ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students' use of reflection in making design judgments fluctuated across design stages, with reflective moments often increasing as the design progressed. → Muruvvet Demiral-Uzan 2024
q2 i? Many judgments were initially unreflective but became reflective later in development, sometimes prompted by peer feedback. → Muruvvet Demiral-Uzan 2024
Evidence¶
Muruvvet Demiral-Uzan 2024¶
Muruvvet Demiral-Uzan, Elizabeth Boling. (2024). Instructional design students’ design judgment development. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10361-1
q2 · i? · qualitative · r2
Case analysis of Britney's design process over one semester. Early judgments were made without deep consideration, but as she developed instruction she considered consequences and employed reflection; the article reports her "reflective moments increased as she progressed with her design." Tables 5-12 document similar initially-unreflective-then-reflective patterns across cases.
"Britney engaged in reflection when she made design judgments, but her reflection fluctuated. Her reflective moments increased as she progressed with her design."
Discussion¶
Related Claims¶
- The development of ID students' design judgment over a semester is both perceptible and personal — related
- Instructional design students make multiple design judgments concurrently and constantly, with different judgment types clustered within single design moments — related
- When ID students lack prior experience with a design activity, they tend to follow guidelines and make judgments without reflection, especially in formative evaluation — related
- Lag sequential analysis revealed distinct choice-making trajectories: HPK students showed confidence-driven extra-task engagement and unre reflective repeated-failure sequences, while LPK students relied on preparatory worked examples — related
- Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reflective-judgment-fluctuates-increases-over-design |
title |
ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments |
description |
ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — muruvvet-demiral-uzan-2024 |
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