Volume 3, Issue 3, 2013


Table of Contents

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Development of an Interactive Multimedia Instructional Module

   Florence Martin, O. Jerome Haskins, Robin Brooks, and Tara Bennett


Abstract: This paper presents an interactive multimedia instructional module developed to provide a walking tour of historic downtown Wilmington. This module was built following the systematic instructional design process including the steps of analysis, design, development, implementation, and evaluation. The purpose of this paper is to showcase the different steps that went into building the Interactive Multimedia Instructional Module. Adobe Flash was used to create the multimedia program. This project will benefit those who teach computer-based instruction and those who are considering building multimedia products.

Keywords: Multimedia Development; Computer Based Instruction; Computer Assisted Instruction; Design and Development; Walking Tour; Multimedia Learning


Overt and Covert Instructor Interaction and Student Participation in Asynchronous Online Debates

   Gayle V. Davidson-Shivers, Joyce M. Guest, and W. Darlene Bush


Abstract: The idea that online debates are beneficial to promote learning is not new. Yet, students do not actively partici-pate or participate as well as anticipated. Two factors that may affect participation are instructor guidance and interaction. For this case study, two instructors taught sections of the same course, but with different approaches. Both instructors provided similar guidance as how students should participate in the debates. They also interacted with students through various communication tools; however, one participated in the discussions (Overt Approach) and the other did not (Covert Approach). A content analysis of embedded statements in three debates was conducted. The highest statement frequencies were in the first debate in Unit 3 for both Approaches. The Overt Approach had higher frequencies than the Covert Approach in the second debate in Unit 9; this observation was reversed in final debate in Unit 13. Substantive statements, prevalent across debates for both Approaches, appeared to promote student participation. However, the Cov-ert Approach had significantly more Substantive statements of Elaborate in the Unit 3 Debate and Critique and Evidence in Unit Debate 13 than found in the Overt Approach. The Overt Approach yielded higher Non-Substantive statements of Side-track than found in the Covert Approach overall.

Keywords: Online debates, distance learning, student engagement, overt instructor interaction, covert instructor interaction.


A Formative Evaluation of the Balance of Power Game and Curriculum

   Carrie Lewis, Jason Lancaster, Wilhelmina Savenye, and Nancy Haas.


Abstract: A formative evaluation of the Balance of Power game and curriculum was conducted at a junior high school in a large southwestern metropolitan area. The evaluation consisted of a pretest, lesson, game play, posttest, attitudinal survey, second posttest, interview and observation in order to determine the effectiveness of the Balance of Power game and lesson curriculum. There was an increase in mean performance test scores from pretest to posttest 1 and pretest to posttest 2. Overall, student and teacher ratings of the program were favorable.

Keywords: civics, iCivics, gaming, evaluation, middle-school curriculum


Expanding Assessment Practices with Educational Videogames

   Steven J.  Zuiker

Abstract: Many approaches to instructional design engage users in imagining possibilities for themselves and a community’s view of the world in addition to showing or explaining that world to them. As a case in point, many videogames exemplify the idea that learning how to “be” a kind of person, or professional  (e.g., soldier, doctor, thief), accompanies how to “do” the range of skillful practices associated with a particular discipline. However, whether and how these novel design affordances inform the study and practice of instructional design remains an open question. This essay explores specific opportunities for expanding assessment practices, particularly for formative purposes as players transition between and beyond educational videogame experiences. To this end, it considers information, evidence, and assessment with respect to educational videogames, attendant arguments for expanding assessment practices, one design that embodies these arguments, and implications of the work for instructional design.

Keywords: assessment, video games, multimedia instruction


Book Review…   Learning Matters: The Transformation of U.S. Higher Education

   Kim C. Huett

For the Love of Instructional Design: An Essay

   Leslie Moller and Douglas M. Harvey


A View of Our Readers

   JAID Staff

Abstract: Have you ever wondered who reads the Journal of Applied Instructional Design?  This two-page summary describes the readership of JAID from early 2011 through December 31, 2013.    Statistics derived from Google Analytics of the www.jaidpub.org website are presented.   Highlights: There were over 11,000 site visits by over 8,000 unique visitors.  Maps describing the cities and nations of readers are presented.






2021 (Volume 10)

2020 (Volume 9)

2019 (Volume 8)

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

2011 (Volume 1)