empirical research is the specification of new hypotheses.

Fig. 11.2 Differences between design research and predictive research. Adapted from Reeves
(2006)