Novices’ instructional design problem-solving processes: second life as a problem-based learning environment
Abstract
This qualitative case study aimed to explore how novice instructional designers solved a real-world problem by proposing an instructional design model in Second Life. Twenty-one novice instructional designers who enrolled in a Distance Education course were tasked with proposing an instructional design model to solve the high drop-out rate problem in a Distance Education center. In the Second Life environment, an island was rented and a Distance Education center was built. The participants worked in teams to propose an instructional design model for solving the real-world problem by simulating themselves as distance education specialists in this virtual Distance Education center. The data were collected through interviews, open-ended questionnaires, system logs, and group reports regarding their problem-solving processes. The results showed that the novice instructional designers stated that carrying out the problem-solving process in the Second Life promoted their motivation and engagement related to the real-world problem. To solve the real-world problem, five groups proposed Analysis-Design-Development-Implementation-Evaluation model, while one group proposed an Attention-Relevance-Confidence-Satisfaction model. Although the participants were aware of the potential of the Second Life as a Problem-based Learning environment, they stated that they preferred alternative technologies due to access and usability issues.
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PBL is grounded in Kolb's experiential learning theory and constructivism.
“The development of PBL is grounded in robust theoretical foundations: Kolb’s experiential learning theory provides methodological guidance for the inquiry process in PBL, while constructivism (Piaget and Vygotsky) establishes the core logic of student agency and active knowledge construction (Sancar-Tokmak and Dogusoy, 2023).”
From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Sancar-Tokmak and Dogusoy, 2023
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- Authors
- Sancar-Tokmak, H., & Dogusoy, B.
- Affiliations
- Computer Education and Instructional Technology, Mersin University
- ORCID
- Dogusoy, Berrin
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2020-08-03
- Volume
- 31
- Issue
- 1
- Pages
- 562-575
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W3046317199
- Cited by
- 17
- References
- 46
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 4 · 2023: 4 · 2022: 4 · 2021: 1
- FWCI
- 3.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Funders
- Mersin Üniversitesi (2016-2-AP3-1956)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- instructional design, problem-solving process, Second Life, problem-based learning, virtual learning environments, distance education, school dropout, instructional design model, student motivation, student engagement
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