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Date of Award
Gary R. Morrison
This research examined the impact of automated instructional design on instructional quality. The nature of use of automated instructional design tool by expert designers, novice designers, and non-designers functioning as instructional designers are examined in relation to their impact on producing effective instruction. The purpose of this study was to understand the role automated instructional design tools play in the instructional design process. The ultimate goal and benefit was to understand how these tools are being used and by whom. The researcher used talk-aloud-protocol with individual testing to encourage the participants to discuss their design experience while designing the instruction. A questionnaire that focused on the user friendliness of the designing tool was administered at the completion of the respective design engagement. An expert review panel used evaluation rubrics developed by the researcher to evaluate the quality of the instructions designed by the study participants, which comprised of 12 graduate students and alumni. The findings revealed no significant impact on instructional quality by the respective designing groups, nor were there relationship between the designers' perceptions of the automated tool's usability and their respective performance. However, the study did show that the novice designers seem to have benefited the most from the utilization of an automated design tool. The researcher concluded that the non-designers should be provided with instructional design training. Additionally, there is a need for more empirical study on how best to maximize the benefits of using automated instructional design tools for the novice designers; however, a control group should be utilized in the study so that the true impact of the tool could be examined.
Uduma, Letitia N., "The impact of automated instructional design on instructional quality" (2002). Wayne State University Dissertations. 3280.