Table 1
Study Context and Focus.
| Learning Experience | Teacher/Instructor Focus | |
|---|---|---|
| K–12 Learning Environments, Tools & Resources | Blanchard et al., 2015 Dasgupta, 2019 Gale et al., 2019 Hira & Hynes, 2019 Langman et al., 2019 Moore et al., 2014 (K–12) Tang, 2013 | Gale et al., 2019 Hardre et al., 2010 Moore et al., 2014 (K–12) |
| Undergraduate/Higher Ed Learning Environments, Tools & Resources | Guloy et al., 2017 Langman et al., 2019 Newstetter, 2005 Todd et al., 2011 Spelt et al., 2015 Weber et al., 2014 Yueh et al., 2014 | Diefes-Dux et al., 2010 Friedrichsen et al., 2017 |
[i] Note: Articles listed in italics are focused on affect (e.g., interest, motivation) of students or teachers. Gale et al. (2019) is listed in both learning experience and teacher focus because it included data about the perspectives of both students and teachers.
Table 2
Articles by Design-Based Research Cycles Reported.
| Cycles reported | Studies | Paper features |
|---|---|---|
| Multiple, iterative design cycles | Dasgupta, 2019 Diefes-Dux et al., 2010 Finelli et al., 2015 Hira & Hynes, 2019 Langman et al., 2019 Moore et al., 2014 Newstetter, 2005 Todd et al., 2011 |
|
| One design cycle or one aspect | Blanchard et al., 2015–impact study Friedrichsen et al., 2017 Gale et al., 2019 Guloy et al., 2017 Hardre et al., 2010 Spelt et al., 2015 Tang, 2013 Weber et al., 2014 Yueh et al., 2014 |
|
Table 3
Embodiment of Designs by Studies.
| Embodiment of Design | Studies | Paper features |
|---|---|---|
| Curriculum design and implementation | Blanchard et al., 2015 Gale et al., 2019 Hardre et al., 2010 Hira & Hynes, 2019 Langman et al., 2019 Newstetter, 2005 Spelt et al., 2015 Tang, 2013 Todd et al., 2011 Weber et al., 2011 Yueh et al., 2014 |
|
| Pedagogical tools, strategies, or supports | Dasgupta, 2019 Diefes-Dux et al., 2010 Friedrichsen et al., 2017 Guloy et al., 2017 |
|
| Frameworks | Finelli et al., 2015 Moore et al., 2014 |
|