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<p>Instructional design practices consist of design decisions. It often comprises decisions across analysis, design, development, implementation, and evaluation. This paper presents the findings of a scoping review that explored how decision-making is discussed in learning design research over the past four decades. This scoping review of research investigates conceptual papers and empirical studies that discussed decision-making in instructional design and/or educational technology contexts. The sample covers research published over four decades (1990–2023). By gaining an understanding of how decision-making is investigated and discussed in different contexts of educational technology, the field is positioned to support designers in the field as well as throughout their professional development.</p>

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A Scoping Review to Explore How Decision-Making is Discussed in the Field of Learning Design

  • 期刊论文

  • 发表日期：

    2025年2月13日

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  • Jill Stefaniak,
  • Meimei Xu,
  • Fan Yang

摘要

Instructional design practices consist of design decisions. It often comprises decisions across analysis, design, development, implementation, and evaluation. This paper presents the findings of a scoping review that explored how decision-making is discussed in learning design research over the past four decades. This scoping review of research investigates conceptual papers and empirical studies that discussed decision-making in instructional design and/or educational technology contexts. The sample covers research published over four decades (1990–2023). By gaining an understanding of how decision-making is investigated and discussed in different contexts of educational technology, the field is positioned to support designers in the field as well as throughout their professional development.