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<p>This exploratory qualitative study examined how instructional designers use data to make decisions during the instructional design process. Participants included full-time instructional designers (<i>n</i> = 9) who were involved in one or more phases of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) across different job sectors, including health, corporate, higher education, and non-profit. Data sources included pre-interview surveys and semi-structured interviews. We analyzed the data using thematic analysis (Braun &amp; Clarke, 2006). The results indicated that instructional designers use data in diverse ways, depending on project scope, resources, team structures, and personal preferences. Data was often gathered through interactions with target audiences, clients, and subject matter experts, and reflected the project’s context, scope, resource availability, and the instructional designer’s individual approach. Log data and user experience data emerged as critical sources in the analysis, design, and evaluation phases. Implications for practice and research are discussed.</p>

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Data-Driven Decision-Making in Instructional Design: Instructional Designers’ Practices and Strategies

  • 期刊论文

  • 发表日期：

    2025年4月21日

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  • Secil Caskurlu,
  • Yasin Yalçın,
  • Jaesung Hur,
  • Hui Shi,
  • James D. Klein

摘要

This exploratory qualitative study examined how instructional designers use data to make decisions during the instructional design process. Participants included full-time instructional designers (n = 9) who were involved in one or more phases of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) across different job sectors, including health, corporate, higher education, and non-profit. Data sources included pre-interview surveys and semi-structured interviews. We analyzed the data using thematic analysis (Braun & Clarke, 2006). The results indicated that instructional designers use data in diverse ways, depending on project scope, resources, team structures, and personal preferences. Data was often gathered through interactions with target audiences, clients, and subject matter experts, and reflected the project’s context, scope, resource availability, and the instructional designer’s individual approach. Log data and user experience data emerged as critical sources in the analysis, design, and evaluation phases. Implications for practice and research are discussed.