Browsing by Subject "Design-Based Research"

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    A design-based research perspective for multiple immersive digital conversations in academic research writing literacies
    (2024) Ngodwana, Khanyisile; Ng'ambi, Dickson
    In the South African higher education context, academic writing support at the postgraduate level presents significant challenges for institutions. The conventional dyadic models of writing support, typically offered by writing centres, are increasingly viewed as inadequate in addressing the multifaceted nature of academic writing and literacy challenges. This study advocates for a shift towards a more inclusive and holistic approach, promoting trialogic and multi-lateral conversations within writing centres to address these challenges. The study's methodology is deeply rooted in literature and adopts Reeves' (2006) four-phase model to guide the Design-Based Research (DBR) approach. Through two iterative intervention cycles, the study integrates efforts from writing centres and subject lecturers to facilitate immersive conversations aimed at academic research literacy development. The third phase of DBR intensively focuses on testing and refining the interventions to address directly identified obstacles. The effectiveness of these interventions is measured through qualitative data collection methods, including surveys, interviews, observations, and document analysis. The study aims to answer the question: What are the design principles for facilitating multiple immersive digital conversations in academic research writing literacies? To answer this question, the study creates a dynamic and interactive environment where students can engage in meaningful dialogues and collaborative activities by integrating digital tools like Google Drive into the learning process. The study develops an integrated theoretical framework for multiple immersive digital conversations for academic research writing that interlinks linguistic, cognitive, and social elements. The study's participants include Bachelor Honours students and Advanced Diploma students, writing centre practitioners, and academic supervisors at a university in South Africa. The theoretical contribution of the study is a model of refined design principles for developing a robust intervention for multiple immersive digital conversations in academic research writing literacies. These principles advocate for pedagogies that respect and incorporate students' identities, aligning with adaptive and culturally inclusive teaching practices. In the realm of academic writing instruction, these principles have the potential to improve support systems significantly, enhancing students' academic achievements and advancing their research literacy skills.
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    Open Access
    Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach
    (2026) Zulu, Remaketse Francis; Ng'ambi, Dickson
    This study investigates the use of gamification as an instructional approach to boost student engagement in a Management Information Systems (MIS) course at a South African Private Higher Education Institution (PHEI). Utilizing a Design-Based Research (DBR) framework, the research aims to develop evidence-based design principles for effectively incorporating gamification into teaching practices in higher education. The central research question focused on identifying effective design principles for gamification, while additional questions examined its impact on student engagement, the most effective gamification elements, and the role of tools like Quizalize in achieving these outcomes. The study involved 15 students who chose to take part in the research on a voluntary basis. Findings revealed that gamification significantly enhances student engagement by fostering motivation, encouraging active involvement, and instilling a sense of achievement. The study identified key gamification elements, including leaderboards, badges, and real-time feedback, as especially effective in boosting engagement. Quizalize, as the selected gamification tool, proved instrumental in transforming traditional learning experiences into dynamic, interactive environments that aligned with students' preferences and needs. The research culminated in a series of design principles emphasizing the need to align gamification with educational goals, achieve a harmonious blend of competition and collaboration, and sustain student engagement through varied content and immediate feedback mechanisms. While the study demonstrated the potential of gamification to address challenges related to student disengagement, it also highlighted limitations, including technical constraints and the need for equitable access to resources. This study highlights the impact of gamification in creating engaging, learner-centred educational experiences and offers practical guidance for educators and institutions seeking to incorporate gamification into their teaching strategies.